Curriculum Guide
Curriculum Guide
Curriculum Guide
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2004-2005<br />
High School<br />
<strong>Curriculum</strong> <strong>Guide</strong><br />
Dr. Wendy L. Tellone, Superintendent<br />
School Board Members:<br />
Sandra Nicholson, Chairperson<br />
Jim Malcolm, Vice-Chairperson<br />
Gail David<br />
John Druzbick<br />
Robert Wiggins<br />
Hernando County Public Schools
Dear Students/Parents:<br />
Many exciting opportunities are available to us today. Individuals entering the world of work<br />
must be prepared to meet the challenges of rapidly changing technology and society. Careful and early<br />
consideration should be given in making career choices. This will allow you to select a program of study<br />
in preparation for the opportunities ahead.<br />
In an effort to assist parents and students in this important task, Hernando County Schools are<br />
developing programs organized around five career clusters. These clusters are as follows: Agri-Science<br />
and Natural Resources, Business and Marketing, Communications and the Arts, Engineering and<br />
Manufacturing, and Health and Human Services. Within each of these clusters, careers are organized into<br />
three levels of educational preparation:<br />
Professional – requiring at least four years of college<br />
after high school graduation<br />
Technical - requiring two years of college or<br />
industry certification<br />
Direct Entry - requiring high school completion<br />
Using these clusters to select courses will assist you in outlining a course of study that will make<br />
maximum use of the time and resources available to you through Hernando County Schools.<br />
This guide includes a description of the five career clusters, an overview of instructional programs,<br />
an outline of graduation requirements, and a course description guide. These sections will assist you in<br />
understanding the goals and requirements that apply to your areas of interest. Additional assistance in<br />
these areas and information about The Bright Futures Scholarships is available from the guidance<br />
counselors at the school you will be attending.<br />
This guide provides important information that applies to the duration of your time in<br />
Hernando County High Schools. PLEASE NOTE: not all classes are offered at all schools. As<br />
changes in policy or legislation occur, you will be given updated pages for this book. It is important<br />
that you keep this book up to date so that you can plan your courses efficiently and effectively.<br />
We look forward to working with you in your preparation for the challenges and opportunities that<br />
lie ahead.<br />
Sincerely,<br />
Mary Krabel<br />
Secondary <strong>Curriculum</strong> Specialist
CURRICULUM REVIEW PROCESS<br />
The Hernando School District is using the following nine-step process in a planned program to review all<br />
curriculum areas.<br />
1. Establish review committee with subcommittees<br />
2. Review historical and current research<br />
3. Conduct a needs assessment to determine effectiveness of the established<br />
area of study for students including curriculum and instructional material<br />
4. Evaluate present program to be in compliance with Sunshine State Standards<br />
5. Final review of curriculum by staff<br />
6. Review and selection of instructional materials<br />
7. Board presentation/approval of instructional materials including budget<br />
impact and evaluation criteria<br />
8. Staff development<br />
9. Implementation with evaluation for continuous improvement<br />
The School Board approved Course of Studies and Florida Course Code Description, as well as the<br />
Sunshine State Standards, provides direction for content areas of curriculum in the Hernando County<br />
Schools.
TATABLE OF CONTENTS<br />
Introduction<br />
Sample Course Planning Form…………………………………………………………………… 2<br />
Blank Course Planning Form……………………………………………………………………… 3<br />
Career Clusters<br />
Career Options Organized by Cluster…………………………………………………………….. 4-10<br />
Agriscience and Natural Resources……………………………………………………………….. 11-13<br />
Business and Marketing…………………………………………………………………………… 14-16<br />
Communications and The Arts……………………………………………………………………. 17-19<br />
Engineering and Manufacturing…………………………………………………………………… 20-22<br />
Health and Human Services……………………………………………………………………….. 23-25<br />
2004 – 2005 Secondary Instructional Plan<br />
Program Philosophy………………………………………………………………………………. 27<br />
Instructional Programs…………………………………………………………………………….. 27-28<br />
Media Services…………………………………………………………………………………….. 29<br />
Special Programs………………………………………………………………………………….. 29-30<br />
Student Services…………………………………………………………………………………… 30<br />
2004 – 2005 Program Requirements<br />
Graduation Requirements…………………………………………………………………………. 32-33<br />
State University System Course Distribution Requirements……………………………………… 34<br />
Honors and Advanced Level Courses…………………………………………………………….. 35-36<br />
Advanced Placement………………………………………………………………………………. 35-36<br />
2004 – 2005 Course Descriptions<br />
How to Read Course Code Descriptions………………………………………………………….. 36<br />
Language Arts…………………………………………………………………………………….. 38-42<br />
Humanities………………………………………………………………………………………… 43-45<br />
Math……………………………………………………………………………………………….. 46-50<br />
Science…………………………………………………………………………………………….. 51-54<br />
Social Science……………………………………………………………………………………… 55-58<br />
World Language…………………………………………………………………………………… 59-61<br />
Health……………………………………………………………………………………………… 62-63<br />
Driver’s Education………………………………………………………………………………… 62-63<br />
Physical Education………………………………………………………………………………… 64-66<br />
Personal and Professional Development………………………………………………………….. 67-69<br />
Air Force Junior ROTC…………………………………………………………………………… 70-72<br />
Naval Junior ROTC……………………………………………………………………………….. 73-75<br />
Art………………………………………………………………………………………………… 76-78<br />
Drama……………………………………………………………………………………………... 79-80<br />
Music……………………………………………………………………………………………… 81-83<br />
Career and Technical Education………………………………………………………………….. 84-104<br />
Exceptional Student Education…………………………………………………………………… 105-117
I understand that the Hernando County School System has Internet access available for<br />
educational purposes in the school setting. However, I do not wish my child to use the<br />
Internet for classroom curriculum projects.<br />
Please sign and return to you child’s school only if you do not wish for your child to use<br />
the Internet.<br />
Child’s Name _________________________________ School_____________________<br />
Parent/ Guardian Name_____________________________________________________<br />
Please print<br />
Parent / Guardian Signature___________________________________ Date__________
The Student Four Year Course Planning and Credit Check Sample<br />
and blank forms are for you to plan your courses for the next four years.<br />
By planning ahead, you will be able to select appropriate alternate courses<br />
in the event a course is not offered when you would like to take it. You can<br />
then substitute another course you had planned to take later.<br />
It is important for you to work closely with the guidance department<br />
at your school. You should review and revise your plans yearly as you<br />
discuss your options with your guidance counselor.<br />
Your guidance counselor can also provide you with current<br />
information regarding admission requirements for Florida colleges and<br />
universities.<br />
1
GRADE 9 GRADE 10 GRADE 11 GRADE 12<br />
Mkt Coop<br />
HSCT<br />
Student is seeking:<br />
Standard Diploma<br />
Special Diploma<br />
1/2<br />
1/2<br />
1/2<br />
Mkt Coop<br />
Per Fit<br />
✔<br />
1/2<br />
1/2<br />
3<br />
Communications Math<br />
THE SCHOOL BOARD OF HERNANDO COUNTY, FLORIDA<br />
Date of Plan Student Four-Year Course Planning and Credit Check<br />
Completion __________________<br />
June 1999<br />
(Graduation)<br />
Student Student<br />
Name ___________________________________________ Joe Average I. D. Number ____________________________<br />
265-18-7865<br />
Graduation Requirements: 24<br />
Credits + HSCT & C/GPA 1.5<br />
Graduation Class of 2000<br />
GPA Requirements: 2.0<br />
Required Courses Semester 1 Cr. Semester 2 Cr. Semester 1 Cr. Semester 2 Cr. Semester 1 Cr. Semester 2 Cr. Semester 1 Cr. Semester 2 Cr.<br />
Lang. Arts (4)<br />
Math (3)<br />
Science (3)<br />
Social Studies (3)<br />
Personal Fitness (1)<br />
( * Or 1/2 credit<br />
Voc. Ed. (1) *<br />
of each)<br />
Perf. Fine Arts (1) *<br />
Life Management Skills (1/2)<br />
Electives<br />
Eng 1<br />
Alg I<br />
Phy Sci<br />
1/2<br />
1/2<br />
1/2<br />
Per Fit 1/2<br />
Food & Nut. 1/2<br />
Band 1 1/2<br />
Eng 1<br />
Alg I<br />
Phy Sci<br />
W. Geog<br />
Prac Bus<br />
Band 1<br />
1/2<br />
1/2<br />
1/2<br />
1/2<br />
1/2<br />
1/2<br />
LMS 1/2<br />
Eng 11<br />
Geom<br />
Bio 1<br />
World His<br />
Per Fit<br />
Prac Bus<br />
Band 11<br />
1/2<br />
1/2<br />
1/2<br />
1/2<br />
1/2<br />
1/2<br />
1/2<br />
Eng 11<br />
Geom<br />
Bio 1<br />
World His<br />
Prac Bus<br />
Band 11<br />
1/2<br />
1/2<br />
1/2<br />
1/2<br />
1/2<br />
1/2<br />
Eng 111<br />
Alg 11<br />
Chem 1<br />
Am His<br />
Per Fit<br />
Prac Bus<br />
Band 111<br />
1/2<br />
1/2<br />
1/2<br />
1/2<br />
1/2<br />
1/2<br />
1/2<br />
Eng 111<br />
Alg 11<br />
Chem 1<br />
Am His<br />
Per Fit<br />
Prac Bus<br />
Band 111<br />
1/2<br />
1/2<br />
1/2<br />
1/2<br />
1/2<br />
1/2<br />
1/2<br />
Eng 1V<br />
Gen Math<br />
Economics<br />
Per Fit<br />
Prac Bus<br />
Band 1V<br />
1/2<br />
1/2<br />
1/2<br />
1/2<br />
1/2<br />
1/2<br />
Acct 1/2 Eng 1ii 1/2<br />
Mkt 1 1/2 Mkt 1 1/2 Mkt 11 1/2<br />
Mkt Coop<br />
Eng 1V<br />
Gen Math<br />
1/2<br />
1/2<br />
Am. Govt. 1/2<br />
Per Fit 1/2<br />
Prac Bus 1/2<br />
Band 1V 1/2<br />
Eng 1ii<br />
Mkt 11<br />
Mkt Coop<br />
1/2<br />
1/2<br />
1/2<br />
Summer School<br />
Subtotal<br />
3 3<br />
3<br />
3<br />
3<br />
3<br />
6 9 12 15<br />
3 3<br />
18<br />
21 24<br />
Total Credits Total Credits Total Credits Total Credits Total Credits Total Credits Total Credits Total Credits<br />
Lang Arts (4) ___ ___ ___ ___ ___ ___ ___ ___ Personal Fitness. (1) ___ Life Management Skills (1/2) ___<br />
Math (3) ___ ___ ___ ___ ___ ___ Performing Fine Arts (1) * ___ ___ Vocational Education (1) * ___ ___<br />
* or 1/2 credit of each<br />
Science (3) ___ ___ ___ ___ ___ ___<br />
Social Studies: 10 - World History (1); ___ ___ 11 - American History (1); ___ ___ 12 - Economics (1/2); ___<br />
12 - American Government (1/2); ___<br />
SEC-Adm-019<br />
February 1999<br />
Reorder from Printing<br />
Student's<br />
Signature _______________________________________ Date _______________<br />
Parent's<br />
Signature _______________________________________ Date _______________<br />
DISTRIBUTION:<br />
White: Counselor<br />
Yellow: Parent/Student (12)<br />
Blue: Parent/Student (11)<br />
Green: Parent/Student (10)<br />
Pink: Parent/Student (9)<br />
I am interested in being a Florida Academic Scholar and understand that I must<br />
earn _____ credits in designated courses and meet specified state requirements<br />
as outlined in the Student Handbook or the <strong>Curriculum</strong> <strong>Guide</strong>.<br />
Student's<br />
Signature ________________________________________ Date ___________
GRADE 9 Year: ________ GRADE 10 Year: ________ GRADE 11 Year: ________ GRADE 12 Year: ________<br />
Required Courses Semester 1 Cr. Semester 2 Cr. Semester 1 Cr. Semester 2 Cr. Semester 1 Cr. Semester 2 Cr. Semester 1 Cr. Semester 2 Cr.<br />
Total Credits Total Credits Total Credits Total Credits Total Credits Total Credits Total Credits Total Credits<br />
THE SCHOOL BOARD OF HERNANDO COUNTY, FLORIDA<br />
Date of Plan Student Four-Year Course Planning and Credit Check<br />
Completion __________________<br />
(Graduation)<br />
Student Student<br />
Name ___________________________________________ I. D. Number ____________________________<br />
Graduation Requirements: _____<br />
Credits + HSCT or FCAT<br />
and C/GPA 2.0<br />
Student is seeking:<br />
Standard Diploma<br />
Special Diploma<br />
Lang. Arts (4)<br />
Math (3)<br />
Science (3)<br />
Social Studies (3)<br />
Personal Fitness (1/2) PE (1/2)<br />
Voc. Ed. (1) *<br />
( * Or 1/2 credit<br />
of each)<br />
Perf. Fine Arts (1) *<br />
Life Management Skills (1/2)<br />
Electives<br />
Adult Ed<br />
Summer School<br />
Grade Point Average<br />
Subtotal<br />
Lang Arts (4) ___ ___ ___ ___ ___ ___ ___ ___ Personal Fitness. (1/2) ___ PE (1/2) ___ Life Management Skills (1/2) ___<br />
Math (3) ___ ___ ___ ___ ___ ___ Performing Fine Arts (1) * ___ ___ Vocational Education (1) * ___ ___<br />
* or 1/2 credit of each<br />
Science (3) ___ ___ ___ ___ ___ ___<br />
Social Studies: 10 - World History (1) ___ ___ 11 - American History (1) ___ ___ 12 - Economics (1/2) ___ Amer. Gov. (1/2) ___<br />
Notes: ____________________________________________________________________________________________<br />
__________________________________________________________________________________________________<br />
SEC-Adm-019<br />
November 2000<br />
Reorder from Printing<br />
ACT _____________________<br />
SAT _____________________<br />
Scholarship Possibilities:<br />
HSCT<br />
FCAT<br />
Communications Math<br />
FAS _____________CS _____ Career _________________________<br />
FMS _____________________ College Major ___________________<br />
GS ______________________ College ________________________
2004-2005<br />
Career Clusters<br />
Grades 9-12<br />
4
Career Clusters<br />
The career clusters were developed to help prepare students for the transition from school to work.<br />
Career planning links education, work and life-long learning. The five career clusters will help you<br />
choose a path that will lead to a successful move to your post secondary choice.<br />
By selecting courses within a career cluster, you will be helping yourself set goals for your future.<br />
Working within a career cluster gives you an opportunity to research and experience careers in that field,<br />
linking business and education for more meaningful learning.<br />
5
Career Options Organized by Cluster<br />
6
Agri-Science and Natural<br />
Resources<br />
Agriculture Economist<br />
Agriculture Engineer<br />
Agronomist<br />
Air Pollution Contrôler<br />
Animal Breeder<br />
Animal Caretaker<br />
Aqua culturist<br />
Archaeologist<br />
Armed Forces<br />
Astronomer<br />
Beekeeper<br />
Botanist<br />
Cattle Rancher<br />
Civil Engineer<br />
Conservationist<br />
Crop Duster<br />
Ecologist<br />
Entomologist<br />
Environmental Coordinator<br />
Environmental Engineer<br />
Environmental Health Inspector<br />
Environmental Scientist<br />
Exterminator (Pest Controller)<br />
Farmer<br />
Farm Manager<br />
Farm Worker<br />
Fish Breeder<br />
Fisherman<br />
Fishing Boat Captain<br />
Florist<br />
Forester<br />
Forestry Technician<br />
Fruit Grower<br />
Game Warden<br />
Geologist<br />
Geographer<br />
Geophysicist<br />
Groundskeeper<br />
Horse Trainer<br />
Horticulture Worker<br />
Horticulturist<br />
Hydrologist<br />
Laboratory Technician<br />
Landscape Architect<br />
Landscaper<br />
Logger<br />
Marine Biologist<br />
Meteorologist<br />
Miner<br />
Mining Engineer<br />
Mining Technician<br />
Mosquito Control Worker<br />
Natural Resources Technician<br />
Navigator<br />
Nursery Operator<br />
Nutritionist<br />
Oceanographer<br />
Ocean Systems Technician<br />
Offshore Driller<br />
Ornamental Horticulturist<br />
Park Administrator<br />
Park Ranger<br />
Petroleum Engineer<br />
Plant Inspector<br />
Research Scientist<br />
Rigger<br />
Soil Technologist<br />
Timer Harvester<br />
Tree Surgeon<br />
Turpentine Worker<br />
Vegetable/Fruit Harvester<br />
Veterinarian<br />
Veterinarian’s Assistant<br />
Waste Water Plant Operator<br />
Water Pollution Technician<br />
Wildlife Manager<br />
Wildlife Photographer<br />
Zoologist<br />
Business and Marketing<br />
Accounting<br />
Account Executive<br />
Actuary<br />
Administrative Assistant<br />
Antique Dealer<br />
Armed Forces<br />
Athletics Business Manager<br />
Auditor<br />
Bank Administrator<br />
Landscape Technician<br />
7
Career Options Organized by Cluster<br />
8
Business and Marketing<br />
(continued)<br />
Bank Teller<br />
Bookkeeper<br />
Bridal Consultant<br />
Business Executive<br />
Buyer’s Assistant<br />
Certified Public Accountant<br />
City Manager<br />
Comptroller<br />
Computer Programmer<br />
Copywriter<br />
Court Reporter<br />
Credit Appraiser<br />
Credit Manager<br />
Department Manager<br />
Distributor<br />
Dry Cleaner<br />
Economist<br />
Estate Planner<br />
Fashion Designer<br />
Fashion Model<br />
Fashion Model Coordinator<br />
Financial Advisor/Planner<br />
Florist<br />
Fund Raiser<br />
Gas Station Attendant<br />
Income Tax Specialist<br />
Insurance Claims Adjuster<br />
Insurance Agent<br />
Insurance Broker<br />
Legal Secretary<br />
Loan Officer<br />
Maintenance Worker<br />
Marketing Executive<br />
Meat Cutter<br />
Media Buyer<br />
Merchandise Buyer<br />
Merchant Marine<br />
Messenger<br />
Office Clerk<br />
Office Manager<br />
Personnel Director<br />
Printing Technician<br />
Property Appraiser<br />
Purchasing Agent<br />
Real Estate Developer<br />
Receiving/Shipping Clerk<br />
Receptionist<br />
Research Assistant<br />
Salesperson<br />
Secretary<br />
Securities Analyst<br />
Stock Clerk<br />
Small Business Owner<br />
Upholsterer<br />
Watch Repairer<br />
Communication and the Arts<br />
Actor<br />
Advertising Designer<br />
Air Traffic Controller<br />
Anthropologist<br />
Appraiser<br />
Archives Assistant<br />
Armed Forces<br />
Art Reviewer<br />
Art Teacher<br />
Artist<br />
Attorney/Lawyer<br />
Author<br />
Book Illustrator<br />
Broadcast Journalist<br />
Cable Splicer<br />
Camera Operator<br />
Cartoonist<br />
Clothing Designer<br />
Consumer Rights Advocate<br />
Correspondent<br />
Dancer<br />
Darkroom Technician<br />
Delivery Person<br />
Desktop Publisher<br />
Director<br />
Dispatcher<br />
Editor<br />
Editorial Assistant<br />
Elected Official<br />
Electronics Manager<br />
Electronics Technician<br />
Real Estate Agent<br />
9
Career Options Organized by Cluster<br />
10
Communication and the Arts<br />
(continued)<br />
Equipment Handler<br />
Film Developer<br />
Film Editor<br />
Goldsmith<br />
Historian<br />
Installer<br />
Instrument Repairer<br />
Instrument Tuner<br />
Interpreter<br />
Journalist<br />
Librarian<br />
Lighting Technician<br />
Line Technician<br />
Make-up Artist<br />
Media Specialist<br />
Musician<br />
Photographer<br />
Pilot/Co-pilot<br />
Pressroom Worker<br />
Printer/Lithographer<br />
Producer<br />
Production Manager<br />
Projectionist<br />
Publisher<br />
Race Car Driver<br />
Radio Operator<br />
Recording Artist<br />
Recording Engineer<br />
Reporter<br />
Scene Handler<br />
Script Writer<br />
Sculpture<br />
Singer<br />
Social Director<br />
Sound/Lighting Technician<br />
Stage Hand<br />
Station Manager<br />
Stenographer<br />
Talent Agent<br />
Technical Writer<br />
Telephone/PBX Operator<br />
Tour <strong>Guide</strong><br />
Translator<br />
Usher<br />
Wardrobe Consultant<br />
Engineering and Manufacturing<br />
Acoustic Engineer<br />
Aerospace Engineer<br />
Airplane Mechanic<br />
Architect<br />
Armed Forces<br />
Assembly Line Worker<br />
Auto Body Repairer<br />
Auto Mechanic<br />
Automotive Engineer<br />
Biomedical Engineer<br />
Bricklayer/Stone Mason<br />
Building Inspector<br />
Cabinet Maker<br />
Cable Television Technician<br />
