Math Department
The mission of the SHS Math Department is to make a positive difference in the lives of students through a dynamic synthesis of traditional and modern mathematics. We facilitate learning and assist students in achieving their highest potential, as they develop the ability to interpret, communicate and solve real-world problems. Our goal is that students understand and identify what is encompassed in mathematics and why the study of mathematics is important.
The Sanderson Math Department is a strong and enthusiastic group of dedicated professionals. Our talented team of teachers strives daily to enhance our professional strategies, lessons, opportunities, and technologies. We are committed to the growth, understanding, and maturity of a student's knowledge of mathematics in and out of the classroom. This department is dedicated to student learning of mathematics and the entire student learning experience. Each year we sponsor competition teams in Geometry, Algebra 2, and Comprehensive Mathematics. Many of our students are invited to participate in mathematics competitions at the state level.
We strongly encourage all students to purchase a TI-84 graphing calculator. A small number of these calculators are available for rent in the media center as well. These calculators are required in all courses and for End of Course (EOC) exams. Students will use their calculator all four years in high school.
The Sanderson Math Department is a strong and enthusiastic group of dedicated professionals. Our talented team of teachers strives daily to enhance our professional strategies, lessons, opportunities, and technologies. We are committed to the growth, understanding, and maturity of a student's knowledge of mathematics in and out of the classroom. This department is dedicated to student learning of mathematics and the entire student learning experience. Each year we sponsor competition teams in Geometry, Algebra 2, and Comprehensive Mathematics. Many of our students are invited to participate in mathematics competitions at the state level.
We strongly encourage all students to purchase a TI-84 graphing calculator. A small number of these calculators are available for rent in the media center as well. These calculators are required in all courses and for End of Course (EOC) exams. Students will use their calculator all four years in high school.
Arts Education Courses
Previous performance in Arts Education courses and teacher recommendation should be considered in course selection. Arts courses may be repeated for credit. Students may receive honors credit in no more than 2 courses in each arts discipline (Visual Art, theatre arts, choral music, instrumental music/band, and instrumental music/strings).
Visual Arts
The mission of the Sanderson High School Visual Arts Department is to equip students with a comprehensive understanding of the Visual Arts through the understanding of the human experience, learning problem recognition and problem solving, visual communication, and development of critical thinking through hands-on experimentation.
The Visual Arts Department provides focused and intensive study in art and design. Students have exhibited and won awards both statewide and nationally. Students have gone on to study art further at various colleges and universities such as North Carolina State University School of Design, East Carolina University, The School of Communication Arts, Savannah College of Art and Design, and the Art Institute of Chicago. Extra curricular activities within the department include the National Art Honor Society.
Visual Arts
The mission of the Sanderson High School Visual Arts Department is to equip students with a comprehensive understanding of the Visual Arts through the understanding of the human experience, learning problem recognition and problem solving, visual communication, and development of critical thinking through hands-on experimentation.
The Visual Arts Department provides focused and intensive study in art and design. Students have exhibited and won awards both statewide and nationally. Students have gone on to study art further at various colleges and universities such as North Carolina State University School of Design, East Carolina University, The School of Communication Arts, Savannah College of Art and Design, and the Art Institute of Chicago. Extra curricular activities within the department include the National Art Honor Society.
Career and Education Courses
Previous performance in Career and Technical Education (CTE) courses and teacher recommendation should be considered in course selection. CTE courses are enhanced by an array of work-based learning strategies. These include content related projects, job shadowing, supervised work experiences, internships, apprenticeships, cooperative education, and field trips. These are particularly applicable to advanced level courses. CTE courses can include work-based learning opportunities to include internships, cooperative education, and apprenticeships. See the "Alternative Programs of Study."
A career and technical student organization (CTSO) is an integral part of each program areas curriculum. Any student enrolled in a career and technical course is eligible for membership in the career and technical student organization (CTSO) associated with that program. The CTSOs are:
A career and technical student organization (CTSO) is an integral part of each program areas curriculum. Any student enrolled in a career and technical course is eligible for membership in the career and technical student organization (CTSO) associated with that program. The CTSOs are:
- DECA for Marketing Education: Tim Wilcox, advisor
- Future Business Leaders of America (FBLA) for Business and Information Technology Education, Dawn Pope, advisor
- Family, Career and Community Leaders of America (FCCLA) for Family and Consumer Sciences Education, Ms. Lee, Ms. Brown, Ms Shedd, Ms. Williams, and Ms. Taylor, advisors
- Technology Student Association (TSA) for Technology Education, Ms. Kennedy, advisor
Work-Based learning
Work-based learning experiences combine structured instruction and career mentoring. Students who participate in work-based learning are better prepared to be career focused and globally competitive. The range of work-based learning experiences and real work experiences available can be illustrated as a spectrum from limited career exploration to in-depth work assignments. These experiences include:
For more information on these opportunities, scroll up to the navbar, look under Student Services -> Enrichment Opportunities, and select your student's grade level.
