Career Technical Education Courses
Career Technical Education CoursesAdvanced Multimedia Designand Communication16422/46422CapstoneA-G Acceptable Course: Satisfies (g/f) Visual and Performing Arts ElectiveArticulated CourseThis course offers an opportunity for students to propose, design, and produce printed graphicdesign products while expanding upon their experience in surface design and printing. Students willexplore graphic design communication through group and individualized projects in a cohort, andunder the supervision of graphic design instructor. Through InDesign, Photoshop, and AdobeIllustrator, student will be responsible for creating and printing needs for theater, ASB and otherschool activities. Students will take certification exams in Adobe Illustrator, InDesign, andPhotoshop. Upon passing the examination(s), student will be issued ACA (Adobe CertifiedAssociate certificates. The class is one year in length.Automotive Maintenance and16700/46700ConcentratorLight Repair 1 (Auto 1A)The Automotive Maintenance and Light Repair I (MLR 1) course prepare students for entry intoMaintenance and Light Repair II. Students explore career opportunities and requirements of aprofessional service technician. Content emphasizes beginning transportation service skills andworkplace success skills. Students study safety, tools, equipment, shop operations, basic enginefundamentals, and basic technician skills. Upon completing all of the Automotive Maintenance andLight Repair courses, students may enter automotive service industry as an ASE Certified MLRTechnician.Hours earned in the Automotive Maintenance and Light Repair courses may be used towardmeeting National Automotive Technicians Education Foundation (NATEF) standards and CaliforniaCTE standards. NATEF requires that 95% of the P-1 tasks, 80% of the P-2 tasks, and 50% of the P-3 taskswill be accomplished. These tasks are notated in these standards.Automotive Maintenance and16705/46705ConcentratorLight Repair 2 (Auto 1B)The Automotive Maintenance and Light Repair II (MLR 2) course prepares students for entry intoAutomotive Maintenance and Light Repair 3. Students study automotive general electrical systems,starting and charging systems, batteries, lighting, and electrical accessories. Upon completing allof the Automotive Maintenance and Light Repair courses, students may enter automotive serviceindustry as an ASE Certified MLR Technician. Hours earned in the Automotive Maintenance and LightRepair courses may be used toward meeting National Automotive Technicians EducationFoundation (NATEF) standards and California CTE standards. NATEF requires that 95% of the P-1 tasks,80% of the P-2 tasks, and 50% of the P-3 tasks will be accomplished. These tasks are notated in thesestandards.Automotive Maintenance and16710/46710CapstoneLight Repair 3 (Auto 2)The Automotive Maintenance and Light Repair 3course prepares students for entry into theautomotive workforce or into post-secondary training. Students study and service automotive HVACsystems, engine performance systems, automatic and manual transmission/transaxle systems, brakesystems, suspension systems, electrical systems and practice workplace soft skills. Upon completing allof the Automotive Maintenance and Light Repair courses, students may enter automotive serviceindustry as an ASE Certified MLR Technician. Hours earned in the Automotive Maintenance and LightRepair courses may be used toward meeting National Automotive Technicians EducationFoundation (NATEF) standards and California CTE standards. NATEF requires that 95% of the P-1 tasks,
80% of the P-2 tasks, and 50% of the P-3 tasks will be accomplished. These tasks are notated in thesestandards.Digital Audio Recording10167/40167A-G Acceptable Course: Satisfies (g/f) Visual and Performing Arts ElectiveConcentratorArticulated CourseDigital Audio Recording is an introduction to basic MIDI (Musical Instrument Digital Interface)concepts and techniques. Topics include keyboard programming, sound modules, sequencing, andelectronic music production. Student will also gain a working knowledge of the equipment, includingcomputer equipment performances per year to help prepare for their recording experience.Students gain experience in mixing down and burning CD music projects by working with analog anddigital mixing technology.Multimedia Design16023/46023and CommunicationA-G Acceptable Course: Satisfies (g/f) Visual and Performing Arts ElectiveConcentratorArticulated CourseThis course designed for students who are interested in the art, language, business and careerconcepts of and about 2-Dimensional design utilizing the computer and the Adobe DesignCollection. Students will develop an understanding of the elements of design and explore thedifficulties of connecting different design elements with practical considerations of a project. Classparticipants will be instructed in the process of how to complete numerous computer based projects,starting from preliminary sketching of ideas, to designing and completing projects by a productiondeadline. Students will develop basic skills to create designs that demonstrate their ability toeffectively communicate their design process. Students will process, respond to and judge designworks using their knowledge of the elements of art and principles of design. In addition, students willdevelop an understanding of the role and development of design through cultural and historicalcontext, and then relate those design concepts to their own life experiences.Theater ProductionA-G Acceptable Course: Satisfies (f) Visual and Performing ArtsConcentratorThis course provides instruction and training for students interested in stage design andcraft. Students that achieve competency in this course will obtain entry-level