Carpenter<br />
Carpenter’s Apprentice<br />
Cement Finisher<br />
Chemical Engineer<br />
Chemical Technician<br />
Civil Engineer<br />
Computer Engineer<br />
Computer Technician<br />
Construction Laborer<br />
Construction Supervisor<br />
Diesel Mechanic<br />
Drafting Technician<br />
Drywall Finisher<br />
Electrical Engineer<br />
Electrician<br />
Electrician’s Apprentice<br />
Electronics Technician<br />
Ergonomist<br />
Fiber Optics Technician<br />
General Contractor<br />
Highway Engineer<br />
Industrial Engineer<br />
Manufacturing Engineer<br />
Mechanical Engineer<br />
Structural Engineer<br />
Time Study Engineer<br />
11
Career Options Organized by Cluster<br />
12
Engineering and Manufacturing<br />
(continued)<br />
Traffic Engineer<br />
Estimator<br />
Garment Cutter<br />
Heating/AC Technician<br />
Heavy Equipment Operator<br />
Insulation Worker<br />
Ironworker<br />
Jig and Fixture Builder<br />
Laboratory Assistant<br />
Locomotive Engineer<br />
Mechanical Tool Operator<br />
Maintenance Worker<br />
Marine Mechanic<br />
Metallurgist<br />
Packer<br />
Painter<br />
Paperhanger<br />
Physicist<br />
Plumber and Pipe Fitter Journeyman<br />
Plumber’s Assistant<br />
Research Scientist<br />
Safety Director<br />
Safety Engineer<br />
Septic Tank Service Worker<br />
Sewage Plant Operator<br />
Sewing Machine Operator<br />
Sheet Metal Worker<br />
Shipper<br />
Spinner/Weaver<br />
Surveyor<br />
Systems Analyst<br />
Tile/Terrazzo Worker<br />
Thread Trimmer<br />
Tire Recapper<br />
Tool and Die Maker<br />
Utilities Worker<br />
Waste Treatment Operator<br />
Welder<br />
Health and Human Services<br />
Administrative Assistant<br />
Admitting Clerk<br />
Anesthesiologist<br />
Anesthetist<br />
Anthropologist<br />
Attorney<br />
Baggage Handler<br />
Bagger<br />
Baker<br />
Barber<br />
Bartender<br />
Bellhop<br />
Biofeedback Therapist<br />
Body Guard<br />
Bus Driver<br />
Camp Counselor<br />
Case Worker<br />
Chauffeur<br />
Chef<br />
Child Care Director<br />
Child Care Worker<br />
Civil Service<br />
Clergy<br />
Clerk<br />
Coach<br />
Counselor<br />
Consumer Research Scientist<br />
Cook<br />
Corrections Officer<br />
Cosmetologist<br />
Crime Lab Technician<br />
Custodian<br />
Customs Inspector<br />
Dental Assistant<br />
Dental Hygienist<br />
Dental Lab Technician<br />
Dental Receptionist<br />
Dentist<br />
Detective<br />
Dialysis Technician<br />
Dietitian<br />
Dispatcher<br />
Driving Instructor<br />
Emergency Medical Technician<br />
Firefighter<br />
Fishing <strong>Guide</strong><br />
Flight Attendant<br />
Airport Manager<br />
13
Career Options Organized by Cluster<br />
Health and Human Services (continued)<br />
Food Service Worker<br />
Gerontologist<br />
Home Economist<br />
Home Extension Agent<br />
Home Health Aide<br />
Hospital Administrator<br />
Hospital Attendant<br />
Hotel/Motel Housekeeper<br />
Hotel/Motel Manager<br />
Host/Hostess<br />
House Cleaner<br />
Interior Decorator<br />
Labor Relations Mediator<br />
Maintenance Worker<br />
Marriage Counselor<br />
Martial Arts Instructor<br />
Medical Records Clerk<br />
Medical Records Technician<br />
Medical Technician<br />
Mental Health Clinician<br />
Music Therapist<br />
Nursing Assistant<br />
Nurse, LPN<br />
Nurse, RN<br />
Nursing Home Aide<br />
Nursing Home Director<br />
Occupational Therapist<br />
Operating Room Technician<br />
Ophthalmologist<br />
Optometric Assistant<br />
Optometrist<br />
Orderly<br />
Paralegal<br />
Paramedic<br />
Parking Attendant<br />
Peace Corps Volunteer<br />
Pharmacist<br />
Phlebotomist<br />
Physical Therapist<br />
Physician<br />
Physician’s Assistant<br />
Postal Clerk<br />
Postal Service Manager<br />
Private Investigator<br />
Probation Officer<br />
Recreation Director<br />
Recreation leader<br />
Reservations Clerk<br />
Resort Manager<br />
Respiratory Therapist<br />
Salesperson<br />
Secretary<br />
Social Director<br />
Social Worker<br />
Sociologist<br />
Speech Audiologist<br />
Speech Therapist<br />
Tailor<br />
Taxi Driver<br />
Teacher<br />
Teacher’s Aide<br />
Ticket Taker<br />
Tour <strong>Guide</strong><br />
Travel Agent<br />
Travel <strong>Guide</strong><br />
Truck Driver<br />
Upholsterer<br />
Vocational Rehabilitation Counselor<br />
Waiter<br />
Ward Clerk<br />
Welfare Worker<br />
14
AGRI-SCIENCE AND NATURAL<br />
RESOURCES<br />
Agri-Business and Natural Resources is a vast<br />
industry that reaches into all levels of society and<br />
into numerous careers in other industries.<br />
Agriculture is a multifaceted complex industry<br />
that produces, assembles, processes, stores,<br />
transports and markets food to meet an everincreasing<br />
demand. Although employment on<br />
farms will continue to decline, opportunities for<br />
employment in Agri-Business and related<br />
occupations are expected to increase.<br />
PROFESSIONAL LEVEL<br />
The application of science and technology to<br />
today’s farming has caused a marked change in<br />
the type and amount of education required.<br />
College training is becoming the rule rather than<br />
the exception on the professional level. The<br />
ever-increasing technology has decreased the<br />
need for non-technical workers while<br />
simultaneously increasing the need for<br />
professional workers. Duties could include<br />
research and development, education,<br />
management, design, production and sales.<br />
TECHNICAL POST-SECONDARY<br />
The technological explosion in agriculture and<br />
the rapid expansion of the off-the-farm phase of<br />
the agricultural industry have brought on an<br />
increasing need for semi-professional workers.<br />
The technical agricultural worker should have<br />
one to two years of specialized education after<br />
high school. Responsibilities include servicing,<br />
food and fiber production, controlling, building,<br />
operating, and testing in specialized situations.<br />
PROFESSIONAL LEVEL JOBS:<br />
Agricultural Engineer, Soil Scientist, Research<br />
Scientist, Agriculture Teacher, Extension Agent,<br />
Agriculture Economist, Conservationist,<br />
Nutritionist, Entomologist, Plant Inspector,<br />
Horticulturist, Landscape Architect, Botanist,<br />
Forester, Fruit Grower, Veterinarian, Park<br />
Ranger, Wildlife Manager, Farmer, Ecologist,<br />
Oceanographer, Zoologist, Aqua culturist,<br />
Agronomist, Seismologist, Archaeologist,<br />
Marine Biologist, Environmental Engineer,<br />
Environmental Coordinator, Environmental<br />
Scientist<br />
TECHNICAL POST-SECONDARY JOBS:<br />
Farm Manager, Nursery Operator, Farm<br />
Equipment Mechanic, Crop Duster, Landscape<br />
Technician, Tree Surgeon, Machinery Operator,<br />
Forestry Technician, Cattle Rancher, Soil<br />
Technologist, Florist, Game Warden,<br />
Veterinarian Assistant, Laboratory Technician,<br />
Ornamental Horticulturist, Animal Breeder,<br />
Ocean Systems Technician, Natural Resources<br />
Technician, Timber Harvester, Navigator,<br />
Wildlife Photographer, Horse Trainer, Pest<br />
Controller, Mosquito Control Worker<br />
DIRECT ENTRY JOBS:<br />
Farm Worker, Logger, Miner, Citrus Packer,<br />
Citrus Supervisor, Vegetable/Fruit Harvester,<br />
Beekeeper, Animal Caretaker, Fish Breeder,<br />
Groundskeeper, Horticulture Worker,<br />
Landscaper, Aquatic Weed Controller<br />
DIRECT ENTRY<br />
The overall employment outlook on the nontechnical<br />
level has declined due to advanced<br />
technology. Agriculture jobs in Central Florida<br />
on the non-technical level tend to be seasonal;<br />
therefore, employment can range from poor to<br />
excellent.<br />
15
DO YOU LIKE TO:<br />
• Share a concern for the environment<br />
• Conduct scientific experiments<br />
• Breed animals<br />
• Work with machines<br />
• Work on a farm<br />
• Work with plants<br />
• Work outdoors<br />
• Be physically active<br />
• Learn about nature<br />
• Work with your hands<br />
• Take science classes<br />
• Enforce hunting laws<br />
• Work with animals<br />
TYPICAL COLLEGE MAJORS:<br />
• Fish and Wildlife Management<br />
• Agriculture Education<br />
• Marine Biology<br />
• Oceanography<br />
• Aquaculture<br />
• Forestry<br />
• Landscape Architect<br />
• Veterinary Medicine<br />
• Biotechnology<br />
• Agribusiness<br />
• Floriculture<br />
EXTRA-CURRICULAR ACTIVITIES:<br />
• Future Farmers of America (FFA)<br />
• Student Leadership/Government<br />
• County Fair Participant<br />
• Scouting<br />
• 4 – H<br />
• Equestrian Organization<br />
• Rodeo Activities<br />
16
SUGGESTED ELECTIVES:<br />
• Marine Science<br />
• Research<br />
• French<br />
• German<br />
• Spanish<br />
• Word Processing<br />
• Driver Education<br />
• Career Research/Decision Making<br />
• Business On-the-Job Training<br />
• Diversified Cooperative Training<br />
• Agri-science Foundations<br />
• Computer Courses<br />
• Leadership Skills Development<br />
• Critical Thinking & Study Skills<br />
• Multicultural Studies<br />
• Business English<br />
• Agri-technology<br />
• DCT Related Instruction<br />
• Workplace Essentials<br />
• Horticulture<br />
• Veterinary Assisting<br />
• JROTC<br />
Note: All electives may not be offered at each high school. Please consult your guidance counselor<br />
for availability of courses at your school.<br />
17
BUSINESS AND MARKETING<br />
Marketing and distribution are the final stages in the transfer of goods from the manufacturer to<br />
consumers. Wholesale marketing is the distribution of goods in large lots to retail stores, industrial firms,<br />
schools and hospitals. Retail marketing is the distribution directly to the consumer in a variety of ways –<br />
stores, mail or door-to-door. Retail trade accounts for the largest number of workers, or about threefourths<br />
of the industry group. Sales workers are the largest single group, with managers and proprietors<br />
second. Because marketing and distribution is still primarily a business of people working with and<br />
serving other people, the use of electronic data processing for record keeping, mechanization for handling<br />
merchandise, and automatic vending machines have displaced comparatively few people.<br />
PROFESSIONAL LEVEL<br />
Marketing and distribution is a challenging field because it is a business of constant change. Competition<br />
is keen, resulting in requirements for highly skilled persons in purchasing, advertising and management.<br />
Most professional level workers are college educated with years of experience in their field; however,<br />
some business executives or buyers may have advanced by experience with individual company training.<br />
Employment is expected to increase moderately.<br />
TECHNICAL POST-SECONDARY<br />
Eighty percent of the stores in this country are small, independently owned establishments, staffed with<br />
nine or fewer employees. These establishments provide the largest number of jobs in marketing and<br />
distribution. Employment is expected to rise slightly. Educational requirements vary from specialized<br />
vocational programs to years of training on-the-job.<br />
DIRECT ENTRY<br />
Educational requirement and training needed for positions in the non-technical level are usually modest.<br />
Many young people obtain such jobs while still in high school and are often trained on the job.<br />
Additional training beyond high school is an advantage, but it is not required. Job responsibilities might<br />
include sales, stock, cashiering, packing, shipping and sales promotion. Employment should rise quickly<br />
in department stores, drugstores, auto dealerships and service stations with highest growth likely in auto<br />
parts distribution and sales of industrial machinery, equipment and supplies.<br />
PROFESSIONAL LEVEL JOBS:<br />
Sales Engineer, Merchandise Buyer, Advertising Executive, Purchasing Agent, Economist, Copywriter,<br />
Business Executive, Real Estate Developer, Media Buyer, Actuary, Accountant, Auditor, Financial<br />
Advisor, Comptroller, Investment Broker, Securities Analyst, Loan Officer, Account Executive,<br />
Marketing Executive, Bank Administrator, City Manager, Personnel Director, Legal Secretary<br />
TECHNICAL POST-SECONDARY JOBS:<br />
Office, Department or Store Manager, Bridal Consultant, Insurance Agent, Small Business Owner,<br />
Property Appraiser, Assistant Buyer, Wholesale Distributor, Fashion Model Coordinator, Credit<br />
Appraiser, Tax Specialist, Research Assistant, Meat Cutter, Fashion or Floral Designer, Fund Raiser,<br />
Stock & Sales Clerk, Administrative Assistant, Claims Adjuster, Computer Programmer<br />
18
DIRECT ENTRY JOBS:<br />
Receptionist, Salesperson, Receiving/Shipping clerk, Gas Station Attendant, Materials Handler, Stock<br />
Clerk, Cashier, Vending Machine Supplier, Window Displayer, Sign Painter, Bagger, Bank Teller,<br />
Bookkeeper, File Clerk, Model, Secretary, Messenger, Data Processing Clerk<br />
DO YOU LIKE TO:<br />
• Work indoors<br />
• Convince people of your point of view<br />
• Work with numbers<br />
• Be organized and efficient<br />
• Bargain with people<br />
• Work in advertising<br />
• Type things<br />
• Take risks<br />
• Be responsible for budgets<br />
TYPICAL COLLEGE MAJORS:<br />
• Business Administration and Management<br />
• Fashion Marketing<br />
• Insurance/Risk Management<br />
• Office Systems Technology<br />
• Court Reporting<br />
• Finance<br />
• Marketing<br />
• Management<br />
• Labor Relations<br />
• Real Estate<br />
• Accounting<br />
EXTRA-CURRICULAR ACTIVITIES:<br />
• Distributive Education Clubs of America<br />
• Future Business Leaders of America<br />
• Foreign Language Club<br />
• Yearbook<br />
• Speech and Debate Club<br />
• Student Leadership/Government<br />
• Newspaper<br />
19
SUGGESTED ELECTIVES:<br />
• Probability and Statistics<br />
• Driver Education<br />
• Leadership Skills Development<br />
• Practical Entrepreneurship<br />
• Business English<br />
• Practical Keyboard Skills<br />
• Career Research/Decision Making<br />
• Marketing Cooperative Education<br />
• Business Computer Application<br />
• Foreign Language<br />
• Computer Courses<br />
• Word Processing<br />
• Business Technology<br />
• Workplace Essentials<br />
• Marketing Applications<br />
• DCT Related Instruction<br />
• Travel & Tourism<br />
• Business Law<br />
• Diversified Cooperative Training<br />
• Critical Thinking & Study Skills<br />
• Multicultural Studies<br />
• JROTC<br />
• Research<br />
• Accounting<br />
• Marketing<br />
• Business Ownership<br />
• Marketing Management<br />
• On-the-Job Training<br />
• Practical Computer Skills<br />
• Business Management<br />
Note: All electives may not be offered at each high school. Please consult your guidance counselor<br />
for availability of courses at your school.<br />
20
COMMUNICATION AND THE ARTS<br />
Communication is important among people, individually as citizens, workers or employers, and<br />
collectively as a group, organization, or government. The communication and media cluster includes<br />
printing, newspaper, radio, television, telephone and the arts. Opportunities range from management and<br />
engineering to specialized fields. A career in the communication industry can be very rewarding for the<br />
capable, enthusiastic and creative individual who is interested in education beyond high school and who<br />
likes working independently or with a team.<br />
PROFESSIONAL LEVEL<br />
A person involved on this level should possess an above-average ability to convey information and<br />
thoughts. A college degree is required in order to become successful at this level as jobs range from<br />
electronic engineers to artists. The employment forecast is good, as specialized areas will continue and<br />
new fields will be developed.<br />
TECHINCAL POST-SECONDARY<br />
Education requirements include college and/or extensive training and experience. Persons entering this<br />
level should have a strong background in Math and English, and must be service-oriented, resourceful<br />
individuals. They should also be good in technical studies and have an interest in working with complex<br />
electrical circuits. The technical level worker makes decisions, and performs tasks independently. As a<br />
result of the technological revolution, employment opportunities are expected to soar.<br />
DIRECT ENTRY<br />
Employment growth on this level will equal the opportunities found on the professional and technical<br />
level. The training required can range from short vocational programs only a few weeks in length, to<br />
associate degree programs. The non-technical level worker is quite often trained on the job and paid<br />
while learning because of rapidly changing technology. This level worker is usually involved in<br />
supportive services to other career levels in this cluster.<br />
PROFESSIONAL LEVEL JOBS:<br />
Gem Cutter, Artist, Editor, Interpreter, Correspondent, Journalist, Production Manager, Sculptor,<br />
Electronics Manager, Station Manager, Recording Engineer, Television News Commentator, Author,<br />
Television Producer/Director, Reporter, Script Writer, Landscape Architect, Art Teacher,<br />
Desktop Publisher, Theatrical Agent, Museum Curator, Advertising Designer, Copywriter,<br />
Media Specialist, Publisher, Attorney, Speech Writer, Photographer, Anthropologist,<br />
Historian, Book Illustrator, Choreographer, Clothing Designer, Film Director<br />
TECHNICAL POST-SECONDARY JOBS:<br />
Cartoonist, Photographer, Broadcaster, Sound Technician, Lighting Technician, Film Editor, Artist,<br />
Editorial Assistant, Technical Writer, Camera Operator, Television/Radio Repairman, Electronics<br />
Technician, Printer/Lithographer, Adverting Communications Specialist, Telephone Cable Splicer,<br />
Television Cable Repairer/Installer, Commercial Artist, Fashion Designer<br />
21
DIRECT ENTRY:<br />
Equipment Handler, Delivery Person, Telephone Operator, Line Technician, Installer, Dispatcher,<br />
PBX Operator, Pressroom Worker, Darkroom Technician, Floral Arranger, Painter, Window Dresser,<br />
Production Assistant, Camera Technician, Bookbinder, Theme Park Worker, Telephone Operator,<br />
Disc Jockey, Proofreader, Stage Hand, Reservationist<br />
DO YOU LIKE TO:<br />
• Write<br />
• Dance<br />
• Perform<br />
• Debate<br />
• Design work with computers<br />
• Talk to many people daily<br />
• Draw<br />
• Paint<br />
• Play a musical instrument<br />
• Be creative<br />
• Take fine photographs<br />
TYPICAL COLLEGE MAJORS:<br />
• Photo/Motion Picture Technology<br />
• Education: Art, Drama, Music<br />
• Radio/TV Production Technology<br />
• Library Science<br />
• Commercial Art<br />
• Public Relations<br />
• Fashion Design<br />
• Interior Design<br />
• Communications<br />
• Speech/Debate<br />
• Journalism<br />
EXTRA-CURRICULAR ACTIVITIES:<br />
• Student Leadership/Government<br />
• Speech Club<br />
• Newspaper<br />
• Chorus<br />
• Photography Club<br />
• Debate Club<br />
• Yearbook<br />
• Dance<br />
22
SUGGESTED ELECTIVES:<br />
• Journalism<br />
• Speech<br />
• German<br />
• Art<br />
• Creative Photography<br />
• Band<br />
• Eurythmics<br />
• Stage Craft<br />
• Workplace Essentials<br />
• Research<br />
• Television Production<br />
• DCT Related Instruction<br />
• Multicultural Studies<br />
• Mass Media<br />
• Debate<br />
• Spanish<br />
• Portfolio<br />
• Music<br />
• Chorus<br />
• Acting<br />
• Leadership Skills Development<br />
• Diversified Cooperative Training<br />
• Critical Thinking & Study Skills<br />
• Practical Computer Skills<br />
• Business On-the-Job Training<br />
• Career Research & Decision Making<br />
• Creative Writing<br />
