Agenda - 04-10-1990 - Laserfiche WebLink

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I. INTRODUCTION The basic education program for the State of North Carolina is just that: basic. The pages that follow describe what those programs are, what their purpose is, and what they consist of. Because this program is basic, it does not describe an ideal education program. Rather, it attempts to describe a program of instruction which is fundamentally complete and which would give the student a thorough grounding in these areas: the arts, communication skills, media and computer skills, second languages, healthful living, mathematics, science, social studies, and vocational education. The premise that there is a common core of knowledge and skills which every child ought to command when he or she graduates from high school is essential to the concept of a basic education program. As defined, a basic education program is not one dimensional. Indeed, it must address all aspects of a child's development, from kindergarten through high school, or else it cannot properly be termed basic. The arts, for example, are an essential part of the basic program —as essential, for instance, as mathematics or second languages are to the develop- ment of well - rounded citizens. Another distinguishing feature of the basic education program is that it does not encour- age learning in the content areas (such as mathematics and social studies) at the expense of instruction in areas such as library skills, which enable students to continue learning after their classroom days have ended. It is said that our knowledge about the world in which we live roughly doubles every ten years. The child who is ill- equipped to continue learning after his or her formal education has ended will be far less able to adapt to changes at home and in the workplace. Each of the following sections briefly describes the purpose of each component, the arts, social studies, etc., and outlines the content sequence and learning outcomes for each of four grade spans: K -3, 4 -6, 7 -8, and 9 -12. These grade spans were chosen because they conform to the most commonly accepted patterns of cognitive child development. The course of study outlined is a continuum, however, and the knowledge and skills imparted in each grade level build upon and reinforce what has previously been taught. The curriculum descriptions contained here summarize the Standard Course of Study which is considered to be part of the Basic Education Program. The program also includes —as it must, if it is to be successful -- support services, such as guidance and psychological services; promotion standards; special programs, such as in- school suspension and compensatory education; programs f�'r equipment and material needs; staffing ratios; staff development; and facilities standards.n; Each local education unit must offer all components of the Basic Education Program, with these exceptions: 1. The offering of courses listed as electives in the appendix is at local discretion. 2. The local unit must meet the minimum requirements for vocational courses specified and may go beyond this number. 3. A local school board may petition the State Board of Education for a waiver from a component of the Basic Program if the local board feels the component in question is not appropriate for its local situation. The program described in this document is what each child in the North Carolina public schools is guaranteed. Any local administrative unit may provide staffing, or other resources beyond those described here at local exp noseamming, facilities,