skills in stagecraft anddesign will be prepared for entry-level employment in positions such as a set decorator, basic setconstruction, set designer and art director. Instruction and practical experience includes setarchitecture, design elements, stage management, lighting design, costume design and make-upapplication based on an actual theater production.Advanced Theater Production11125/4112511126/411126A-G Acceptable Course: Satisfies (g/f) Visual and Performing Arts ElectiveCapstoneCapstoneAdvanced Theatre Production is a Theater Arts course that provides intensive instruction. It isdesigned with a realistic context mirroring a real-world production company experience. Inacting, character / song / scene and design: analysis and execution in a musical or strait play.students will create show analysis and development, and the preparation necessary to perform for apublic audience. Students work either on the separate skills of singing, acting, and movement, or
elements of design and management skills. They synthesize these skills into the preparation of play orscene production, culminating in the performance of a full-length play or musical. In-class exercisesand performances are the workshop for learning, substantiated by research, analysis, observation,writing, reflection, design and rehearsal. Students learn theatre vocabulary and a structure ofsequential tasks for analyzing characters, line, lyrics and movement. The acting principles andexercises used are based on combined methods of acting including viewpoints, Laban, Stanislavski,Grotowski, Brecht, and Meisner. The design principles follow the Elements of design for costume, set,lights, and publicity as prescribed in the Technical Theatre text book.Foundations to Personal16011/46011FinanceA-G Acceptable Course: Satisfies (g) ElectiveConcentratorFoundations to Personal Finance is designed to introduce students to the fundamentals of businessand finance. The course will cover such topics as technology, finance, retirement, budgeting,personal finance, banking, international finance, credit, ethics, savings, investments, and financialmanagement. Students will practice their financial skills by using a software based Finance/Bankingsimulation. In addition, students will take part in Wall Street by participating in the online stock marketgame. Business and Finance students will build on their existing knowledge of career choices and jobpreparation skills. The introduction to Business gives students the opportunity to explore marketing,advertising, entrepreneurship, and accounting using software based simulations of a virtual businesssimulations. Curriculum delivery supports and reinforces keyboarding and technological skills learned.Advanced Business and16026/46026CapstoneFinanceThis course includes the study of money, banking and financial planning. Recent developments inboth theory and practice which make this a highly dynamic field of study. This course deals with agreat breadth and depth of personal finance, planning, local and global economic matters, andparticularly focuses on the study of careers available within financial institutions as well asdeveloping each student’s critical thinking, reading, writing and mathematical calculation skills.Upon completion of this course, students will demonstrate a basic knowledge of: MS Excel programcalculation, developing a personal budget, essential understanding of the local effects of a globaleconomy, basic business entrepreneurship, career planning with vast awareness of student loans,grants and other available forms of financial assistance for postsecondary education.Digital Applications16068/46068A-G Acceptable Course: Satisfies (g) electiveConcentratorThis course introduces students into Web and Software Development. Students learn basic PC skillsand how to use industry relevant software to develop content for the web and personal computers.In addition, students learn object-oriented programming languages such as JavaScript and C# andare introduced to the process of software development and project-management to develop thecritical (interpersonal, problem solving, communication, technical, etc.) skills needed to be successfulin a career path Information and Communications Technology.Game Development16049/46049A-G Acceptable Course: Satisfies (g) electiveCapstonePlaying games hard work Career. This course presents an overview of the game development
process including important current, historical, cultural, and economic perspectives that impact thegame design industry today. Game technology is a discipline that includes the development andmanagement of dynamic environments for games and related visual applications. This course coversgame development from the most basic elements of the game development process-‐ platforms,goals and genres, player elements, story and character development, gameplay aspects, and gameelements that include levels, interface, and audio. As a student you will play games, be challengedto analyze them, and complete a portion of game designs with appropriate documentation. . Thecurriculum for this course includes very important 21ST century skills, such as effective communication,critical thinking, creativity, and collaboration that have been identified as foundational to success atschool and at work.Learn to earn an industry-‐recognized certification. The sequenced curriculum within the GameDesign program is designed to provide you with the knowledge and basic skills to prepare you topursue postsecondary opportunities. Students who successfully complete the recommended coursesequence of Introduction to Game Design and Advanced Game Design are prepared withfoundational knowledge and skills as a precursor to post-‐secondary opportunities that may