• French<br />
• Humanities<br />
• Graphic Design<br />
• Musical Theater<br />
• Vocal Ensemble<br />
• Dance<br />
• Computer Courses<br />
• Drivers Education<br />
• Business English<br />
• Word Processing<br />
• JROTC<br />
Note: All electives may not be offered at each high school. Please consult your guidance counselor<br />
for availability of courses at your school.<br />
23
ENGINEERING AND MANUFACTURING<br />
The work of the construction tradesman may be divided into three categories: structural, finishing and<br />
mechanical with some craftsmen capable of doing work in more than one category. Construction workers<br />
erect and repair immobile building structures, highways, bridges, tunnels, dams, power plants and<br />
factories. Formal apprentice training is the most often recommended method for acquiring skills;<br />
however, informal training may be acquired by working with experienced craftsmen. Construction<br />
employment is expected to rise but not as rapidly as construction activity because of labor saving<br />
improvement in tools, materials, and work methods. Economic conditions will also cause employment to<br />
fluctuate.<br />
PROFESSIONAL LEVEL<br />
The professional level person designs, supervises, plans, inspects and is involved in cost study. Their<br />
educational requirements include a college degree and extensive knowledge of the construction industry.<br />
Although many labor saving devices have been developed, the need for the professional level has<br />
increased and will continue to increase.<br />
TECHNICAL POST-SECONDARY<br />
Construction workers as a class are characterized by a high degree of skill and training in chosen crafts.<br />
Several years in an apprenticeship are recommended; however, years of on-the-job training may suffice.<br />
These persons will be supervising workers and performing highly skilled tasks in the construction field.<br />
As demands for modern commercial and private dwellings increase, the employment outlook will<br />
continue to be promising in Central Florida.<br />
DIRECT ENTRY<br />
The non-technical level job is often the opportunity for the worker to receive experience and training<br />
necessary to advance to the technical level. The construction worker assists the technical level craftsman<br />
and is usually under their direct supervision. The employment outlook is good in this area; however,<br />
entry level jobs will not increase as rapidly as the construction activities.<br />
PROFESSIONAL LEVEL JOBS:<br />
Purchasing Agent, Architect, Public Works Director, Safety Director, Estimator, Ergonomist,<br />
Engineer (Aerospace, Automotive, Structural, Environmental, Mechanical, Safety, Electrical,<br />
Traffic, Acoustic, Civil, Industrial, Time Study, Chemical, Biomedical, Computer), Urban Planner,<br />
Automated Manufacturing Manager, Research Scientist, Physicist, Metallurgist<br />
TECHNICAL POST-SECONDARY JOBS:<br />
Bricklayer/Stone Mason, Construction Supervisor, Electrician, Plumber/Pipe Fitter Journeyman,<br />
Glazier, Drafting Technician, Welder, Cabinet Maker, Tool & Die Maker, Millwright, Expediter,<br />
Surveyor, Heating/AC Technician, Building Inspector, Carpenter, Sheet Metal Worker,<br />
Ironworker, Heavy Equipment Operator, Engineer Aide, Waste Water Treatment Technician,<br />
Chemical Technician, Electronic Technician, Automotive Mechanic, Marine Mechanic<br />
24
DIRECT ENTRY JOBS<br />
Drill Press Operator, Insulation Worker, Apprentice Carpenter, Cement Finisher, Packer, Painter,<br />
Shipper, Garment Cutter, Drywall Installer/Finisher, Lather, Terrazzo Worker, Paperhanger,<br />
Plasterer, Roofer, Marble/Tile Setters, Maintenance/Construction, Apprentice Plumber,<br />
Apprentice Electrician, Fiber Optics Technician, Equipment Mechanic, Hydraulic Maintenance<br />
Technician, Machine Tool Operator, Cable Television Technician, Assembler<br />
DO YOU LIKE TO:<br />
• Solve problems<br />
• Assemble and build<br />
• Work with metals<br />
• Do math and science<br />
• Program, operate or design computers<br />
• Tinker with objects<br />
• Think logically<br />
• Build engines<br />
• Work with machinery<br />
TYPICAL COLLEGE MAJORS:<br />
• Engineering<br />
• Architecture<br />
• Machining<br />
• Computer Programming<br />
• Drafting and Design<br />
• Aviation<br />
• Metallurgy<br />
• Building Construction<br />
• Robotics<br />
• Automotive<br />
• Chemistry<br />
EXTRA-CURRICULAR ACTIVITIES:<br />
• Environmental Club<br />
• Science Club<br />
• Society of Electrical Civil Mechanical<br />
Engineering (SECME)<br />
• Vocational Industrial Club of America<br />
(VICA)<br />
• Student Leadership/Government<br />
• Math Club<br />
• National Honor Society<br />
25
SUGGESTED ELECTIVES:<br />
• Calculus<br />
• German<br />
• Computer Courses<br />
• Research<br />
• Practical Computer Skills<br />
• Diversified Coop Training<br />
• Communication Technology<br />
• Auto Technology Assistant<br />
• Leadership Skills Development<br />
• Multicultural Studies<br />
• Principles of Technology<br />
• Spanish<br />
• Commercial Foods<br />
• Technical Studies<br />
• On-the-Job Training<br />
• DCT Related Instruction<br />
• Production Technology<br />
• Commercial Photography<br />
• Transportation Technology<br />
• Drafting/Illustrative Design Technology<br />
• Critical Thinking & Study Skills<br />
• Career Research & Decision Making<br />
• French<br />
• Driver Education<br />
• JROTC<br />
• Word Processing<br />
• Workplace Essentials<br />
• Construction Technology<br />
• Business English<br />
• Gasoline Engine Mechanic<br />
Note: All electives may not be offered at each high school. Please consult your guidance counselor<br />
for availability of courses at your school.<br />
26
HEALTH AND HUMAN SERVICES<br />
Health occupations include all of the workers that provide services for the sick, injured, or aged. Over<br />
four million people work in the health-related occupations. Hospitals employ about half of these workers.<br />
Others work in clinics, labs, pharmacies, nursing homes, public agencies, private offices, mental health<br />
centers and patients’ homes. Overall employment in the health field is expected to increase much faster<br />
than the average for other occupations through the next decade.<br />
PROFESSIONAL LEVEL<br />
Most medical careers at this level require extensive training and possibly internship. Admission to<br />
medical school is very competitive. Persons in these fields will find themselves involved in diagnoses,<br />
treatment, supervision of the injured, aged and sick – both mentally and physically. Employment outlook<br />
for the nation is excellent.<br />
TECHNICAL POST-SECONDARY<br />
The medical careers on the technical level may require somewhat less education than the professional<br />
level. Duties include assisting physicians and dentists on the professional level in the care of the sick as<br />
well as conducting lab tests, keeping records and maintaining technical equipment. Employment<br />
opportunities for the technical level are excellent.<br />
DIRECT ENTRY<br />
Non-technical health careers require on-the-job training and often-training courses, which last from two to<br />
eight weeks. Responsibilities include housekeeping, patient care, maintenance of physical facilities and<br />
food service. The number of semi-skilled employees will continue to grow rapidly.<br />
PROFESSIONAL LEVEL JOBS:<br />
Chiropractor, Hotel/Motel Manager, Ophthalmologist, Physician, Baccalaureate Nurse, Dentist,<br />
Pharmacist, Veterinarian, Therapist (Physical, Occupational), Speech Audiologist, Hospital<br />
Administrator, Athletic Trainer, Psychologist, Optometrist, Nursing Home Director, Speech Pathologist,<br />
Nutritionist, Anesthetist, Anthropologist, Physician’s Assistant, Psychiatrist, Teacher, FBI Agent, Coach,<br />
Social Worker, Counselor, Gerontologist, Attorney, Clergy, Home Extension Agent, Consumer Research<br />
Scientist, Interior Decorator, Dietitian, Geographer<br />
TECHINCAL POST-SECONDARY JOBS:<br />
Customs Inspector, Flight Attendant, Dispatcher, Detective, Armed Forces, Registered Nurse, Travel<br />
Agent, Medical Technician, X-ray Technician, Dental Hygienist, Dental Lab Technician, Practical Nurse,<br />
Baker, Maintenance Worker, Medical Records Technician, Operating Room Technician, Veterinarian<br />
Assistant, Mental Health Technician, Ophthalmic Lab Technician, Respiratory Therapist, Electrocardiograph<br />
Technician, Chef, Dialysis Technician, Biofeedback Therapist, Postal Service Manager,<br />
Legal Assistant, Child Care Director, Furniture Restorer, Driving Instructor, Travel <strong>Guide</strong>, Barber<br />
27
DIRECT ENTRY JOBS:<br />
Dental Assistant, Nursing Assistant, Orderly, Hospital Attendant, Psychiatric Aide, Custodian, Ward<br />
Clerk, Home Health Aide, Food Service Worker, Optometric Assistant, Dental Receptionist, Nursing<br />
Home Aide, Medical Records Clerk, Ambulance Driver, Admitting Clerk, Phlebotomist, Patient Care<br />
Assistant, Cook, Pre-School Worker, Reservations Clerk, Security Guard, Host/Hostess, Teacher<br />
Assistant, Truck Driver, Child Care Worker, Tailor, Upholsterer, Salesperson, Bartender,<br />
Waiter, Fishing <strong>Guide</strong>, Chauffeur, Dog Groomer, Bodyguard, Postal Clerk,<br />
Armed Forces, Taxi Driver, Baggage Handler<br />
DO YOU LIKE TO:<br />
• Work with young, elderly or ill people<br />
• Prepare and serve food/beverage<br />
• Organize park and recreational activities<br />
• Protect people from abuse<br />
• Teach others<br />
• Help people<br />
TYPICAL COLLEGE MAJORS:<br />
• Nursing<br />
• Psychiatry<br />
• Respiratory Therapy<br />
• Medicine<br />
• Travel and Tourism<br />
• Education (All Fields)<br />
• Fire Fighting<br />
• Dental Hygiene<br />
• Philosophy<br />
• Physical Therapy<br />
• Child Development<br />
• Hospitality Management<br />
• Dental Assisting<br />
• Psychology<br />
• Physical Therapy<br />
• Law<br />
• Parks and Recreation<br />
• Law Enforcement<br />
• Cosmetology<br />
• Radiology<br />
28
EXTRA-CURRICULAR ACTIVITIES:<br />
• Health Occupation’s Student Association<br />
• Future Educators of America<br />
• Student Leadership/Government<br />
• Future Homemakers of America<br />
SUGGESTED ELECTIVES:<br />
• Anatomy & Physiology<br />
• Anthropology<br />
• Nutrition & Wellness<br />
• Allied Health Assisting<br />
• Future Studies<br />
• Foreign Language<br />
• Child Care Provider<br />
• Research<br />
• Law Studies<br />
• German<br />
• Family Dynamics<br />
• JROTC<br />
• Health Careers<br />
• Cooperative Health Occupations<br />
• Family & Consumer Science Coop. Ed.<br />
• Practical Computer Skills<br />
• Comprehensive Law Studies<br />
• Multicultural Studies<br />
• Workplace Essentials<br />
• Psychology<br />
• Driver Education<br />
• Early Childhood Education<br />
• Diversified Cooperative Training<br />
• Foreign Language Club<br />
• Math Club<br />
• Home Economic Activities<br />
• National Honor Society<br />
• Science Club<br />
• Sociology<br />
• Peer Counseling<br />
• Principles of Food Preparation<br />
• Word Processing<br />
• Health Education Occupations<br />
• Personal, Social & Family Relationships<br />
• Career Research & Decision Making<br />
• Medical Skills & Services<br />
• Multicultural Studies<br />
• Contemporary History<br />
• Parenting<br />
• Health for Expectant<br />
• Child Development<br />
• Athletics<br />
• Work Cultural Geography<br />
• Leadership Development<br />
• On-the-Job Training<br />
• Computer Courses<br />
• Personal Health<br />
• Food Management<br />
• Parenting Skills<br />
• Business<br />
• Food Production/Services<br />
Note: All electives may not be offered at each high school. Please consult your guidance counselor<br />
for availability of courses at your school.<br />
29
2004-2005<br />
Instructional Programs<br />
Grades 9-12<br />
30
SECONDARY INSTRUCTIONAL PLAN<br />
I. CURRENT HIGH SCHOOL PROGRAM PHILOSOPHY (2004–2005)<br />
International competition and technological advancements have made it increasingly clear that the<br />
nation’s economic survival and standard of living will depend on improvements in the literacy and skill of<br />
our work force. An individual entering the world of work must be prepared to successfully compete in<br />
the today’s society. Students will be provided the opportunity for a comprehensive high school education.<br />
In doing so, it becomes possible to select an appropriate program of high school study that will help<br />
students achieve their personal and vocational goals, internalize the basic academic competencies at a<br />
skill level higher than functional literacy, and provide an opportunity to practice the work ethic through<br />
knowledge and work.<br />
Hernando County is participating in a consortium with community colleges and universities to develop<br />
articulated Tech Prep Programs in Agri-science and Natural Resources, Business and Marketing,<br />
Communications and the Arts, Engineering and Manufacturing, and Health and Human Services.<br />
Emphasis has been placed on restructuring programs in these areas to address the technological training<br />
needs of the students enrolled. <strong>Curriculum</strong> restructuring has also taken place in the areas of mathematics,<br />
science, and communications.<br />
II.<br />
INSTRUCTIONAL PROGRAMS<br />
The published curriculum guide contains a brief description of the courses available to the students in the<br />
high schools to prepare them for direct entry into the work force, entry into a two-year community<br />
college, a technical school or four-year university. Students, with the assistance of their teachers,<br />
guidance counselors, and parents, select the appropriate level within an academic discipline. Occasionally<br />
a student, with parent/guardian consent, will wish to enroll into a more rigorous level than the staff<br />
recommends. This will be permitted provided both the student and parents completely understand the<br />
level of requirements and student performance outcomes. Students wishing to enroll in dual enrolled<br />
courses through PHCC, or any other approved dual-enrolled program must fully meet requirements of the<br />
Hernando County School Board and the dual-enrollment institute. These institution requirements may not<br />
be waived.<br />
Career preparation and social skills will be integrated into the school curriculum through the continuation<br />
of a career-based format for the school curriculum guides and student services related activities. Dual<br />
enrollment courses may be offered in section A-F.<br />
A. LANGUAGE ARTS<br />
This program will include course offerings in the area of English, Reading, Speech, Journalism,<br />
Creative Writing, Literature, and English for Speakers of Other Languages. Not every course<br />
meets English graduation requirements.<br />
B. MATHEMATICS<br />
This program will include courses in Algebra I, IA, IB and II, Applied Math I and II, Geometry,<br />
Informal Geometry, Pre-calculus, Calculus and Probability and Statistics.<br />
31
C. SCIENCE<br />
This program will include Physical and Biological Sciences. A research component may be<br />
available at the upper level for more advanced students.<br />
D. SOCIAL STUDIES<br />
This program will include courses in the areas of History, Economics, Government, Law and<br />
Behavioral Sciences.<br />
E. FOREIGN LANGUAGE<br />
This program will include courses in the areas of French, German, and Spanish. Foreign<br />
Language is a proficiency-based program. Credit is awarded based on demonstration of mastery.<br />
F. THE HUMANITIES<br />
Humanities courses include offerings in Art, Drama, Humanities, Instrumental Music, Vocal<br />
Music and Dance.<br />
G. FINE ARTS<br />
This program includes courses in the areas of Art, Drama, Humanities, Instrumental Music, Vocal<br />
Music, and Dance.<br />
H. HEALTH, PHYSICAL EDUCATION, AND DRIVER EDUCATION<br />
1. Health is taught primarily in Life Management Skills. In addition, health subjects are<br />
addressed in Physical Education, Driver Education, Weight Lifting, Child Development,<br />
Science, Anatomy, and Dropout Prevention.<br />
2. Physical Education is offered and includes course offerings in Individual/Dual/Team<br />
Sports, Health/Life Management, and Personal Fitness, Weight Training. See the Board<br />
approved Course of Study for Physical Education.<br />
I. PERSONAL AND PROFESSIONAL DEVELOPMENT<br />
1. Peer Counseling courses provide four semesters of course content. These include<br />
understanding of communications, group processes, and the components of personal<br />
development. The opportunity to develop and implement small and large group<br />
presentations and other varied experiences round out the program.<br />
2. Leadership Skills Development teaches leadership skills, parliamentary procedures,<br />
problem solving, decision-making, communication skills, group dynamics, time<br />
management, public speaking, human relations, public relations, team building, and other<br />
group processes.<br />
3. Community Service taught as a course develops an appreciation of the community and<br />
seeks to develop skills necessary to evaluate the impact of service to others.<br />
4. Critical Thinking and Study Skills provides the foundation for and practice of good<br />
study habits and helps to develop the skills to process information, complete assignments<br />
accurately, and perform well on tests.<br />
32
5. Research and Decision-Making teaches decision-making and self-assessment skills,<br />
helps students develop self-esteem, and enables students to make career choices.<br />
I. JUNIOR RESERVE TRAINING CORPS<br />
Programs are offered at Central High School, Hernando High School, and Springstead High<br />
School.<br />
III.<br />
CAREER AND TECHNICAL EDUCATION<br />
This program will include courses in the areas of Agri-science and Natural Resources, Business and<br />
Marketing, Engineering and Manufacturing, Health and Human Services, Communication and the Arts.<br />
IV.<br />
MEDIA SERVICES<br />
All schools will meet or exceed SACS standards based on the student-volume ratio at each site.<br />
V. SPECIAL PROGRAMS<br />
A. ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)<br />
Students identified as Limited English Proficient based upon eligibility criteria set forth by 1990-<br />
1991 DOE legislation will receive ESOL instruction.<br />
English I-IV through ESOL is offered through the English <strong>Curriculum</strong> for all (LEP) Limited<br />
English Proficient Students at each high school. English through ESOL does satisfy the English<br />
requirement for NCAA Division I and II schools.<br />
Developmental Language Arts through ESOL may be offered as an elective.<br />
Major Concepts/Content: The purpose of this course is to enable students who are native<br />
speakers of languages other that English to develop proficient listening, speaking, reading, and<br />
writing skills in the English language. Emphasis will be on acquisition of integrated English<br />
communication skills in a wide range of activities and content areas.<br />
All identified LEP students will receive ESOL Basic Subject Area instruction (math, science,<br />
social studies, computer literacy), which deliver modified, and adaptive curriculum by using<br />
ESOL strategies to meet the student’s level of comprehensible English.<br />
Schools with at least fifteen students, from the same home language background, shall provide at<br />
least one paraprofessional who is proficient in that language and who is trained in ESOL Basic<br />
Subject Area Instruction (State Rule 6A-6.0904 FAC)<br />
