General MS Course Information

Credit by Demonstrated Mastery (CDM) is the process by which a school system can, based upon a body of evidence, award a student credit in a particular course. The CDM option was developed to provide an additional pathway for acceleration to students who have gained content knowledge through means other than traditional seat time. Thus, in order to attempt CDM, a student shall not have had seat time in the course in which they are attempting to test. “Mastery” is defined as a student’s command of course material at a level that demonstrates a deep understanding of the content standards and application of knowledge. CDM is a two-phase process that includes taking an assessment and completing an artifact or performance task.

Should students succeed at CDM, they are awarded the credit for the course as a “Pass” on their transcripts; CDM credits do not impact GPA.

The CDM window occurs three times each academic year at specific times in the spring, summer, and fall. It is available to all middle and high school students seeking credit for select high school courses taught in the district under State Board of Education policy CCRE-001, Section 8. For further information about CDM, talk with your school counselor or view more information in the Student Family Handbook.

The Healthful Living Education program promotes behaviors that contribute to a healthful lifestyle and improved quality of life for all students. The Healthful Living Education portions of the Essential Standards support and reinforce the goals and objectives of its two major components: health education and physical education. Fit, healthy students who are present and alert in school have a head start on academic performance.

The English Language Arts Curriculum for grades sixth through eighth follows the North Carolina Standard Course of Study in reading (including informational and literary texts), writing, language, speaking, and listening. The alignment to these standards allows for students to utilize strong foundational skills and an academic knowledge base that will prepare them for success in high school and beyond. Strategic focus is given to

• building background knowledge
• expanding vocabulary
• analyzing language structures
• verbal reasoning
• literacy knowledge

Literacy materials provide a coherent sequence or collection of connected texts that build vocabulary knowledge and knowledge about topics, themes, and ideas through tasks in reading, writing, listening, speaking, and language. Within a sequence or collection, quality texts of grade-level complexity are selected for multiple, careful readings throughout the unit of study.

Social Studies is the integrated study of the social sciences and humanities to promote effective citizenry. The Social Studies Essential Standards provide students with a consistent framework of historical and inquiry-based skills needed to study and analyze specific grade-level content centered around the following strands:

• History
• Geography
• Economics
• Civics and Government
• Behavioral Sciences

Based on Public School Law G.S. 115C-81, social studies courses must encompass the teaching of Americanism, the governments of North Carolina and the United States, and the free-enterprise system, including its history, theory, foundation and the manner in which it is practiced. The statute also requires local boards of education to provide for teaching “the nation’s founding and related documents, which shall include at least the major principles in the Declaration of Independence, the United States Constitution and its amendments, and the most important of the Federalist Papers.”

Moreover, as of 2001, this statute requires one yearlong course in middle school regarding North Carolina history, specifies the inclusion of various racial and ethnic groups’ contributions to the development and diversity of the state, and strongly encourages components in civic and citizenship education. Examples of such components are touring local government facilities, choosing and analyzing community problems, offering public policy recommendations, and providing information for community involvement.

The North Carolina Science Standard Course of Study was recently updated and adopted in July 2023. The new Science Standards will go into effect at the beginning of the 2024-25 academic school year. These standards are intended to foster conceptual understanding and help develop scientifically literate students. The standards provide Clarifying Objectives for Life, Earth/Space, and Physical Science in middle grades. Science as Inquiry, a critical component of middle grades science courses, emphasizes scientific inquiry to develop an understanding of science concepts throughout the Science Standards. The Science and Engineering Practices (SEPs) are embedded in the standards to support a greater emphasis on how students develop scientific and the durable skills within the NC Portrait of a Graduate. Students participate in scientific investigations to promote logical reasoning and develop science process skills. Inquiry-based scientific investigations in grades six, seven, and eight support and expand students’ understanding of the Science Essential Standards and Clarifying Objectives.

The goal of GCS Middle School Science is to create an atmosphere where students gain an enduring interest in science and develop the necessary scientific knowledge and process skills to experience success in high school science courses and to be college and career ready.

Middle school math classes follow the standards outlined in the North Carolina Standard Course of Study. These standards are meant to be enduring, rigorous, and relevant, reflecting the knowledge and skills our students need to be college and career ready.