includecertifications, an Associate Degree in Game Design and Development at a community college, or aBachelor of Science Degree in Game Art and Design or in Computer Graphics and Game Technologyat a four-year college or university.Robotics10151/40151A-G Acceptable Course: Satisfies (g) electiveIntroductionThis course is designed to provide students with basic knowledge and skills necessary tounderstand, design, construct, program and operate a basic robot. Students will learn teambuilding, problem solving, basic computer programming and design techniques. In addition,they will learn how to create and maneuver robots through the use of various technology.Use of technology related robotics such as light sensors, touch sensors, infrared sensors,robotics mechanisms, motors, and gears will also be incorporated into the course. The overallgoal of this class is to engage students in an exciting way to increase their interest inconsidering a career in science, technology, engineering, and mathematics (STEM) fields.Introduction to Unmanned16034/46034Aircraft SystemsA-G Acceptable Course: Satisfies (g) electiveConcentratorIntroduction to Unmanned Aircraft Systems is the first course in a two year sequence. It is theprerequisite for Unmanned Aircraft Systems: Design and Production. In this introductory course,students will learn the fundamentals of unmanned aircraft systems (UAS). They will identify the corecomponents of an UAS, also called a drone, and understand how these components interact withone another. Through the use of paper and foam models, students will learn the basics ofaerodynamics and flight. Students will understand the different protocols, Bluetooth, Wi-Fi, or RF, thatremote pilots use to communicate with their drones. The Arduino microcontroller will be usedextensively throughout the course, giving the students a hands-on approach to some of the more
obscure concepts. By coding the Arduino, they will learn the fundamentals of procedural and objectoriented programming.Additionally, students will learn how to modify, troubleshoot, and repair a drone. Students will alsobecome well versed in all aspects of lab safety. They will complete a number of lab exercises wherethey will be required to demonstrate their knowledge of how the different parts of a drone work andwhat steps are needed to fix them when they don't. Students will learn how to isolate a problem andsystematically attempt to repair it. They will also be asked to add task specific functionality, such asfirst person viewing (FPV), to a drone. Students will document and present the steps that were takento modify the drone.Towards the end of the course, the students will sit for the FAA Remote Pilot Certification Exam, Part107. The students will learn how to synthesize a number of FAA documents in order to create theirown study guide. They will learn and practice a number of strategies to help them successfullycomplete the exam, such as close-reading, test-taking, and studying strategies. Students will also berequired to create their own exam and administer it to fellow students. By preparing for the exam,the students will become acutely aware of how important it is to operate a drone safely and withinFAA regulations.Unmanned Aircraft SystemsCapstone(UAS) Design and ProductionIn this course, students will build upon the concepts learned in Introduction to Unmanned AircraftSystems. In the prior course, students demonstrated how the flight time and distance of a foam glidercould be altered by adding motors to control thrust or lift and yaw. In Unmanned Aircraft Systems:Design and Production, students will motorize the model aircraft to control thrust, lift, and yaw on thesame build. Students will also learn how to integrate the Arduino micro-controller used in the previouscourse, with an open-source flight controller, such as BetaFlight. They will also learn how to improvethe performance of the flight controller by using its available interface software. Students will alsoexplore additional means of communicating with the UAS, such as Wi-Fi and Bluetooth. They will learnhow to record the data transmitted to them by the drone and how to analyze and present that data.Students will continue to explore the principles of flight through the flying of gliders. However, in thiscourse students will experiment with a number of different frame designs, with the goal of improvingflight performance. They will also examine how solar power can be used to lengthen the flight time ofa motorized glider. Using the scientific method, students will record the flight time results of the variousframe designs and solar-powered drones. The students will create an Excel data table that will allowthem to analyze the data and report their findings visually.Students will move beyond the basic multi-rotor designs used in the previous course to moreadvanced designs. They will explore the difference between brushed and brushless dc motors andlearn how this difference impacts the electronics used in the design. The selection of the correctbattery, battery eliminator circuit, and electronic speed controllers will be greatly discussed, with thestudents completing a multi-media project on how these components interact with one another toensure a successful flight. They will present their projects to the class. The students will use theapplication of UAS theory to solve a real world problem. They will understand how their knowledge ofmath, science, and English is necessary to develop and implement viable solutions. They will do this inan entrepreneurial environment. In this course's next to last unit, they must apply what they havelearned to complete, virtually, an industry specific task, of value to society, in either the agriculture orrenewable-energy sector.