- Job Shadowing
- Community Service Learning
- Internships
- Cooperative Education
- Apprenticeships
For more information on these opportunities, scroll up to the navbar, look under Student Services -> Enrichment Opportunities, and select your student's grade level.
English Language Arts Courses
Previous performance in English Language Arts courses and teacher recommendation should be considered in course selection.
English as a Second Language Courses
Previous performance in English as a Second Language courses and teacher recommendation should be considered in course selection.
English as a Second Language (ESL) programs are available to qualifying limited English proficient students. The two components of the ESL program at the high school level are: (1) English language classes, designed to improve the student's proficiency in the English language as quickly as possible, and (2) ESL tutoring, designed to provide assistance with the student's academic courses.
Questions concerning ESL should be directed to Brooke Worth, 881-4822.
Healthful Living Courses
The Healthful Living staff at SHS is dedicated to the promotion of wellness for all students, which includes a healthy and active lifestyle. We equip students with the knowledge and skills needed to make a lifetime commitment to fitness and good health.
In physical education, students will learn concepts including proper stretching techniques, sportsmanship, cooperation, and teamwork, which are necessary for success in individual and team sports. Cardiovascular fitness , strength, conditioning are emphasized in our program.
The Healthful Living department is excited to be one of four Wake County Schools who received a federal grant to develop a cardio-fitness room. The cardio-fitness room has been equipped with various cardio machines including treadmills, stationary bikes and others. We encourage staff and students to use this valuable resource.
The completion of Healthful Living I is a North Carolina high school graduation requirement. This course consists of the required ninth grade healthful living goals and objectives as found in the North Carolina Healthful Living Education Standard Course of Study. After completing Healthful Living I, students are encouraged to pursue other Healthful Living electives.
In physical education, students will learn concepts including proper stretching techniques, sportsmanship, cooperation, and teamwork, which are necessary for success in individual and team sports. Cardiovascular fitness , strength, conditioning are emphasized in our program.
The Healthful Living department is excited to be one of four Wake County Schools who received a federal grant to develop a cardio-fitness room. The cardio-fitness room has been equipped with various cardio machines including treadmills, stationary bikes and others. We encourage staff and students to use this valuable resource.
The completion of Healthful Living I is a North Carolina high school graduation requirement. This course consists of the required ninth grade healthful living goals and objectives as found in the North Carolina Healthful Living Education Standard Course of Study. After completing Healthful Living I, students are encouraged to pursue other Healthful Living electives.
JROTC Courses
The mission of the AFJROTC program is to “Develop citizens of character dedicated to serving their nation and community.” Our goals are: all cadets will graduate in four years and go to college, get a full time job (with promotion potential), or enlist in a branch of the military. The Air Force Junior Reserve Officer Training Corps (AFJROTC) is designed as a four-year program. Although participation in the entire program is encouraged, students may take one to four years if desired. One year of Healthful Living credit is awarded to students who complete AFJROTC/Healthful Living I and AFJROTC/Healthful Living II. This fulfills the Healthful Living requirement for high school graduation.
Classes are fun, active, and challenging. Classes meet with the same frequency as other full-credit classes. Regulation Air Force uniforms are issued free of charge and are worn once each week and for appropriate cadet functions. Trips to various military facilities are taken throughout the year to observe military operations first hand. Supervised orientation flights aboard military aircraft are offered when available from supporting military bases. The cadet corps color guard and drill teams compete against other JROTC units throughout the state and perform at school and community events. Returning cadets are offered an opportunity to attend a Summer Cadet Officer Leadership School. Corps' activities and class work are designed to build camaraderie among the cadets. Students are given the opportunity to build on their social and leadership skills in a variety of challenging and enjoyable activities.
No military service obligation results from participation in the AFJROTC program. Further, the AFJROTC program is not a recruiting platform for the U. S. Military Services. However, upon graduation, students with two or three years of AFJROTC, and who are otherwise qualified, may enlist in a branch of the military with advanced rank and pay. Students going on to college may qualify for three and four-year senior ROTC college scholarships, which pay for all tuition, fees and text books, in addition to a tax-free stipend of $300.00 each month for the scholarship holder.