B. DROPOUT PREVENTION<br />
1. TOPP<br />
Technology Oriented Performance Program (TOPP) is a performance diploma program<br />
located at Central High School, Hernando High School and Springstead High School for<br />
students who are 16 and older. When students at the high school are identified as eligible,<br />
they will be referred to the counselor of the TOPP program.<br />
33
The focus of instruction is on basic skills and language arts, math, social studies, and<br />
science to prepare students to show mastery of Florida Student Performance Standards in<br />
required courses. Students will spend two to three hours per day with an academic teacher<br />
in a computer-assisted laboratory, improving mathematics and language arts skills, as well<br />
as working with social studies and science curriculum.<br />
All students enrolled in the program must declare a career interest area. Students are then<br />
enrolled in a planned sequential course of study.<br />
2. Teen Parent<br />
This program is open to expectant parents, teen mothers or fathers and their children.<br />
Students enrolled in the program follow standard curriculum frameworks. Students in<br />
grades 9-12 earn credits and those below ninth earn middle school course grades. Students<br />
take Parenting I, Parenting II and Health for Expectant Parents as electives. On site day<br />
care services are provided for children of parents enrolled in the program.<br />
Students are encouraged to mainstream into the regular high school program at the<br />
beginning of the semester.<br />
C. CHANNEL I<br />
As approved by the School Board and Florida Department of Education, Channel I is integrated in<br />
the Instructional Program for Grades 9-12.<br />
VI.<br />
STUDENT SERVICES<br />
Staff allocation (building level) will be based upon programs housed at the school center with a base<br />
school allocation and school size factor. Services to be provided include guidance counseling,<br />
occupational career counseling, social services (mental health, drug rehabilitation, family services, etc.),<br />
testing coordination, registrar functions, ESE resources, clinic, attendance, and School Resource Officers.<br />
Staff allocation (district level) will be based upon district population and programmatic need. Staff<br />
includes social workers, psychologists, substance abuse prevention counselor, and attendance assistants.<br />
Services to be provided include clinical histories, home visits consultation (student, families, staff, and<br />
administration), evaluations, substance assessments, preventive programs, staff training, and parenting<br />
education.<br />
34
2004-2005<br />
Program Requirements<br />
Grades 9-12<br />
35
GENERAL GRADUATION REQUIREMENTS<br />
I. Number of Credits: 24 Credits and a cumulative 2.0 GPA (4-year)<br />
II.<br />
III.<br />
Passing the Florida Comprehensive Assessment Test (FCAT).<br />
Credits and Subject Areas<br />
A. English – 4 Credits<br />
English courses must include major concentration in composition and literature<br />
B. Mathematics – 3 Credits (including Algebra I or its equivalent)<br />
C. Science – 3 Credits<br />
Two of the science credits must include a laboratory component<br />
D. Social Studies – 3 Credits<br />
World History – 1 Credit (grade 10)<br />
American History – 1 Credit (grade 11)<br />
Economics - .5 Credit (grade 12)<br />
American Government - .5 Credit (grade 12)<br />
E. Practical Arts, Vocational Education and Performing Fine Arts – 1 Credit<br />
This graduation requirement may be fulfilled by:<br />
1. One (1) credit in practical arts vocational education; or<br />
2. One (1) credit in performing fine arts to be selected from music, dance, drama,<br />
painting, sculpture, a course that requires manual dexterity, or speech and debate;<br />
or<br />
3. One-half (.5) credit each in practical arts vocational education and performing fine<br />
arts.<br />
F. Life Management Skills - .5 Credit – (9 th or 10 th grade)<br />
Health I – Life Management Skills (0800300) and Life Management Skills (8500620) are<br />
the only courses that may be used to satisfy this requirement.<br />
G. Physical Education – 1 Credit<br />
Personal Fitness (1501300) is the only course that may be used to satisfy .5 of this<br />
requirement. Any other P.E. class may be used to fulfill the remaining .5 requirement.<br />
Adaptive Physical Education (1500300) will satisfy this requirement for those ESE<br />
students seeking a standard diploma, who cannot be assigned Personal Fitness (1501300)<br />
pursuant to physical education guidelines in Public Law 94-142 and Section 504 of Public<br />
Law 93-112.<br />
H. Electives – 8 ½ Credits<br />
Any course listed in this directory as appropriate for grade 9 or above may fulfill an<br />
elective credit for graduation.<br />
36
STANDARD COLLEGE PREPARATORY &<br />
CAREER PREPARATORY PROGRAM<br />
GRADUATION REQUIREMENTS<br />
I. Number of Credits: 18 Credits and a cumulative 2.0 GPA (3-year)<br />
II.<br />
IV.<br />
Passing the Florida Comprehensive Assessment Test (FCAT).<br />
Credits and Subject Areas<br />
A. English – 4 Credits<br />
English courses must include major concentration in composition and literature<br />
B. Mathematics – 3 Credits<br />
Algebra I level or above from the list of courses that qualify for state university admission<br />
C. Science – 3 Credits<br />
Two of the science credits must include a laboratory component<br />
D. Social Studies – 3 Credits<br />
World History – 1 Credit (grade 10)<br />
American History – 1 Credit (grade 11)<br />
Economics - .5 Credit (grade 12)<br />
American Government - .5 Credit (grade 12)<br />
E. Foreign Language – 2 Credits or demonstrated proficiency in same second language<br />
F. Electives – 3 Credits<br />
Any course listed in this directory as appropriate for grade 9 or above may fulfill an<br />
elective credit for graduation.<br />
Beginning in 1999-2000, entering ninth-grade students choosing participation in interscholastic sports as<br />
the method of meeting the requirements for physical education must participate for two full seasons at the<br />
junior varsity or varsity levels, and pass a competency test on personal fitness with a “C” or better. It<br />
should be noted that students choosing to meet the physical education requirement by participating in two<br />
full seasons of interscholastic sports and passing the competency test meet the requirement but do not<br />
receive course credit.<br />
37
STATE UNIVERSITY SYSTEM COURSE DISTRIBUTION REQUIREMENTS<br />
A. Academic core courses in designated subject areas<br />
English<br />
Mathematics<br />
Science<br />
Social Science<br />
Foreign Language<br />
4 Credits<br />
3 Credits (Algebra I and above)<br />
3 Credits<br />
3 Credits<br />
2 Credits<br />
B. Approved Electives 3 Credits<br />
C. Total Academic Credits Required 18 Credits<br />
The elective courses must be on the approved list of electives published in the Counseling for Future<br />
Education Handbook.<br />
UNWEIGHTED COURSES<br />
Un-weighted courses can be used to satisfy graduation requirements as well as admission requirements in<br />
the state university system.<br />
WEIGHTED COURSES<br />
The following courses are advanced level and will receive the additional .5 weighting. This factor will be<br />
used to compute a weighted grade point average. This weighted grade point average will be used to<br />
determine the student’s rank in class.<br />
Honors or Advanced Level Courses:<br />
The honors or advanced courses listed below will be assigned an additional .5 weight value:<br />
SUBJECT COURSE NUMBER COURSE TITLE<br />
Language Arts 1001320 English Honors I<br />
1001350 English Honors II<br />
1001380 English Honors III<br />
1001410 English Honors IV<br />
Mathematics 1200320 Algebra Honors I<br />
1200340 Algebra Honors II<br />
1206320 Geometry Honors<br />
1202340 Pre-Calculus<br />
1202300 Calculus<br />
1210300 Probability and Statistics<br />
Science 2000320 Biology Honors I<br />
2000330 Biology Honors II<br />
2000360 Anatomy/Physiology Honors<br />
2002510 Marine Science Honors I<br />
2002520 Marine Science Honors II<br />
2003350 Chemistry Honors<br />
38
Honors or Advanced Level Courses (continued):<br />
SUBJECT COURSE NUMBER COURSE TITLE<br />
Science 2003320 Physical Science Honors<br />
2003390 Physics Honors<br />
2001320 Earth/Space Science Honors<br />
Social Studies 2190320 World History Honors<br />
2100320 American History Honors<br />
2102320 Economics Honors<br />
2106320 American Government Honors<br />
Advanced Placement (AP) The Advanced Placement courses will be assigned a 1.0 weight.<br />
Students taking Advanced Placement courses on campus must take the Advanced Placement exams.<br />
Dual Enrollment (DE) The Dual Enrollment courses offered through Pasco-Hernando Community<br />
College (PHCC) listed below (either on a PHCC campus or the high school campus) will be assigned 1.0<br />
weight value. Any student not properly enrolled in Dual Enrollment shall not receive college credit or the<br />
weighting for dual enrollment. Students are strongly encouraged to speak to their guidance counselors<br />
about location options for Dual Enrollment courses. Students must meet the grade point average specified<br />
in the articulation agreement. No student may enroll in Dual Enrollment language arts, mathematics of<br />
laboratory science without achieving the following scores on the tests specified:<br />
CPT ACT SAT<br />
English 83 English 17 Verbal 440<br />
Reading 83 Reading 18<br />
Math 98 Math 21 Math 460<br />
Please check with your guidance counselor for dual enrollment course offerings and when planning<br />
courses for admission to a college or university.<br />
39
HOW TO READ A COURSE DESCRIPTION<br />
Course Number * Course Title Semester or Year Length<br />
Fee May Be<br />
Charged<br />
Weighted .5<br />
* 0102300 – Ceramics I – Semester – (9-12)<br />
$ (W.5) This course is to give students a basic<br />
understanding of ceramic processes.<br />
Recommended Grade<br />
Level<br />
Course Prerequisite<br />
Course Description<br />
Satisfies State<br />
Graduation Requirement<br />
Some courses require a prerequisite or pre-approval, which may include but not limited to, successful<br />
completion of previously numbered sequential courses, specified grade point average (GPA), teacher<br />
recommendations, audition or other specific requirements.<br />
NOTE: Prerequisites have been established to increase the student’s probability of success in a<br />
course. Parents may sign a waiver available in guidance and request that their child be placed in a<br />
course without having fulfilled the recommended prerequisite.<br />
Weighted Courses<br />
To equalize the GPA for students electing to take a more difficult program of studies, the District School<br />
Board has approved an additional weighting factor of .5 for specific honors and advanced level courses.<br />
Advanced placement and approved dual enrollment courses are weighted an additional 1.0.<br />
Multiple Credit Courses<br />
Students may take specified courses more than once for multiple credits over a period of years. For<br />
example, T.V. Production may be taken up to four times for credit. The district is required to ensure that<br />
student achievement expectations are raised as a student progresses through subsequent enrollments in the<br />
course.<br />
College Level Courses<br />
Academic courses are available in most subject areas through the Advanced Placement Program and/or<br />
Dual Enrollment at Pasco-Hernando Community College.<br />
Job Preparatory Vocational Training Programs are also available through Pasco-Hernando Community<br />
College, Withlachoochee Technical Institute, and Marchman Technical Educational Center. Students<br />
interested in additional information about these programs should contact their guidance counselor.<br />
CAUTION: ALL COURSES AND PROGRAMS MAY NOT BE OFFERED AT EACH SCHOOL.<br />
STUDENTS SHOULD CONTACT THE SCHOOL COUNSELOR FOR INFORMATION.<br />
40
2004-2005<br />
Course Descriptions<br />
Grades 9-12<br />
41
Language Arts<br />
Language Arts form the cornerstone of all learning. Educators are encouraged to design<br />
language arts curricula that allow students to encounter ideas, events, and materials in real-world contexts.<br />
In each language arts classroom, there is a diverse pool of talent and potential. The challenge is to<br />
structure the learning environment so that each student has the freedom to use his or her unique strengths<br />
to learn or perform, yet be urged, inspired and motivated to reach high academic standards.<br />
In order to meet high school graduation requirements, students must take four years of English<br />
including English I, II, III and IV. Applied Communication I and Applied Communication II may be<br />
substituted for English III and English IV. All other courses are taken for elective credit only. Dual<br />
Enrollment English Comp. I & II may be substituted for graduation requirements.<br />
42
Language Arts<br />
Applied Communications I<br />
1001460<br />
Applied Communications II<br />
1001470<br />
Business English I<br />
1001440<br />
Business English II<br />
1001450<br />
English I<br />
1001310<br />
English II<br />
1001340<br />
English III<br />
1001370<br />
English IV<br />
1001400<br />
Language<br />
Arts<br />
Electives<br />
Note: Please consult your guidance counselor<br />
when selecting courses for post- secondary<br />
career and education choices.<br />
English I Honors<br />
1001320<br />
English II Honors<br />
1001350<br />
English III Honors<br />
1001380<br />
English IV Honors<br />
1001410<br />
English Honors -<br />
Gifted I<br />
1001320G<br />
English Honors -<br />
Gifted II<br />
1001350G<br />
English Honors<br />
Gifted III<br />
1001380G<br />
Optional Course<br />
Intensive<br />
Language<br />
Arts<br />
1000400<br />
Dual<br />
Enrollment<br />
English<br />
ENC1101/1102<br />
AP Language<br />
& Composition<br />
1001420<br />
AP Literature<br />
& Composition<br />
1001430<br />
It is not recommended that students enroll in two English courses at the same time.<br />
102081F – Great Books – Year – (9-12) The<br />
purpose of this course is to provide integrated<br />
educational experiences in the language arts<br />
strands of reading, writing, listening, viewing,<br />
speaking, language and literature.<br />
1001310 – English I – Year – (9)<br />
This course is to provide instruction in English<br />
Language skills including reading, writing,<br />
speaking, and listening in the content areas of<br />
literature.<br />
1001320 – English Honors I – Year – (9) (W.5)<br />
Preq. Pre-approval<br />
This course is to promote academic excellence in<br />
English Language Arts through enriched<br />
experiences in literature, writing, speaking, and<br />
listening.<br />
skills and strategies to ensure successful literacy<br />
experiences.<br />
1001340 – English II – Year – (10)<br />
This course is to provide instruction in English<br />
language skills and in the study of world<br />
literature.<br />
1001350 – English Honors II – Year – (10)<br />
(W.5) Preq. Pre-approval This course is to<br />
promote academic excellence in English<br />
Language Arts through the study of world<br />
literature and through enriched experiences in<br />
composition, speech, and listening skills.<br />
1001370 – English III – Year - (11)<br />
This course is to provide instruction in American<br />
Literature and in English Language skills.<br />
1001330 – English Skills II – Year – (9-12) The<br />
purpose of this course is to enable students to<br />
further develop fundamental reading and writing<br />
43
1001380 – English Honors III – Year - (11)<br />
(W.5) Preq. Pre-approval<br />
This course is to promote academic excellence in<br />
English Language Arts through enriched<br />
experiences in American Literature.<br />
1001320G – English Honors/Gifted I – (9)<br />
1001350G – English Honors/Gifted II – (10)<br />
1001380G – English Honors/Gifted III – (11)<br />
Year – (W.5) Preq. For all of the above –<br />
“Gifted” Designation.<br />
Each of these courses promotes academic<br />
excellence in English Language Arts, including<br />
the same curriculum as the corresponding<br />
English Course at each grade level. Geared to<br />
the special needs of students identified as Gifted,<br />
these classes allow for addressing of specific<br />
areas of development noted in the student’s<br />
Gifted Education Plan. They also have an<br />
addendum to allow students to research and<br />
explore beyond the curriculum within varied<br />
areas of interest or ability.<br />
1001400 – English IV – Year – (12) (W.5) Preq.<br />
Pre-approval<br />
This course is to promote academic excellence in<br />
English Language Arts through enriched<br />
experiences in literature.<br />
1001410 – English Honors IV – Year – (12)<br />
This course is to promote academic excellence in<br />
English Language Arts through enriched<br />
experiences in communications skills and<br />
through instruction in British Literature as a part<br />
of our literary heritage.<br />
1001420 – Advanced Placement English:<br />
Language and Composition – Year – (11-12)<br />
(W 1.0) Pre-approval. This course is to provide<br />
students with an understanding of the semantic,<br />
structural, and rhetorical resources of the English<br />
language as they relate to the principles of<br />
effective writing. The course also provides a<br />
variety of writing opportunities calling for the<br />
use of different styles and tones.<br />
1001430 – Advanced Placement English:<br />
Literature and Composition – Year – (12) (W<br />
1.0) Pre-approval. This course is to involve<br />
students in the study and practice of writing and<br />
in the study of Literature. Students should learn<br />
to use the modes of discourse and to recognize<br />
the assumptions underlying various rhetorical<br />
strategies. Students should also acquire an<br />
understanding of the writer’s craft. They should<br />
develop critical work and increase their<br />
sensitivity to Literature but not be limited to, that<br />
determined by the College Board advanced<br />
placement program.<br />
1001460 – Applied Communications I – Year –<br />
(11-12)<br />
This course is designed to concentrate on<br />
developing reading, writing, listening, speaking<br />
and higher-level thinking skills within the<br />
context of job-related situations.<br />
1001470 – Applied Communications II – Year<br />
– (11-12) Preq. Applied Communications I<br />
This course is designed to concentrate on<br />
developing reading, writing, listening, speaking<br />
and high level thinking skills in order to<br />
implement and practice various modes of<br />
language arts skills within the context of the<br />
workplace.<br />
1001440 – Business English I – Year – (11 or<br />
12) Fee<br />
Provides instruction in English language arts<br />
with emphasis upon specific language relating to<br />
occupations. Students learn personal and<br />
business communications, oral and written<br />
language with emphasis on practical applications<br />
of standard English mechanics and usage,<br />
vocabulary study involving specialized<br />
vocational terminology, and interpersonal<br />
relations in business environments through the<br />
study of literature. Grammar, proofreading,<br />
letter writing, and research are stressed. A<br />
student who completes either the Administrative<br />
Assistant Program – 8212500 or Business<br />
Supervisions and Management Program –<br />
8215200, may receive credit for Business<br />