English Course DescriptionsContemporary Literature13060/43060Grade 12A-G Acceptable Course: Satisfies 1 year of (b) 4 years of English Literature and CompositionPrerequisite: Grade of C or higher in Junior English CPThis course focuses on multicultural literature and the further development of writing skills. Theclass can be taken in lieu of senior English class if pre-requisite has been met.Expository Reading & Writing Course13045/43045Grade 12A-G Acceptable Course: Satisfies 1 year of (b) 4 years of English Literature and CompositionPrerequisite: N/AThe goal of Expository Reading and Writing Course is to prepare college-bound seniors for theliteracy demands of higher education. Through 12 substantive inquiry-orientated instructionalmodules, student in this yearlong, rhetoric-based course develop advanced proficiency inexpository, analytical, and argumentative reading and writing. The cornerstone of the course –the assignment template – presents a process for students to read, comprehend, and respondto nonfiction and literary texts. Modules also provide instruction in research methods anddocumentation conventions. They will read closely to examine the relationships between anauthor’s argument or theme and his or her audience and purpose; to analyze the impact ofstructural and rhetorical strategies; and to examine the social, political, and philosophicalassumptions that underlie the text. By the end of the course, students will be expected to readunfamiliar texts on their own, without elaborative preparation, and write about themcoherently.Freshman English Sheltered13318/43318Grade 9A-G Acceptable Course: Satisfies 1 year of (b) 4 years of English Literature and CompositionPrerequisite: N/AThis class teaches core freshman language arts concepts and standards in a sheltered teachingenvironment.Journalism13090/43090A-G Acceptable Course: Satisfies (g) electivesPrerequisite: N/AThrough current and historic media-related issues students will demonstrate their understandingof the moral, legal and ethical issues of the media, especially as it relates to the student press.Student will explore the impact of media, including newspapers, magazines, yearbooks, radio,television and the Internet. They will learn to analyze and evaluate print media for logic andcredibility of arguments, looking for differences between fact and opinion and the differencesbetween objectivity and editorializing. Students will explore sources of news, feature andopinion stories to demonstrate the ability to research and develop sources. They will learn and
practice interview and information-gathering techniques from a varie
fundamentals, and basic technician skills. Upon completing all of the Automotive Maintenance and Light Repair courses, students may enter automotive service industry as an ASE Certified MLR Technician. . advertising, entrepreneurship, and accounti
Advance CTE Common Career Technical Core - Career Ready Practices . The Common Career Technical Core (CCTC) is a state-led initiative to establish a set of rigorous, high-quality standards for Career Technical Education (CTE). The CCTC includes a set of standards for each Career Cluster and corresponding Career Pathways that define what
2 Mission, Vision and Purpose of Career and Technical Education Mission: To empower all students to be successful citizens, workers and leaders in a global economy. Vision: When students participate in Career and Technical Education as an integral part of the total school experience, and when parents recognize that Career and Technical Education impacts achievement of educational and career .
EDUCATION DEPARTMENT Knowledge Skill Opportunity . NEW YORK STATE CAREER AND TECHNICAL EDUCATION . GUIDELINES FOR CAREER AND TECHNICAL EDUCATION ADMINISTRATORS AND SCHOOL COUNSELORS . June 2020 EDITION . The University of the State of New York/The State Education Department Office of Career and Technical Education Albany, New York 12234
This manual is designed to assist school districts to meet data reporting requirements for career and technical education (CTE) programs as they access career and technical education levy revenue. Minnesota Statutes, section 124D.4531 governs the career and technical education levy. Minnesota Statutes, section 124D.4531 Career and Technical Revenue
of Education, Office of Career and Technical Education) is for the Career and Technical Education Administrator and includes information targeted for use by those filling this role. This manual does not contain all-encompassing information, rather it provides a summary of aspects of career and technical education that will assist an administrator.
Career Clusters . Career Clusters are broad occupational groupings based on a set of common knowledge and skills required for a specific career. Career Clusters provide opportunities for all students regardless of their career goals and interests. Career Pathways . Career Pathways are a sub-grouping of occupations and career specialties used .
Career and Technical Education (CTE) is a program of study that involves a multiyear sequence of courses that integrates core academic knowledge with technical and occupational knowledge to provide students with a pathway to postsecondary education and careers. Career and Technical Education gives middle and high school students the chance
improve career education in government schools and make it easier for students to make better career and pathway decisions and meet industry needs by: 1. Starting career education earlier 2. Connecting career education to work 3. Making career education a priority in schools. Context: - Feedback from student leaders and research reports