Classes are fun, active, and challenging. Classes meet with the same frequency as other full-credit classes. Regulation Air Force uniforms are issued free of charge and are worn once each week and for appropriate cadet functions. Trips to various military facilities are taken throughout the year to observe military operations first hand. Supervised orientation flights aboard military aircraft are offered when available from supporting military bases. The cadet corps color guard and drill teams compete against other JROTC units throughout the state and perform at school and community events. Returning cadets are offered an opportunity to attend a Summer Cadet Officer Leadership School. Corps' activities and class work are designed to build camaraderie among the cadets. Students are given the opportunity to build on their social and leadership skills in a variety of challenging and enjoyable activities.
No military service obligation results from participation in the AFJROTC program. Further, the AFJROTC program is not a recruiting platform for the U. S. Military Services. However, upon graduation, students with two or three years of AFJROTC, and who are otherwise qualified, may enlist in a branch of the military with advanced rank and pay. Students going on to college may qualify for three and four-year senior ROTC college scholarships, which pay for all tuition, fees and text books, in addition to a tax-free stipend of $300.00 each month for the scholarship holder.
Library Media Course
This course involves an organized program of instruction and training resulting in a service learning experience. Students in the class serve as library/media assistants helping other students and the media program. The media assistant learns information through retrieval and interpretation skills that are beneficial in all other courses of study and for lifetime learning. This course is recommended for grades eleven and twelve and is limited to four students per class period. Students must conference with the media specialist prior to registering for this course. See a media center staff for recommendation.
Science Courses
Previous performance in Science courses and teacher recommendation should be considered in course selection.
Second Language Courses
Previous performance in Second Languages courses and teacher recommendation should be considered in course selection.
Social Studies Courses
Previous performance in Social Studies courses and teacher recommendation should be considered in course selection.
Special Education Courses
Enrollment in these courses is dependent on goals and objectives written in the students' Individual Education Program (IEP).
DIPLOMA COURSES
Curriculum Assistance (CA) is a program option designed for students receiving special education services who spend the majority of their day in the general education classroom. The goal is to provide the support necessary for the students to be successful in general education. The three main components of CA are tutorial, remedial, and study skills instruction. The student is taught to organize materials, take notes, take tests, proofread, follow directions, use reference materials, and apply these skills in classroom situations.
INDEPENDENT STUDY EXCEPTIONAL CHILD 00012M 1 credit Recommended prerequisite(s): Teacher recommendation
The student works independently in a special area of concentration determined by the student's IEP goals and objectives.
VOCATIONAL EXPERIENCE 95612R 1 credit
VOCATIONAL EXPERIENCE 95612O 2 credits
VOCATIONAL EXPERIENCE 95612K 3 credits
This course assists students in special education to develop entry-level job skills and competencies. The competencies include student assessment, career exploration, and employability skill development. After students identify job interests and develop job-seeking skills, they may be placed at a work site. Low Incidences Prerequisites: (1) work related behaviors, (2) employment adjustment.
- CURRICULUM ASSISTANCE (9) 00012L 1 credit
- CURRICULUM ASSISTANCE (10) 00012G 1 credit
- CURRICULUM ASSISTANCE (11) 00012H 1 credit
- CURRICULUM ASSISTANCE (12) 00012J 1 credit
Curriculum Assistance (CA) is a program option designed for students receiving special education services who spend the majority of their day in the general education classroom. The goal is to provide the support necessary for the students to be successful in general education. The three main components of CA are tutorial, remedial, and study skills instruction. The student is taught to organize materials, take notes, take tests, proofread, follow directions, use reference materials, and apply these skills in classroom situations.
INDEPENDENT STUDY EXCEPTIONAL CHILD 00012M 1 credit Recommended prerequisite(s): Teacher recommendation
The student works independently in a special area of concentration determined by the student's IEP goals and objectives.
VOCATIONAL EXPERIENCE 95612R 1 credit
VOCATIONAL EXPERIENCE 95612O 2 credits
VOCATIONAL EXPERIENCE 95612K 3 credits
This course assists students in special education to develop entry-level job skills and competencies. The competencies include student assessment, career exploration, and employability skill development. After students identify job interests and develop job-seeking skills, they may be placed at a work site. Low Incidences Prerequisites: (1) work related behaviors, (2) employment adjustment.