English. If a student is not enrolled in a business<br />
vocational program he or she may take Business<br />
English in lieu of English IV.<br />
1001450 – Business English II – Year – (12)<br />
Fee. The purpose of this course is to provide<br />
instruction in English language arts with<br />
emphasis on business communication,<br />
correspondence, and documents. Reading,<br />
44
writing, speaking, listening and viewing<br />
competencies are integrated throughout students’<br />
learning experiences. Learning tasks and<br />
materials accommodate the individual needs of<br />
students.<br />
1006300/1006310/1006320/1006330 –<br />
Journalism I - IV– Year – (9-12) Preq. Preapproval.<br />
These courses are to provide<br />
instruction in basic aspects of journalism and<br />
workshop experiences in journalistic production,<br />
practical experience in news gathering<br />
techniques and practice in journalistic writing, as<br />
well as opportunities to explore careers in<br />
journalism and advanced instruction in<br />
journalistic writing and production techniques.<br />
Students may take these courses for a maximum<br />
of four credits earned over four years.<br />
1007300/1007310 – Speech I -II – Semester –<br />
(9-12)<br />
This course is to provide instruction in the<br />
fundamentals of formal and informal oral<br />
communication.<br />
* 1007330/1007340/1007350/1007360 - Debate<br />
I – IV – Semester (9-12)<br />
The purpose of these courses is to provide<br />
instruction in the fundamentals of argumentation<br />
and problem solving. Students may take these<br />
courses up to four times for a maximum of four<br />
credits over four years.<br />
4,000 words. A grade of “C” or higher must be<br />
attained.<br />
ENC 1102 – English Composition II – Preq.<br />
ENC 1101 (completed with a grade of “C” or<br />
higher)<br />
Students will become familiar with the principles<br />
and practices of research and will demonstrate<br />
proficiency in following prescribed methods of<br />
library research and MLA documentation in the<br />
research paper. The student will also gain<br />
through literature an appreciation of the<br />
interrelatedness of culture and art. Through<br />
exposure to at least two of the four genres<br />
(novel, poetry, drama, short story), students will<br />
be able to articulate their critiques and analyses<br />
of the literature. This course requires written<br />
compositions totaling at least 4,000 words. A<br />
grade of “C” or higher must be attained.<br />
1000400 – Intensive Language Arts – Semester<br />
– (9-12)<br />
The purpose of this course is to provide remedial<br />
instruction and practice in communication skills.<br />
Remedial classes can be used for elective credit<br />
only.<br />
* Performing Arts Credit<br />
1009320/1009330 Creative Writing I – II –<br />
Semester – (9-12)<br />
This course is designed to provide instruction in<br />
basic aspects of creative writing, and workshop<br />
experiences in variety of literacy modes.<br />
ENC 1101 – English Composition I – Preq.<br />
Appropriate placement test score<br />
This course is designed to develop effective<br />
written communication skills for academic and<br />
professional use. It includes practice in the<br />
selection, restriction, organization, and<br />
development of topics and reinforces the<br />
student’s facility with sentence structure, diction,<br />
and mechanics. Selected writing samples are<br />
examined as models of form and as sources of<br />
ideas for the student’s own writing. This course<br />
requires written compositions totaling at least<br />
45
ENGLISH FOR SPEAKERS OF<br />
OTHER LANGUAGES<br />
1002300 – English I through ESOL – Year –<br />
(9-12) Preq. Pre-approval<br />
The purpose of this course is to provide<br />
instruction to speakers of other languages who<br />
are classified as less than independent in English.<br />
The main goal of the program is the acquisition<br />
of English communication skills<br />
1002310 – English II through ESOL – Year –<br />
(10-12) Preq. Pre-approval<br />
The purpose of this course is to provide<br />
instruction in English to speakers of other<br />
languages who are classified as less than<br />
independent in English. The main goal of the<br />
program is the acquisition by the students of<br />
intermediate English communication skills.<br />
1002320 – English III through ESOL – Year –<br />
11-12) Preq. Pre-approval<br />
The purpose of this course is to provide<br />
instruction in English to speakers of other<br />
languages who are classified as less than<br />
independent in English. The main goal of the<br />
program is the acquisition of English<br />
communication skills.<br />
1002520 – English IV through ESOL – Year –<br />
(12) Preq. Pre-approval<br />
The purpose of these courses is to provide<br />
instruction to Speakers of Other Languages who<br />
are classified as less than independent in English.<br />
These courses will meet graduation requirements<br />
for English.<br />
ESOL ELECTIVE<br />
1002380 Developmental Language Arts<br />
Through ESOL – Semester – (9-12) Preq. Preapproval.<br />
The purpose of this course is to enable<br />
students’, who are native speakers of languages<br />
other than English to develop proficient<br />
listening, speaking, reading, and writing skills in<br />
the English language. Emphasis will be on<br />
acquisition of integrated English communication<br />
skills in a wide range of activities and content<br />
area.<br />
Basic Assumption for Language Arts<br />
Education:<br />
• Reading, writing, speaking, listening, and<br />
viewing competencies are integrated<br />
throughout students’ learning experience.<br />
• Benchmarks for the Sunshine State<br />
standards are repeated as needed in<br />
course sequences. As students progress<br />
from one course to the next, increases<br />
should occur in the complexity of<br />
materials and tasks and in the students’<br />
independence in the application of skills<br />
and strategies.<br />
• Learning tasks and materials<br />
accommodate the individual needs of<br />
students.<br />
• Technology is available for students to<br />
development competencies in the<br />
language arts.<br />
46
Humanities<br />
Humanities blend many subjects allowing for integration of curriculum. Humanities focus primarily on<br />
art, literature, events, philosophy, architecture, and music and how these areas are shaped or influenced by<br />
history. This course work is useful for students planning post-secondary education.<br />
47
HUMANITIES<br />
Survey<br />
0900300<br />
Humanities I (to 1500)<br />
0900310<br />
Humanities II (since 1500)<br />
0900320<br />
Dual Enrollment<br />
Introduction to Humanities<br />
HUM 1020<br />
Humanities I<br />
HUM 2211<br />
Humanities II<br />
HUM 2230<br />
Humanities Issues<br />
0900330<br />
0900300 – Humanities Survey –<br />
The purpose of this course is to enable students<br />
to survey major creative expressions of the<br />
cultural heritage of selected civilizations through<br />
study of the arts and their connections to areas<br />
such as literature, history, philosophy, and<br />
religion. Emphasis will be on the impact of<br />
cultural heritage on contemporary society and<br />
culture. The content should include reflection of<br />
culture through the visual and performing arts,<br />
influence of historical events on the development<br />
of various civilizations, critical analysis of<br />
literature and the arts within their historical<br />
context and effect off history and culture on<br />
today’s societies.<br />
0900310 – Humanities I (to 1500) – Semester –<br />
(10-12) Preq. “C” or better in regular English or<br />
teacher approval. This course examines and<br />
responds to creative efforts and the work from<br />
the ancient Greek civilizations up through the<br />
Renaissance Age. The content will include, but<br />
not be limited to, providing opportunities to<br />
explore, analyze, synthesize, and respond in the<br />
variety of ways to cultural traditions. These<br />
ways include viewing, listening, speaking,<br />
reading, writing, performing, and creating.<br />
Students should gain an appreciation for, and an<br />
understanding of themselves and their world<br />
through an interdisciplinary approach involving<br />
the study of painting, sculpture, architecture,<br />
music, dance, drama, history, literature,<br />
philosophy, and religion.<br />
0900320 – Humanities II (since 1500) –<br />
Semester – (10-12) Preq. “C” or better in regular<br />
English or teacher approval. This course<br />
examines and responds to man’s creative efforts<br />
and his world from the Post-Renaissance through<br />
the contemporary period. The content will<br />
include, but not be limited to, providing<br />
opportunities to explore, analyze, synthesize, and<br />
respond in the variety of ways to cultural<br />
traditions. These ways include viewing,<br />
listening, speaking, reading, writing, performing,<br />
and creating. Students should gain an<br />
appreciation for, and an understanding of,<br />
themselves and their world through an<br />
interdisciplinary approach involving the study of<br />
painting, sculpture, architecture, music, dance,<br />
drama, history, literature, philosophy, and<br />
religion.<br />
0900330 – Humanities Issues – Semester (12)<br />
Preq. Completion of Humanities I and II<br />
This course examines and responds to creative<br />
efforts and the world. Students will examine<br />
their place in the world and man’s achievements<br />
throughout history. Topics will include, but not<br />
be limited to, philosophy, the film industry,<br />
literature, music, dance, and photography. The<br />
content will include, but not be limited to,<br />
providing opportunities to explore, analyze,<br />
synthesize, and respond in the variety of ways to<br />
cultural traditions. The ways include viewing,<br />
listening, speaking, reading, writing, performing,<br />
and creating. Students should gain an<br />
48
appreciation for, and an understanding of,<br />
themselves and their world through an<br />
interdisciplinary approach involving the study of<br />
painting, sculpture, architecture, music, dance,<br />
drama, history, literature, philosophy, and<br />
religion.<br />
HUM 1020 – Introduction to Humanities<br />
This is an overview of humanity’s ideas and<br />
ideals as expressed in the various humanistic<br />
disciplines. These disciplines include art,<br />
literature, music, theatre, dance, architecture, and<br />
film. Included is the study of the development of<br />
human creative expression from prehistoric times<br />
to the present. An emphasis is placed on the<br />
interrelationships of the arts and major artistic<br />
movements. Students may be asked to participate<br />
in or attend an event that expresses one or more<br />
of the humanistic disciplines. This is a Gordon<br />
Rule class and requires the writing component of<br />
4,000 words. This course is required for the<br />
receipt of an AA degree and if applied to an AA<br />
degree, the student must receive a grade of “C”<br />
or better.<br />
nature as it is reflected in literature, art, music,<br />
philosophy, religion, and drama. This course<br />
requires written compositions totaling at least<br />
4,000 words. A grade of “C” or higher must be<br />
attained.<br />
HUM 2230 – Humanities II – Preq. HUM 1020<br />
(completed with a grade of “C” or higher)<br />
This course is a study of Western Culture from<br />
the Renaissance to the present. Emphasis is<br />
placed upon speculative and creative nature as it<br />
is reflected in literature, art, music, philosophy,<br />
religion, and drama. This course requires written<br />
compositions totaling at least 4,000 words. A<br />
grade of “C” or higher must be attained.<br />
HUM 2211 Humanities I – Preq. HUM 1020<br />
(completed with a grade of “C” or higher)<br />
This course focuses on a study of ideas and<br />
ideals which characterize the moral, intellectual,<br />
and aesthetic activities of the early Western<br />
Civilization: Ancient Greece and Rome, the<br />
formative period of the Judeo-Christian<br />
Tradition, and the European Middle Ages.<br />
Emphasis is placed upon speculative and creative<br />
49
Math<br />
Problem solving is an integral part of everyday life and should be the central focus of a<br />
mathematics program. Students should use mathematical language comfortably, communicating their<br />
own thinking about complex situation through pictures, graphs, diagrams, words, symbols, and numerical<br />
examples. The mathematics curriculum should provide numerous opportunities for students to verbalize<br />
their ideas, reasoning, processes, and opinions.<br />
Educators are encouraged to design mathematics curricula that allow students to encounter ideas,<br />
events, and materials in real-world contexts. Students learn most effectively when actively involved in a<br />
subject, rather than just hearing or reading about it.<br />
In order to meet high school graduation requirements in math, students must take three years of<br />
math including algebra. In order to fulfill the algebra requirement for graduation students must take<br />
Applied Math I and II or Algebra IA and Algebra IB or Algebra I.<br />
50
MATH<br />
Sequence of Required Courses (not always grade level progression)<br />
Optional Courses<br />
Technical<br />
Algebra<br />
IA<br />
1200370<br />
Algebra<br />
1B<br />
1200380<br />
Informal<br />
Geometry<br />
1206300<br />
Liberal<br />
Arts<br />
1208300<br />
or<br />
********<br />
Business<br />
Math<br />
1205540<br />
Intensive Math<br />
1200400<br />
AP Calculus<br />
1202310<br />
Professional<br />
Algebra I<br />
1200310<br />
Geometry<br />
1206310<br />
Algebra II<br />
1200330<br />
Calculus<br />
1202300<br />
Professional<br />
Algebra I<br />
Honors<br />
1200320<br />
Geometry<br />
Honors<br />
1206320<br />
Algebra II<br />
Honors<br />
1200340<br />
Pre-Calculus<br />
1202340<br />
Probability &<br />
Statistics<br />
1210300<br />
AP Probability &<br />
Statistics<br />
1210320<br />
Dual Enrollment<br />
College Algebra<br />
MAC 1105<br />
Dual Enrollment<br />
Pre-Calculus<br />
MAC 1147<br />
Dual Enrollment<br />
Calculus I<br />
MAC 2311<br />
Dual Enrollment<br />
Calculus II<br />
MAC 2312<br />
NOTE:<br />
1. Previous teacher approval required for<br />
all professional courses above Algebra I.<br />
2. Consult your guidance counselor when<br />
selecting courses for post-secondary<br />
career and education choices.<br />
3. Both semester pre requisites must be<br />
passed prior to advancing.<br />
51
1200310 – Algebra I – Year – (9-12)<br />
This course is to provide the foundation for more<br />
advanced mathematics courses and to develop<br />
the skills needed to solve mathematical<br />
problems. Topics shall include, but not be<br />
limited to, sets; variables; structure and<br />
properties of the real numbers system; first<br />
degree equations/inequalities; relations and<br />
functions; graphs; systems of linear<br />
equations/inequalities; integral exponents;<br />
polynomials; factoring; rational algebraic<br />
expressions; irrational numbers; radical<br />
expressions; quadratic equations and<br />
mathematical problems.<br />
1200320 – Algebra I Honors – (Year) – (9-12)<br />
(W.5) Preq. Level 3 on FCAT and teacher<br />
approval. This course is to provide algebraic<br />
concepts and processes that can be used to solve<br />
a variety of real world and mathematical<br />
problems. Topics shall include, but not limited<br />
to, structure and properties, exponents, square<br />
roots, radicals, absolute value, scientific<br />
equations, variables, algebraic expressions,<br />
polynomials, coordinate geometry, graphing of<br />
equations, data analysis concepts, introduction to<br />
statistics and probability, solution strategies,<br />
algebraic and graphic for inequalities, linear and<br />
quadratic equations and for systems of equations.<br />
1200370 – Algebra IA – Year – (9-12)<br />
This course is the same as Algebra I except that<br />
Algebra IA covers half the Algebra I. Algebra<br />
IA is a full year course.<br />
1200380 – Algebra IB – Year – (9-12) Preq.<br />
1200370 This course is the same as Algebra I<br />
except that Algebra IB covers the second half of<br />
the Algebra I course. Algebra IB is a full year<br />
course.<br />
1200330 – Algebra II – Year – (10-12) Preq.<br />
Previous teacher approval and 1200310/1206310<br />
This course continues the study of the structure<br />
of algebra and provides the foundation for<br />
applying these skills to other mathematical and<br />
scientific fields. Topics shall include, but not be<br />
limited to, the review and extension of the<br />
structure and properties of the real number<br />
system; relations, functions and graphs;<br />
polynomials and rational expressions; quadratic<br />
equations and inequalities; polynomial functions;<br />
rational and irrational exponents; logarithms;<br />
complex numbers; and word problems.<br />
1200340 – Algebra II Honors – Year – (10-12)<br />
(W.5) Preq. 1206320 or 1200310 & 1200320 and<br />
teacher approval. This course continues the<br />
study of the structure of algebra and provides the<br />
foundation for applying algebraic skills to other<br />
mathematical and scientific fields. Topics shall<br />
include, but not limited to, structure and<br />
properties of complex number system, arithmetic<br />
and geometric sequences and series, arithmetic<br />
and geometric sequences and series, relations,<br />
functions and graphs extended to polynomial,<br />
exponential and logarithmic functions, varied<br />
solution strategies for linear equations,<br />
inequalities, and systems of equations and<br />
inequalities, varied solutions, conic sections, data<br />
analysis, probability, permutations and<br />
combinations.<br />
1202340 – Pre-Calculus–Year– (11-12) (W.5)<br />
Preq. 1200330 or 1200340 and teacher approval.<br />
Basic assumptions regarding mathematics<br />
education; all students will have access to<br />
calculators and computers; classroom activities<br />
will be student-centered; all courses will have<br />
increased emphasis on estimation; and evaluation<br />
will include alternative methods of assessment.<br />
1202310 – Advanced Placement Calculus AB<br />
– Year – (11-12) (W 1.0) Preq. 1202340 or<br />
MAC1147 and teacher approval. This course is<br />
to provide study of elementary functions and the<br />
general theory and techniques of calculus.<br />
1202300 – Calculus – Year (11-12) – (W.5)<br />
Preq. 1202340 with teacher approval. This<br />
course provides study of elementary functions<br />
and the general theory and techniques of<br />
calculus.<br />
1206300 – Informal Geometry – Year – (9-12)<br />
Preq. 1200370 & 1200380 or 1205400 &<br />
1205410 The purpose of this course is to extend<br />
understanding of algebraic, geometric and<br />
statistical concepts necessary for more formal<br />
52
and abstract study of mathematics. Through use<br />
of real-world situations, students develop the<br />
ability to think abstractly and use deductive<br />
reasoning.<br />
1206310 – Geometry – Year – (9-12)<br />
Preq. Pre-approval 1200310 This course is to<br />
emphasize critical thinking involving the<br />
discovery relationships and their proofs and skill<br />
in applying the deductive method to<br />
mathematical situations. Topics shall include,<br />
but not be limited to, logic and reasoning, the<br />
study of Euclidean geometry of lines, planes,<br />
angles, triangles, similarity, congruence,<br />