The standards

• Are aligned with college and career expectations;
• Are clear, understandable, and consistent;
• Include rigorous content and application of knowledge through higher-order skills;
• Prepare students to succeed in our global economy and society; and
• Are evidence- and research-based.

Once students complete middle school and transition to high school, they may choose to participate in the Junior Reserve Officers’ Training Corps (JROTC). Parents of interested students whose assigned school does not have a JROTC program may apply to the GCS Choice and Choice Department. Under this provision, transportation is available for Choice and Choice Schools JROTC programs. Please note that students may not apply for a JROTC program if their zoned attendance high school offers JROTC program. Students who are reassigned to participate in JROTC must enroll in JROTC classes each year in order to remain at the school. Please contact the Choice and Choice Schools Office for additional information.

JROTC Information

• EDOPTIONS ACADEMY (EOA)

• NORTH CAROLINA VIRTUAL PUBLIC SCHOOL (NCVPS)

EOA and NCVPS provide students with expanded academic options by offering online courses to GCS students.

Middle school students may earn high school credit for a limited number of courses approved under North Carolina State Board of Education Policy CCRE001. Courses taken by middle school students in grades 6-8 will not be calculated in their high school grade point average (GPA). Courses taken during the summer following the student’s 8th grade year will be calculated in their high school GPA.

High school content areas in which students may take courses are:

• English
• Math
• Science
• Social Studies
• World Languages

A list of available courses can be found on the GCS Blended Learning Department website.

For more information about online courses, contact your school’s counseling office.

CTE Concentrator

Whether they are planning to enter the workforce before or after college, all students benefit from both a strong academic foundation and specialized technical skills in today’s world. CTE course sequences may be combined with required academic courses to assist students as they prepare for two- and four-year degree programs or going directly to work. CTE course sequences are developed in collaboration with business and industry partners and reflect trends in current and emerging career fields and the need for lifelong learning.

CTE’s WHY

CTE prepares all students for high skill, high wage, or in-demand careers. The experience begins with inspiration in Pre-K, awareness in elementary school, exploration in middle school, and preparation in high school. CTE equips students for post-secondary education and immediate employment opportunities to successfully compete worldwide.

CTE in Middle School

Taking CTE courses in middle school allows students to explore a variety of industry areas to help determine potential careers. Students will be better equipped to develop an individualized high school plan that will prepare them for career goals and the postsecondary education needed to help students reach them. CTE Pathways in high school provide students with the knowledge they need to make educated choices about career goals and any postsecondary education need to reach them. High School CTE Pathway can provide them with an opportunity to earn industry-recognized credentials and articulated community college credit and participate in a work-based learning experience (apprenticeship, cooperative education, job shadow, or internship).

Students who elect to pursue a CTE concentration in high school must earn at least two to four CTE credits in a specific pathway contained in a Career Cluster by enrolling in sequential order. High school CTE pathways can provide students with an opportunity to earn industry-recognized credentials, articulated community college credit, and participate in a work-based learning experience (apprenticeship, cooperative education, job shadow, or internship). CTE pathways are developed in collaboration with business and industry partners and reflect the trends in current and emerging careers and the need for CTE lifelong learning. Students should work with their parents, counselors, and teachers to identify their interests, abilities, talents, and by researching the careers today, tomorrow, and beyond.

Taking CTE courses in middle school allows students to explore a variety of industry areas to help determine potential careers. Students will be better equipped to develop an individualized high school plan that will prepare them for career goals and the postsecondary education needed to help.

College Foundation of North Carolina (CFNC) is a comprehensive, free information service provided by North Carolina to help families plan, apply, and pay for college. The goal of CFNC is to help every student in the state prepare successfully for education beyond high school and find the best financial aid alternatives. Resources and information on careers, more than 100 NC colleges, college admission, scholarships, grants, and other financial assistance are available online at www.CFNC.org or by calling toll free 866-866-CFNC. High school students and their parents are encouraged to take advantage of this service, and GCS counselors are trained to assist them. CFNC is made available by College Foundation, Inc., the North Carolina State Education Assistance Authority, and Pathways, a partnership that includes the State Department of Public Instruction, the North Carolina Community College System, the North Carolina Independent Colleges and Universities, and the University of North Carolina System.