When I was a high school student it became a very difficult and confusing thing for me to keep track of how many credits I have and the number of credits in required areas. So I got my academic counselor to help me understand and keep track of my credits so that I can score well academically. The first thing my counselor did was to explain to me what is a high school credit and how can I keep a track of it. Now I am sharing my experience with you.
The counselor informed me that a high school credit is equal to a classroom time of 150 hours. So, by understanding the time required invested by a student in a one credit or ½ credit class, will make it easier for you to plan your high school classes. But do not assume how many credits the classes in your school are. Each school district is different. Some districts mostly have three credit courses and many schools have different classes with different number of credits. First thing, check with your counselor.
Chart Your Progress
A simple chart can be made to keep the track of class requirements to receive course credit. You are simply required to insert a table having ten columns and fifteen rows. You can just write “y” or check in a box once you complete an requirement for the class you are taking. Next, you have to just sum up the requirements necessary to get credit in the class.
Three Easy Tips to Follow
There are few tips that I am sharing with you that made my work more easy and simple.
- You can print a copy of the table for every year of high school, and then fill in the courses you have opted for in high school and just leave an empty space to fill in the courses suggested for student planning your career.
- You can make a four year planner like this and just check if you have included all the courses needed for your graduation and for your career.
- The last tip is to look if your college is offering college credit for any classes offered by them. If there is one then just sign up for one during your senior and junior years and make a column for that as well.