geometric inequalities, polygons and circles,<br />
area, and volume and constructions.<br />
1206320 – Geometry Honors – Year – (9-12)<br />
(W .5) Preq. 1200320 or 1200310 and teacher<br />
approval. The purpose of this course is to<br />
develop the geometric relationships and<br />
deductive strategies that can be used to solve a<br />
variety of real world and mathematical problems.<br />
The content will include, but not limited to,<br />
geometric constructions, terminology and<br />
fundamental properties of geometry, deductive<br />
and inductive reasoning, formal and informal<br />
proof, formulas, coordinate geometry and<br />
transformations of the plane, parallelism,<br />
perpendicularity, congruence, similarity,<br />
properties of circles and right triangle<br />
trigonometry.<br />
1210300 – Probability and Statistics with<br />
Application – Year – (9-12) Preq. Pre-approval<br />
1200330 or 1200340 The purpose of this course<br />
is to explore the concepts of probability,<br />
elementary statistics, and hypothesis testing.<br />
1210320 – Advanced Placement Statistics –<br />
Semester – (11-12) (W 1.0) Preq. 1200330 or<br />
1200340 with a grade of A or B and teacher<br />
recommendation. The content of this course<br />
should include, but not be limited to the<br />
following: exploratory data (observing patterns<br />
and departures from patterns), planning a study<br />
(deciding what and how to measure), anticipating<br />
patterns, and statistical inference.<br />
This course is to strengthen mathematical skills<br />
necessary for advanced training in post<br />
secondary programs. The emphasis is on the<br />
ability of students to understand and apply<br />
functional mathematics to solve problems in the<br />
world of work. The content should include, but<br />
not be limited to, the use of formulas, linear and<br />
nonlinear equations, and graphs to solve<br />
problems; simple statistical methods and<br />
probability; special right triangle relationships<br />
and trigonometric rations; multiplying and<br />
factoring polynomials; solving and graphing<br />
inequalities; understanding functions and<br />
relations and their graphs; solving systems of<br />
linear equations in two variables; applying<br />
properties of lines, angles, and triangles to<br />
problem solving.<br />
1205540 – Business Math – Year – (12) Preq.<br />
Preq. Have a least 2 full credits in math, one<br />
being Algebra I & Math Department<br />
recommendation. This course is to enable<br />
students to develop mathematical competence in<br />
problem solving, communication and reasoning<br />
as related to the business world. This is a Level I<br />
course. Student’s assessment must indicate that<br />
a more rigorous course of study would be<br />
inappropriate. A written assessment of the need<br />
must be included in the student’s individual<br />
educational plan or in a student performance<br />
plan, signed by the principal, the guidance<br />
counselor, and the parent or guardian of the<br />
student, or the student if the student is 18 years<br />
of age or older. (Section 1003.43 (7)(d), F.S.<br />
1208300 – Liberal Arts Math – Year- (11-12)<br />
Preq. Have a least 2 full credits in math, one<br />
being Algebra I The purpose of this course is to<br />
strengthen mathematical skills necessary for<br />
further study of mathematics. The content<br />
should include but not limited to, polynomials,<br />
factoring, algebraic expressions, equations and<br />
inequalities, functions, systems of linear<br />
equations and inequalities, exponents, radical<br />
expressions, properties of two & three<br />
dimensional figures, segments and angles,<br />
similarity and congruence, perimeter, area,<br />
volume and quadratic equations<br />
1205410 – Applied Math II – Year – (10-12)<br />
Preq. 1205400 and teacher approval.<br />
53
1200400 – Intensive Math – Semester – (9-12)<br />
The purpose of this course is to provide remedial<br />
instruction in mathematics skills and concepts.<br />
Students must meet criteria described in District<br />
Remediation Plan. Remedial classes can be used<br />
for elective credit only.<br />
DUAL ENROLLMENT MATH<br />
MAC1105 – College Algebra – Semester – (11-<br />
12) (W 1.0) Two year’s of high school algebra<br />
or the equivalent. Must pass the CPT, ACT or<br />
SAT. This is a study of the techniques of<br />
Algebra. Topics include factoring, exponents,<br />
radicals, linear and quadratic equations and<br />
inequalities, functions, logarithmic and<br />
exponential equations, and system of equations.<br />
a study of limits and continuity, rules of<br />
differentiation, derivatives of polynomial,<br />
trigonometric, exponential, hyperbolic, inverse<br />
trigonometric and inverse hyperbolic functions;<br />
applications of derivatives and integration.<br />
MAC2312 – Calculus II – Semester – (12) (W.<br />
1.0) Preq. MAC 2311 This course offers a study<br />
of various types of integration such as the<br />
indefinite and definite integrals, integration by<br />
parts, trigonometric substitution as well as<br />
applications. Infinite series, L’Hospital Rule,<br />
and Taylor’s Series will also be included.<br />
MAC1147 – Pre-Calculus – Semester – (11-12)<br />
(W 1.0) Preq. MAC1105 with a grade of “C” or<br />
higher. Topics include review of properties and<br />
graphs of functions polynomial and rational<br />
functions, sequences and series, conic sections,<br />
circular and trigonometric functions,<br />
trigonometric identities and equations, and<br />
solutions of triangles.<br />
MAC2311 – Calculus I –Semester- (12) (W 1.0)<br />
Preq. MAC1105 and MAC1147 both completed<br />
with a grade of “C” or higher. This course offers<br />
54
Science<br />
Science: The study of science should stimulate the natural curiosity that students bring to school.<br />
Educators are encouraged to design science curricula that allow students to encounter ideas, events, and<br />
materials in real-world contexts.<br />
Curiosity, creativity, and higher order thinking are stimulated when experiences are based on real,<br />
complex, and relevant ideas and materials. This immersion in direct experience should be balanced with<br />
opportunities for learners to reflect, discuss, and connect concepts with what they have felt, thought, and<br />
learned.<br />
In order to meet high school graduation requirements for science, students must take three years of<br />
science, two years of which must include a laboratory component. Successful completion of Aerospace I,<br />
II and III may be used to satisfy the non-laboratory science graduation requirement.<br />
55
Science<br />
Direct Entry Technical Post-Secondary and Professional Level Jobs<br />
A.P. Program Track<br />
Physical Science, or<br />
Environmental<br />
Science<br />
Physical Science Honors, or<br />
Earth/Spaces Science Honor<br />
A.P. Honors or A.P.<br />
Prep Biology Honors<br />
Biology Technology,<br />
or Biology I<br />
Biology I Honors<br />
A.P Chemistry<br />
Chemistry I, or<br />
Marine Science I, or<br />
Principles of Tech I,<br />
Zoology, or<br />
Ecology<br />
Chemistry Honors<br />
Anatomy and Physiology, or<br />
Marine Science Honors or<br />
Principals of Tech II, or<br />
Physics Honors, or<br />
Dual Enrollment<br />
Physics I<br />
A.P Environmental<br />
Science<br />
A.P. Physics<br />
2000310 – Biology I – Year - (10)<br />
The purpose of this course is to provide<br />
exploratory experiences and laboratory and reallife<br />
applications in the biological sciences.<br />
Successful completion of at least one semester of<br />
Environmental Science or Earth/Space Science<br />
Honors with a minimum of “C” grade.<br />
2000320 – Biology I Honors – Year – (10)<br />
(W.5) The purpose of this course is to provide<br />
exploratory experiences and laboratory and reallife<br />
applications in biological sciences.<br />
Successful completion of 9 th grade science with a<br />
minimum “B” grade. Teacher recommendation<br />
and teacher approval.<br />
20000340 – Advanced Placement Biology –<br />
Year – (10-12) (W 1.0) The purpose of this<br />
course is to provide a study of the facts,<br />
principles, and processes of biology and the<br />
collection, interpretation, and formulation of<br />
56<br />
hypotheses from available data. The contact<br />
should include, but not be limited to, the<br />
following: the content specified by the<br />
Advanced Placement Program. “In the A.P.<br />
Academy, this course is titled as “A.P. Bio Prep<br />
Honors” and is designed as an entry level A.P.<br />
science course for the academy.”<br />
2000360 – Anatomy and Physiology Honors –<br />
Year – (11-12) (W.5) This course is a<br />
continuation of Anatomy and Physiology I.<br />
Successful completion of 2 credits in science and<br />
a minimum “B” grade in Biology I Honors,<br />
biology Technology or Biology I. Teacher<br />
recommendation and teacher approval.<br />
2000430 – Biology Technology – Year – (10)<br />
The purpose of this course is to provide<br />
exploratory experience and laboratory and reallife<br />
applications in the biological sciences.<br />
Successful completion of at least one semester of<br />
Environmental Science or Earth/Space Science<br />
Honors with a minimum of “C” grade. This<br />
course cannot be taken for credit if student has<br />
already taken Biology I or Biology Honors.<br />
Deleted: 2000350 – Anatomy and<br />
Physiology – Year – (11-12)<br />
The purpose of this course is to provide<br />
exploratory activities in the structures and<br />
functions of the components of the<br />
human body. <br />
Successful completion of 2 credits in<br />
science. Teacher recommendation and<br />
teacher approval.<br />
<br />
Deleted: <br />
Deleted: <br />
Deleted: both semesters of<br />
Environmental Science or Earth/Space<br />
Deleted: S<br />
Deleted: Honors<br />
Deleted: A<br />
Deleted: in Environmental Science or<br />
minimum “B” grade in Earth/Space<br />
Science Honors<br />
Deleted:
2001320 – Earth/Space Science Honors – Year<br />
– (9) (W.5) The purpose of this course is to<br />
develop and apply concepts basic to the Earth, its<br />
materials, processes, history and environment in<br />
space. All incoming 8 th grade students take a<br />
pretest. Must be enrolled in or have completed<br />
Algebra I, grade 8 teacher recommendation,<br />
pretest and teacher approval, as well as, other<br />
available data.<br />
2001340 – Environmental Science – Year – (9)<br />
The purpose of this course is to provide students<br />
with an understanding of how humans interact<br />
with the environment. All incoming 8 th grade<br />
students take a pretest. 8 th Grade teacher<br />
recommendation, pretest and teacher approval, as<br />
well as, other available data.<br />
2001380 – Advanced Placement<br />
Environmental Science – Year – (10-12) (W<br />
1.0) Teacher recommendation, teacher approval.<br />
The purpose of this course is to study the<br />
interaction of man with the environment. The<br />
content should include but not limited to,<br />
scientific analysis, population dynamics,<br />
distribution, ownership and use degradation of<br />
renewable and nonrenewable resources,<br />
population dynamics, environmental quality,<br />
global changes, environment and society, choices<br />
of the future.<br />
2002500 – Marine Science I – Year – (11-12)<br />
The purpose of this course is to provide an<br />
overview of the marine environment. Successful<br />
completion of 2 credits in science. Teacher<br />
recommendation and teacher approval<br />
2002510 – Marine Science I Honors – Year –<br />
( W .5) (11-12) The purpose of this course is to<br />
provide an in depth study of the marine<br />
environment. Teacher recommendation and<br />
teacher approval.<br />
2002520 – Marine Science II – (Year) – (12)<br />
Completion of 200250, Teacher recommendation<br />
and teacher approval. The purpose of this course<br />
is to continue an in-depth study of the marine<br />
environment. The content should include, but<br />
not limited to, the nature of science, geology of<br />
the ocean floor, the structure, functions and<br />
behavior of marine organisms, interrelationships<br />
in the marine environment, the chemistry of<br />
seawater, climate changes, energy, waves, tides,<br />
and cycles, influence of technology on the use<br />
and misuse of the ocean by man. Student must<br />
have a “B” average.<br />
2003310 – Physical Science – Year – (9-12)<br />
The purpose of this course is to provide<br />
opportunities to study the concepts of matter,<br />
energy, and forces, and their applications<br />
through exploratory investigations and activities.<br />
Successful completion of 1½ credits in science.<br />
Teacher approval.<br />
2003320 - Physical Science Honors – Year –<br />
(9-12) The purpose of this course is to provide<br />
opportunities to study the concepts of matter,<br />
energy, and forces, and their applications<br />
through exploratory investigations and activities.<br />
This course will include, but not be limited to the<br />
structure of atoms, the structure and properties of<br />
matter, chemical reactions, and motion and<br />
forces.<br />
2003340 – Chemistry I – Year – (11-12)<br />
The purpose of this course is to study the<br />
composition, properties, and changes associated<br />
with matter and their applications. Successful<br />
completion of 2 credits in science. Complete and<br />
pass Algebra I and Geometry. Minimum “C”<br />
grade in Biology I Honors or “B” grade in<br />
Biology Technology or Biology I. Teacher<br />
recommendation and teacher approval.<br />
2003350 – Chemistry I Honors – Year – (11-<br />
12) (W.5) The purpose of this course is to study<br />
the composition, properties, and changes<br />
associated with matter, and their applications.<br />
Successful completion of 2 credits in science.<br />
Minimum “B” grade in Algebra I and Geometry.<br />
Currently enrolled or have taken Algebra II.<br />
Minimum “C” grade in Biology I Honors or “A”<br />
in Biology I. Teacher recommendation and<br />
teacher approval.<br />
2003370 – Advanced Placement Chemistry –<br />
Year – (11-12) (W 1.0) Teacher recommendation<br />
and teacher approval, suggested completion of<br />
2003340 or 2003350. The purpose of this course<br />
Deleted: 2001310 – Earth/Space<br />
Science – Year – (11-12)<br />
The purpose of this course is to develop<br />
and apply concepts basic to the Earth, its<br />
materials, processes, history, and<br />
environments in space. Successful<br />
completion of 1½ credits in science.<br />
Teacher recommendation and teacher<br />
approval.<br />
Deleted: <br />
Deleted: <br />
Deleted: <br />
57
is to study the development and application of<br />
chemistry principles and concepts. The content<br />
should include, but not limited to, the content<br />
specified by the Advanced Placement Program.<br />
2003380 – Physics I – Year – (11-12)<br />
The purpose of this course is to provide<br />
opportunities to study the concepts, theories, and<br />
laws governing the interaction of matter, energy,<br />
and forces, and their applications through<br />
exploratory investigations and activities.<br />
Successful completion of 2 credits in science.<br />
Minimum “ B” grade in Algebra I and Geometry.<br />
Minimum “C” grade in Biology I Honors or “B”<br />
grade in Biology Technology or Biology I.<br />
Teacher recommendation and teacher approval.<br />
2003390 – Physics I Honors – Year – (11-12)<br />
(W.5) The purpose of this course is to provide<br />
opportunities to study the concepts, theories, and<br />
laws governing the interaction of matter, energy,<br />
and forces, and their applications through<br />
exploratory investigations and activities.<br />
Successful completion of 2 credits in science.<br />
Minimum “A” grade in Algebra I and Geometry.<br />
Currently enrolled or have taken Algebra II.<br />
Minimum “B” grade in Biology I Honors or “A”<br />
grade in Biology Technology or Biology I.<br />
Teacher recommendation and teacher approval.<br />
2003420 – Advanced Placement Physics –<br />
Year – (11-12) (W1.0) Teacher recommendation,<br />
teacher approval, suggested completion of<br />
2003380 or 2003390. The purpose of this course<br />
is to provide a systematic introduction to the<br />
main principles of classical and modern physics<br />
and emphasize the development of problemsolving<br />
ability. The content should include, but<br />
not limited to, the content specified by the<br />
Advanced Placement Program.<br />
2003600 – Principles of Technology I – Year –<br />
(11-12) The purpose of this course is to provide<br />
students with an introductory understanding of<br />
the principles of physics through the study of<br />
technical applications. The four energy systems<br />
(mechanical, fluid, electrical and, thermal) will<br />
be studied concurrently through the application<br />
of the principles of force, work, rate, resistance,<br />
energy, power, and force transformers.<br />
Analogies will be drawn among the four energy<br />
systems to obtain a better understanding of how<br />
each principle functions within a particular<br />
energy system. Successful completion of 2<br />
credits in science. Minimum “B” grade in<br />
Algebra I and Geometry. Teacher<br />
recommendation and teacher approval.<br />
2003610 – Principles of Technology II – Year –<br />
(11-12) The purpose of this course is to provide<br />
an understanding of the principles of physics<br />
through the study of technical applications. The<br />
four energy systems (mechanical, fluid,<br />
electrical, and thermal) will be studied<br />
concurrently through the application of the<br />
principles of momentum, waves and vibrations,<br />
energy converters, transducers, radiation, and<br />
time constants. Analogies will be drawn among<br />
the four energy systems to obtain a better<br />
understanding of how each principle functions<br />
within a particular energy system. Successful<br />
completion of Principles of Technology I.<br />
Teacher recommendation and teacher approval.<br />
2000410 – Zoology – Year – (11-12)<br />
The purpose of this course is to provide an in<br />
depth study of the animal kingdom. Successful<br />
completion of 2 credits in science. Teacher<br />
recommendation. At least one course should be<br />
a biological science, and at least on course<br />
should be a physical science.<br />
Deleted: .<br />
Deleted: <br />
<br />
<br />
58
Social Science<br />
Social Science is a collection of disciplines (history, geography, economics, political science, the<br />
social and behavioral sciences and humanities) that promote civic competence and develop well-educated<br />
students who have a sense of their place and role historically, geographically, and culturally.<br />
Effective social science programs prepare students to develop the skills, concepts, and<br />
generalizations necessary to live and work in a global society, a world that will be vastly different from<br />
our own.<br />
In order to meet high school graduation requirements for social studies, students must take three<br />
years of social science. They must take World History, American History, a semester (1/2 credit) of<br />
American Government, and a semester (1/2 credit) of Economics.<br />
59
SOCIAL SCIENCE<br />
World History<br />
2106310<br />
American History<br />
2109310<br />
American Government<br />
2100610<br />
Economics<br />
2102310<br />
Social Science<br />
Electives<br />
Note: Please consult<br />
your guidance counselor<br />
when selecting courses<br />
for post-secondary career<br />
and education choices.<br />
AP/Dual Enrollment<br />
Social Science<br />
2100310 – American History – Year – (9-12)<br />
The purpose of American History is to enable<br />
students to understand the development of the<br />
United States within the context of history with a<br />
major focus on the past reconstruction period.<br />
Students will use knowledge pertaining to<br />
history, geography, economics, political<br />
processes, religion, ethnics, diverse cultures and<br />
humanities to solve problems in academic, civic,<br />
social and employment settings.<br />
2100320 – Honors American History – Year –<br />
(9-12) (W.5) The purpose of American History is<br />
to enable students to understand the development<br />
of the United States within the context of history<br />
with a major focus on the past reconstruction<br />
period. Students will use knowledge pertaining<br />
to history, geography, economics, political<br />
processes, religion, ethnics, diverse cultures and<br />
humanities to solve problems in academic, civic,<br />
social and employment settings.<br />
2100330 – AP United States History – Year –<br />
(9-12) (W 1.0) Preq. Pre-approval. Students will<br />
understand the development of the United States<br />
within the context of history by examining<br />
connections to the past to prepare for the future<br />
as participating members of a democratic<br />
society.<br />
2102310 – Economics – Semester – (9-12)<br />
The purpose of Economics is to provide students<br />
the opportunity to understand the way in which<br />
society organized its limited resources to satisfy<br />
60<br />
unlimited wants. The student will be introduced<br />
to the major characteristics of the mixed market<br />
economic system in the United States. The<br />
major emphasis is to provide the students with an<br />
understanding of the forces of the marketplace<br />
by examining the effect of their role as producer,<br />
consumer, saver, investor, resource owner, voter,<br />
and taxpayer on the system.<br />
2102320 – Honors Economics – Semester – (9-<br />
12) (W.5) Preq. Pre-approval. The purpose of<br />
advanced economics is to provide students the<br />
opportunity to acquire a comprehensive<br />
understanding of the way in which society<br />
organizes to utilize its limited resources to<br />
satisfy unlimited wants and the distinguishing<br />
characteristics of other types of economic<br />
systems with particular attention to the American<br />
mixed market system. The major emphasis is to<br />
provide the student with the tools to examine and<br />
analyze the implications of market solutions and<br />
public policy decisions related to economic<br />
problems. Appropriate concept and skills will be<br />
developed in connection with the content that<br />
follows.<br />
2106310 – American Government – Semester –<br />
(9-12) The purpose of this course is to enable<br />
students to gain an understanding of American<br />
Government and political behavior that is<br />
essential for effective citizenship and active<br />
involvement in a democratic American society.<br />
Topics include the three branches of government,<br />
Deleted: 1<br />
Deleted: (<br />
Deleted: 11
ights and responsibilities of citizens and<br />
contemporary political issues.<br />
2106320 – Honors American Government –<br />
Semester – (9-12) (W.5) Preq. Pre-approval<br />
The purpose of this course is to enable students<br />
to gain an understanding of American<br />
Government and political behavior that is<br />
essential for effective citizenship and active<br />
involvement in a democratic American society.<br />
Topics include the three branches of government,<br />
rights and responsibilities of citizens and<br />
contemporary political issues.<br />
2106350 – Law Studies – Semester – (11-12)<br />
Preq. 1 credit of social science. The purpose of<br />
Law Studies is to provide students the<br />
opportunity to acquire an understanding of the<br />
American legal process.<br />
2106380 – Legal Systems and Concepts –<br />
Semester (9-12) Students learn that the<br />
American legal system is the foundation of<br />
American society. They examine the American<br />
legal system and the nature of specific rights<br />
granted under the United States Constitution<br />
2106390 – Court Procedures – Semester – (9-<br />
12) Students develop their ability to function<br />
effectively in society by understanding the<br />
judicial systems of the United States and Florida.<br />
2106440 – International Relations – Year –<br />
(11-12) Preq. 1 credit of social science. Students<br />
learn to function effectively in a global<br />
community, understanding the nature of the<br />
modern national state, national goals, and how<br />
nations communicate and negotiate to facilitate<br />
these goals. The content should include but not<br />
limited to, origins of the nation- state system,<br />
role of power politic, factors that influence<br />
relations among nations, ways in which<br />
government conduct foreign policy, role of<br />
international organizations, role in women and<br />
diverse cultural groups, career opportunities.<br />
2107300 – Psychology – Semester – (11-12)<br />
Preq. 1 credit of social science. The purpose of<br />
psychology is to provide students with the<br />
opportunity to acquire an understanding of<br />
human behavioral interaction, and the<br />
progressive development of individuals.<br />
2107310 – Psychology II – Semester – (11-12)<br />
Preq. 2107300 - 1 Credit of social science. The<br />
purpose of psychology is to provide students<br />
with the opportunity to acquire an understanding<br />
of human behavior, behavior interaction, and the<br />
progressive development of individuals.<br />
2108300 – Sociology – Semester – (11-12) Preq.<br />
1 credit of social science. The purpose of<br />
sociology is to provide students with the<br />
opportunity to acquire an understanding of group<br />
interaction and its impact on individuals.<br />
2109310 – World History – Year – (9-12) Preq.<br />
1 credit of social science. The purpose of World<br />
History is to provide students the opportunity to<br />
understand the chronological development of<br />
civilization by examining the political,<br />
economic, social, religious, military, dynastic,<br />
scientific, and cultural events that have affected<br />
humanity.<br />
2109320 – Honors World History – Year – (9-<br />
12) (W.5) Preq. Pre-approval and 1 credit of<br />
social science. The purpose of Honors World<br />
History is to provide students the opportunity to<br />
understand the past in terms of what has been<br />
interpreted about change or process as it related<br />
to the development of humanity. This is done by<br />
analyzing the political, economic, social,<br />
religious, military, dynastic, scientific, and<br />
cultural events that have shaped and molded<br />
humanity. Implicit in this are an understanding<br />
of the historical method, the inquiry process,<br />
historical reasoning and interpretation, and the<br />
issues of external and internal validity.<br />
2103300 – World Cultural Geography –<br />
Semester – (9-12) The purpose of World<br />
Geography is to provide students with the<br />
opportunities to acquire understanding of the<br />
interrelationships between people and<br />
environment.<br />
2106420 – AP U. S. Government/Politics –<br />
Semester – (12) (W 1.0) Preq. Pre-approval<br />
The purpose of advanced placement American<br />
Government is to provide students with the<br />
Deleted: 10<br />
Deleted: 10<br />
61
opportunity to acquire a comprehensive<br />
understanding of American Government and<br />
political behavior. An emphasis will be placed<br />
on the constitution and the Bill of Rights<br />
concerning their original intentions and the way<br />
their interpretation has changed over the years.<br />
A major goal of the advanced placement course<br />
will be to further develop the student’s<br />
independent research and study skill<br />
2102360 – AP Microeconomics – Semester -<br />
Preq. Completion of economics course and<br />
social science teacher recommendation.<br />
Requires students to acquire the knowledge of<br />
decision-making tools necessary for<br />
understanding how society must organize its<br />
limited resources to satisfy its unlimited wants.<br />
Students learn factors that influence the<br />
economic system to include fundamental<br />
economic concepts, including scarcity,<br />
opportunity costs and tradeoffs, productivity,<br />
economic systems and institutions, exchange<br />
money, and interdependence.<br />
2102370 – AP Macroeconomics – Semester –<br />
(12) (W 1.0) Preq. Pre-approval. The purpose<br />
of this course is to develop factual knowledge<br />
coupled with analytic skills to deal with the<br />
essentials of economic thinking and<br />
macroeconomic concepts. Emphasis will be<br />
placed to take the broad economic model<br />
constructs and show applications to current U.S.<br />
and worldwide usage. Students will be<br />
challenged to go from rote objectives to<br />
exposition. The dynamic nature of economics in<br />
today’s volatile world will be explored not only<br />
in context of current explanation, but future<br />
expectations as well as given economic model<br />
parameters.<br />
2104600 – Multicultural Studies – Semester –<br />
(9-12) The purpose of this course is to enable<br />
students to understand that the world and the<br />
United States are made up of many diverse<br />
cultural groups who have made significant<br />
contributions to our past and present. Students<br />
will understand the shared characteristics among<br />
cultural groups.<br />
2107350 Advanced Placement Psychology –<br />
Semester - (11-12) (W1.0) Preq. Teacher<br />
recommendation. Through the study of<br />
psychology, students acquire an understanding of<br />
an appreciation for human behavior, behavior<br />
interaction, and progressive development of<br />
individuals. This will better prepare them to<br />
understand their own behavior and the behavior<br />
of others.<br />
2109420 - Advanced Placement – World<br />
History – Semester – (9-12) (W 1.0) Preq.<br />
Teacher recommendation. Students understand<br />
the development of Europe within the context of<br />
history by examining connections to he past in<br />
order to prepare for the future as participating<br />
members of a global community. Students use<br />
knowledge pertaining to history, geography,<br />
economics, political processes, religion, ethics,<br />
diverse cultures, and humanities to solve<br />
problems in academic, civic, social and<br />
employment settings.<br />
Deleted: 10<br />
62
World Languages<br />
French, German, and Spanish are the world languages offered in the high schools of Hernando County.<br />
Spanish only is offered in middle school. The World Language Program is a proficiency-based program.<br />
Credit is awarded based on demonstration of proficiency of specified levels. Any student who takes three<br />
years of a world language in middle school and successfully passes the course work with an “A” or “B”<br />
plus the Oral Proficiency Interview (OPI) at the end of eight grade will receive one credit toward his/her<br />
world language studies and will automatically be placed in the second level of language in high school.<br />
Any student who has successfully completed the first and second levels of world language with a “B”<br />
average may take dual enrollment college language at the high school for college credit. Any student who<br />
feels he/she has reached the level of proficiency in a particular language and wishes to be advanced into<br />
the next level must demonstrate proficiency by taking the language battery test and the Oral Proficiency<br />
Interview. After successfully demonstrating proficiency, the student will receive credit. Students who<br />
plan to attend a four year college or university are recommended to take at least two years of the same<br />
world language.<br />
63
WORLD LANGAUAGES<br />
AP Spanish<br />
Literature<br />
0708410<br />
Spanish I<br />
0708340<br />
Spanish II<br />
0708350<br />
Spanish III<br />
0708360<br />
Spanish IV<br />
0708370<br />
AP Spanish<br />
Language<br />
0708400<br />
DE Spanish<br />
2200/2201<br />
German 1<br />
0702320<br />
German II<br />
0702330<br />
German III<br />
0702340<br />
German IV<br />
0702350<br />
DE<br />
German<br />
2200/2201<br />
AP German<br />
0702380<br />
French I<br />
0701320<br />
French II<br />
0701330<br />
French III<br />
0701340<br />
French IV<br />
0701350<br />
AP French<br />
0701380<br />
DE French<br />
2200/2201<br />
American<br />
Sign<br />
Lang. I<br />
1010330<br />
American<br />
Sign<br />
Lang. II<br />
1010340<br />
Note: Please see your guidance counselor when selecting<br />
for post-secondary career and education choices.<br />
0708340 – Spanish I – Year – (9-12)<br />
This course introduces students to the target<br />
language and its culture and to develop<br />
communicative skills and cross-cultural<br />
understanding.<br />
0708350 – Spanish II – Year – (9-12) Preq. Preapproval<br />
and 0708340. This course reinforces the<br />
fundamental skill acquired by the students. This<br />
course develops increased listening, speaking,<br />
reading, and writing skills, as well as cultural<br />
awareness.<br />
0708360 – Spanish III – Year – (9-12) Preq.<br />
Pre-approval and 0708350. Students master and<br />
expand the skills previously acquired.<br />
0708370 – Spanish IV – Year – (11-12) Preq.<br />
Pre-approval. Develops oral and written fluency.<br />
0708400 – AP Spanish Language – Year – (11-<br />
12) (W 1.0) Preq. Pre-approval Develops oral<br />
and written fluency. Develops oral and written<br />
fluency. This course will include, but not limited<br />
to, more advanced language structures and<br />
idiomatic expressions, with emphasis on<br />
conversation skills. There should be additional<br />
growth in vocabulary for practical purposes,<br />
including writing. Reading selections will be<br />
varied.<br />
0708410 - Advanced Placement Spanish<br />
Literature – (11-12) (W 1.0) Preq. Spanish III<br />
or above with a grade of A or B with a good<br />
command of the language. Preferably taken<br />
American Literature and/or World Literature.<br />
The purpose of this course is to develop oral and<br />
written fluency in the language. The student will<br />
understand a lecture in Spanish, actively<br />
participate in a Spanish / Hispanic –American<br />
Literature, analyze critically, orally and in<br />
writing, the form and content of literacy work.<br />
SPN2200/2201 - Dual Enrollment<br />
Intermediate Spanish I – Year – (10-12) (W<br />
1.0) Preq. SPN1121 Students must meet the<br />
college requirements to take Dual Enrollment<br />
courses. This course will include, but not limited<br />
to, more advanced language structures and<br />
idiomatic expressions, with emphasis on<br />
conversation skills. There should be additional<br />
growth in vocabulary for practical purposes,<br />
0702320 – German I – Year – (9-12)<br />
This course is to introduce students to the target<br />
language and its culture and to develop<br />
64
communicative skills and cross-cultural<br />
understanding.<br />
0702330 – German II – Year – (9-12) Preq. Preapproval<br />
and 0702320. This course is to<br />
reinforce the fundamental skills previously<br />
acquired by the student. This course develops<br />
increased listening, speaking, and writing, as<br />
well as cultural awareness.<br />
0702340 – German III – Year – (9-12 ) Preq.<br />
Pre-approval and 0702330. This course is to<br />
increase proficiency and expand the skills<br />
previously acquired by the students.<br />
0702350 – German IV – Year – (11-12) (W.5)<br />
Preq. Pre-approval and 0702340. This course is<br />
to expand the skills previously acquired by the<br />
students.<br />
0702380 – AP German Language – Year- (11-<br />
12) (W 1.0) Preq. Completion of German I-III<br />
and teacher recommendation. Develops oral and<br />
written fluency. This course will include, but not<br />
limited to, more advanced language structures<br />
and idiomatic expressions, with emphasis on<br />
conversation skills. There should be additional<br />
growth in vocabulary for practical purposes,<br />
including writing. Reading selections will be<br />
varied.<br />
2200/2201 – Dual Enrollment Intermediate<br />
German I – Year – (11-12) (W 1.0) Preq.<br />
Students must meet the college requirements to<br />
take Dual Enrollment courses. This course will<br />
include, but not limited to, more advanced<br />
language structures and idiomatic expressions,<br />
with emphasis on conversation skills. There<br />
should be additional growth in vocabulary for<br />
practical purposes, including writing. Reading<br />
selections will be varied.<br />
0701320 – French I – Year – (9-12) This course<br />
is to introduce students to the target language<br />
and its culture and to develop communicative<br />
skills and cross-cultural understanding.<br />
0701330 – French II – Year – (9-12) Preq. Preapproval<br />
and 0701320. This course is to<br />
reinforce the fundamental skills previously<br />
acquired by the students. This course develops<br />
increased listening, speaking, and writing, as<br />
well as cultural awareness.<br />
0701340 – French III – Year – (9-12) Preq. Preapproval<br />
and 0701330. This course is to<br />
increase proficiency and expand the skills<br />
previously acquired by the students.<br />
0701350 – French IV – Year – (11-12) Preq.<br />
Pre-approval and 0701340 This course is to<br />
develop oral and written fluency in the language.<br />
0701380 – AP French – Year - (11-12) (W 1.0)<br />
Preq. Pre-approval. Develops oral and written<br />
fluency. This course will include, but not limited<br />
to, more advanced language structures and<br />
idiomatic expressions, with emphasis on<br />
conversation skills. There should be additional<br />
growth in vocabulary for practical purposes,<br />
including writing. Reading selections will be<br />
varied.<br />
2200/2201 – Dual Enrollment Intermediate<br />
French I – Year – (11-12) (W 1.0) Preq.<br />
Students must meet the college requirements to<br />
take Dual Enrollments courses. This course will<br />
include, but not limited to, more advanced<br />
language structures and idiomatic expressions,<br />
with emphasis on conversation skills. There<br />
should be additional growth in vocabulary for<br />
practical purposes, including writing. Reading<br />
selections will be varied.<br />
1010330 - American Sign Language I – (9-12)<br />
The purpose of this course is to teach hearing<br />
students basic conversational skills in American<br />
Sign Language (ASL) and awareness of various<br />
aspects of deafness. The content should include,<br />
but not limited to, conversational vocabulary and<br />
the grammatical features and principles of ASL,<br />
audio logical, educational, social, cultural, and<br />
historical aspects of deafness.<br />
1010340 –American Sign Language II – (9-12)<br />
Preq. 1010330. The purpose of this course is to<br />
further develop hearing students’ knowledge of<br />
the American Sign Language (ASL). The<br />
content should include, but not limited to,<br />
conversational skills in ASL, ASL syntax and<br />
principles, the cultural aspects of the deaf<br />
community.<br />
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Health<br />
Students come to school with a variety of health needs and interests. Health education should be<br />
linked to the actual health issues of the school and community. Many issues facing students are critical to<br />
life. At the same time, these issues are often subjects that teachers must be trained to teach. Students must<br />
practice in a sequential manner the skills needed to become responsible for their own health and wellness.<br />
Basic to health education is a foundation of knowledge about the interrelationship of behavior and<br />
health, interactions within the human body, and the prevention of diseases and other health problems.<br />
Applying the skills of information analysis, organization, comparison, synthesis, and evaluation to<br />
health issues provides a foundation for individuals to move toward becoming health-literate, responsible,<br />
and productive citizens. Students who learn to think well and who understand health-promotion and<br />
disease-prevention concepts build a foundation for leading healthy and productive lives.<br />
Responsible, health-literate individuals have a foundation for living healthy, productive lives.<br />
Reducing harmful and risk-taking behaviors can prevent many diseases and injuries. Recognizing and<br />
practicing health-enhancing behaviors can contribute to a positive quality of life.<br />
In order to meet high school graduation requirements in health, students must take the .5 credit in<br />
Life Management Skills. This may be satisfied by taking either Health I – Life Management Skills<br />
(0800300) or Life Management Skills (850200). This requirement may also be satisfied completing two<br />
years of Aerospace JROTC Leadership Education I and II.<br />
Driver Education<br />
The Driver Education course will familiarize students with vehicle control, traffic procedures, defensive<br />
strategies for driving, natural laws and their application to driving. Students will be provided an<br />
understanding of vehicle ownership responsibilities, legal and moral obligations and planning for safe<br />
travel including map studies. It is important for students to completely understand the effects of alcohol<br />
and other drugs on driving performance.<br />
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HEALTH<br />
Health I – Life<br />
Management Skills<br />
0800300<br />
Health Elective<br />
0800300 – Health I – Life Management Skills<br />
– Semester – (9-12)<br />
Develops and enhances critical life management<br />
skills necessary to make sound decisions and<br />
take positive actions for healthy and effective<br />
living.<br />
0800310 – Health II – Personal Health –<br />
Semester – (9-12)<br />
Provides students with knowledge and skills<br />
related to health topics, which will enhance their<br />
ability to make wise health decisions for<br />
themselves, their families and communities.<br />
080330 – Personal, Social and Family<br />
Relationships – Semester – (9-12)<br />
Develops advance knowledge and skills that<br />
promote positive social and emotional<br />
interactions and relationships.<br />
0800390 – Health for Expectant Parents –<br />
Semester – (9-12) Preq. Teacher approval<br />
Develops knowledge and skills that promote a<br />
healthy baby, mother, and father.<br />
0800370 – Parenting I – Semester – (9-12)<br />
Preq. Teacher approval<br />
Provides the students with skills and information<br />
that will enable them to care for and nurture the<br />
infant child.<br />
0800380 – Parenting II – Semester – (9-12)<br />
Preq. Teacher approval<br />
Provides students with the skills and information<br />
that will enable them to care for and nurture the<br />
toddler and preschool-age child.<br />
DRIVER EDUCATION<br />
1900310 – Driver Education/Traffic Safety –<br />
Classroom and Lab - Semester – (9-12) Preq.<br />
15 years old. Introduces students to the highway<br />
transportation system and to strategies which<br />
will develop driving knowledge and skills related<br />
to today’s and tomorrow’s motorized society,<br />
and provide an in-depth study of the score and<br />
nature of accident problems and their solutions.<br />
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Physical Education<br />
Our students are naturally active, creative beings that enjoy physical activity. As our students<br />
grow and progress through school, effective health education and physical education programs can help<br />
students realize the importance of well being to the quality of life and support them in developing and<br />
demonstrating the knowledge, attitudes, and skills related to a healthy and physically active lifestyle.<br />
Educators are encouraged to design health education and physical education curricular that allow<br />
students to encounter ideas, events, and materials in real-world contexts.<br />
In the middle grades, students learn how to develop and maintain each component of fitness.<br />
Finally, when students learn how to design and develop their own personal fitness programs, they are able<br />
to take responsibility for maintaining a health enhancing level of physical fitness.<br />
In order to meet high school graduation requirements in physical education, students must take 1.0<br />
credit in physical education (.5 personal fitness and .5 physical education elective). Please see Program<br />
Requirements section for graduation requirements for physical education.<br />
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PHYSICAL EDUCATION<br />
Personal Fitness<br />
1501300<br />
Physical Education<br />
Electives<br />
15000320 – Adaptive Team Sports – Semester<br />
– (9-12) – The purpose of this course is to enable<br />
students to develop basic-level knowledge and<br />
skills in a variety of team sports appropriate to<br />
their level of capability, and to maintain or<br />
improve health-related fitness.<br />
1501300 – Personal Fitness – Semester – (9-12)<br />
Provides students with opportunities to develop<br />
an individual optimal level of physical fitness<br />
concepts, and acquire knowledge of the<br />
significance of life-style on one’s health and<br />
fitness.<br />
1501310 – Fitness – Life-style Design –<br />
Semester – (9-12) This course is to provide<br />
students with opportunities to extend the<br />
acquisition of knowledge or designing,<br />
implementing, and evaluating a personal fitness<br />
program, and develop an individual optimal level<br />
of physical fitness.<br />
1503300 – Track and Field – Semester – (9-12)<br />
This course will enable students to develop<br />
knowledge and skills in a variety of track and<br />
field activities and to maintain and improve<br />
1501340 – Beginning Weight Training –<br />
Semester – (9-12) This course is to provide<br />
students with opportunities to acquire basic<br />
knowledge and skills in weight training that may<br />
be used in physical fitness pursuits today as well<br />
as in later life, improve muscular strength and<br />
endurance and enhance body image.<br />
1501350 – Intermediate Weight Training –<br />
Semester – (9-12) Preq. 1501340 This course<br />
is to provide students with opportunities to<br />
extend the acquisition of knowledge and the<br />
development of skills in weight training that may<br />
be used in physical fitness pursuits today as well<br />
as in later life, further improve muscular strength<br />
and endurance, and further enhance body image.<br />
1501360 – Advanced Weight Training –<br />
Semester – (9-12) Preq. 1501350 Teacher<br />
approval. This course is to provide students with<br />
opportunities to further extend the acquisition of<br />
knowledge and the development of skills in<br />
weight training that may be used in physical<br />
fitness pursuits today as well as in later life,<br />
further improve muscular strength and<br />
endurance, and further enhance body image.<br />
1501390 – Comprehensive Fitness – Semester<br />
– (9-12) Preq. The purpose of this course is (a)<br />
acquire knowledge and concepts of fitness, (b)<br />
design a personal fitness program, and (c)<br />
improve health related fitness.<br />
1501410 – Beginning Power Weight Training<br />
– Semester – (9-12) Preq. Completion of<br />
1501340 and teacher approval. The purpose of<br />
this course it to acquire knowledge and skills in<br />
power weight training (Olympic and power<br />
lifting) and improve or maintain health related<br />
physical fitness.<br />
1502410/1502420 – Individual and Dual<br />
Sports I/II – Semester – (9-12) These courses<br />
provide students with opportunities to acquire<br />
knowledge of strategies of individual and dual<br />
sports play, develop skills in selected individual<br />
and dual sports, and maintain and/or improve<br />
their personal fitness.<br />
1502460 – Self Defense Activities – Semester –<br />
(9-12) The purpose of this course is to enable<br />
students to develop knowledge and skills in a<br />
variety of non-combative self-defense activities<br />
and to maintain or improve health-related fitness.<br />
1502470 – Recreational Activities – Semester –<br />
(9-12) This course is to provide students with<br />
opportunities to acquire knowledge and skills in<br />
a variety of recreational activities that may be<br />
used in recreation pursuits today as well as in<br />
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later life and maintain and/or improve their<br />
personal fitness.<br />
1502490 – Care and Prevention of Athletic<br />
Injuries – Semester – (9-12) This course is to<br />
provide students with opportunities to acquire<br />
knowledge and skills relating to the nature,<br />
prevention, care and rehabilitation of athletic<br />
injuries that may be used in recreational pursuits<br />
today as well as in later life.<br />
1502500 – Sports Officiating – Semester – (9-<br />
12) The purpose of this course is to acquire<br />
knowledge of sports rules and regulations,<br />
develop skill in officiating selected sports, and<br />
maintain or improve health-related fitness.<br />
1503310 – Basketball – Semester – (9-12)<br />
This course is to provide students with<br />
opportunities to acquire knowledge and skills in<br />
basketball that may be used in recreational<br />
pursuits today as well as in later life, and<br />
maintain and/or improve their personal fitness.<br />
1503330 – Softball – Semester – (9-12) - The<br />
purpose of this course is to enable students to<br />
develop knowledge and skills in softball and to<br />
maintain or improve health-related fitness.<br />
1505500 – Beginning Volleyball – Semester –<br />
(9-12) This course is to provide students with<br />
opportunities to acquire knowledge and skills in<br />
power volleyball that may be used in recreational<br />
pursuits today as well as in later life, and<br />
maintain and/or improve their personal fitness.<br />
1505510 – Intermediate Volleyball – Semester<br />
– (9-12) The purpose of this course is (a) to<br />
extend knowledge and skills in volleyball and (b)<br />
to maintain and/or improve health-related fitness.<br />
1505550 – Beginning Wresting – Semester –<br />
(9-12) This course is to provide students with<br />
opportunities to acquire knowledge and skills in<br />
wresting and maintain and/or improve their<br />
personal fitness.<br />
1505560 – Intermediate Wresting – Semester –<br />
(9-12) This course is to provide students with<br />
opportunities to extend the acquisition of<br />
knowledge and the development of skills in<br />
wresting and maintain and/or improve their<br />
personal fitness.<br />
1503350 - 1503360 – Team Sports I/II –<br />
Semester – (9-12) These courses provide<br />
students with opportunities to acquire knowledge<br />
of strategies of team sports play, develop skills<br />
in selected team sports, and maintain and/or<br />
improve their personal fitness.<br />
1503400 – Beginning Aerobics – Semester – (9-<br />
12) This course is to provide students with<br />
opportunities to develop an individual optimal<br />
level of cardiovascular fitness concepts, and<br />
acquire knowledge of the significance of<br />
cardiovascular fitness on one’s health.<br />
1503410 – Intermediate Aerobics – Semester –<br />
(9-12) The purpose of this course is to provide<br />
students with opportunities to extend the<br />
acquisition of knowledge and the development of<br />
skills in aerobic activities that may be used in<br />
physical fitness pursuits today as well as in later<br />
life, and continue to develop an individual<br />
optimal level of cardiovascular fitness.<br />
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Personal and<br />
Professional<br />
Development<br />
These courses offer the students opportunities for leadership development and career oriented learning<br />
experiences. Some courses will require off-site assignments. Enrollment is based upon individual<br />
planning and placement with a coordinator.<br />
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PERSONAL AND PROFESSIONAL DEVELOPMENT<br />
* 1400300/1400310/1400320/1400330 – Peer<br />
Counseling – Semester – (9-12) Preq. Preapproval.<br />
Provides students with an<br />
understanding of the elements of<br />
communications and group processes. Students<br />
will develop an understanding of personal and<br />
group growth through individual and group<br />
processes. Advanced students will be provided<br />
the opportunity to facilitate small and large<br />
group presentations on the concerns of youth.<br />
Off site assignments may be required. Students<br />
may take these courses up to two times for a<br />
maximum of two credits earned over two years.<br />
2400300 – Leadership Skills Development –<br />
Year – (9-12) The purpose of this course is to<br />
teach leadership skills, parliamentary procedure,<br />
problem solving, decision-making,<br />
communication skills, group dynamics, time and<br />
stress management, public speaking, human<br />
relations, public relations, team building, and<br />
other group processes.<br />
0500370 – Voluntary Public Service (Basic<br />
Elective or 2104330 – Voluntary<br />
School/Community Service (Social Studies<br />
Elective) – Semester – (9-12) The purpose of<br />
this course is to develop an appreciation of the<br />
community and to develop skills necessary to<br />
evaluate the impact of service to others. 75<br />
hours of community service required - satisfies<br />
Florida Academic Scholars requirements.<br />
1700370 – Critical Thinking and Study Skills<br />
– Semester – (9-12) The purpose of this course<br />
is to provide the foundation for and practice of<br />
good study habits and to develop the skills<br />
needed to process information, complete<br />
assignments accurately, and perform well on<br />
tests.<br />
1700380 – Career Research and Decision<br />
Making – Semester – (9-12) The purpose of this<br />
course is to teach decision-making and selfassessment<br />
skills, help students develop selfesteem,<br />
and enable students to make career<br />
choices.<br />
1100300/1100310/1100320/1100330 – TV<br />
Production – Year – (9-12) These courses are<br />
an introduction into the world of mass media and<br />
journalism. Projects for the TV medium require<br />
research and writing from periodicals. Written<br />
proposals, script writing, and performance<br />
rehearsals introduce all segments. Emphasis is<br />
placed on the development of a professional<br />
news show format complete with “real world”<br />
deadline work. Advanced students will<br />
eventually transmit live broadcasts of the<br />
schools’ daily announcements, sell and create<br />
commercial ads, conduct live and taped<br />
interviews, and create other segments. There is a<br />
$25.00 lab fee, and some courses in the sequence<br />
may only be offered during first period.<br />
Students may take these courses up to four times<br />
for a maximum of four credits earned over four<br />
years.<br />
1100340 – Multi-Media Production – Year –<br />
(9-12) This course is to enable students to<br />
develop skills in the production of multi-media<br />
materials utilizing resources from video, CD-<br />
ROM, laser disc, audio and other media.<br />
1700300/1700310/1700320/1700330 – Research<br />
– Year – (9-12) The purpose of these courses is<br />
to provide students with skills necessary to<br />
produce basic research, and provide an<br />
understanding of research design and basic data<br />
collection. Advanced students will be provided<br />
knowledge about using community and library<br />
research sources in identifying topics and<br />
developing hypotheses. Students will also be<br />
provided an opportunity for advance study of<br />
applied scientific research method. Students<br />
may take these courses up to four times for a<br />
maximum of four credits earned over four years.<br />
1200400 – Intensive Math – Semester – (9-12)<br />
The purpose of this course is to provide remedial<br />
instruction in mathematics skills and concepts.<br />
Students may take this course for multiple<br />
credits.<br />
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1000400 – Intensive Language Arts – Semester<br />
– (9-12) The purpose of this course is to provide<br />
remedial instruction and practice in<br />
communication skills. Students may take this<br />
course for multiple credits.<br />
1000410 – Intensive Reading – Semester – (9-<br />
12) The purpose of this course is to provide<br />
remedial instruction and practice in reading skills<br />
for students two or more years below grade level<br />
in reading comprehension. Students may take<br />
this course for multiple credits.<br />
* 0500300/0500310/0500320/0500330 –<br />
Executive Internship –Year – (10-12) This<br />
course provides a practical introduction to the<br />
work environments through direct contact with<br />
professionals in the community. Enrollment is<br />
through a coordinator. Students apply textbook<br />
learning, leadership skills, and an understanding<br />
in challenging and creative professional areas.<br />
Students have an opportunity to apply technical<br />
skills and competencies to real life career<br />
processes and settings.<br />
* 0500500/0500510/0500520/0500530 –<br />
Personal, Career, and School Development<br />
Skills – Year – (9-12) Students have an<br />
opportunity to experience success in school and<br />
improve attitudes and behaviors towards<br />
learning, self, school, and community.<br />
Enrollment is through a coordinator.<br />
8002000 – Technical Systems and<br />
Applications – Year - (9) The purpose of this<br />
course is to provide students with a foundation of<br />
knowledge, skills and attitudes needed for<br />
continued success in a diverse range of technical<br />
systems and applications. The standards<br />
emphasize job preparedness skills, human<br />
relations, decision-making, and communication<br />
techniques. It includes the principles of finance,<br />
management, and technology.<br />
* Performing Arts Credit<br />
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Air Force Junior<br />
ROTC<br />
Air Force Junior Reserve Officer Training Corps (ROTC) offers a four-year program. Each year<br />
is divided into academics and leadership. Studies include one year of history, two years of science, and<br />
one year of optional studies. Leadership studies include a range of necessary skills for leadership roles<br />
and life after high school.<br />
Air Force Junior ROTC is a citizenship program for high school students in the ninth through<br />
twelfth grades. AFJROTC encourages its students to get involved in their local communities to produce<br />
well-informed and helpful citizens. Each year’s Aerospace Science course work relates to a different<br />
theme, examples are: Frontiers in Aviation History, the Science of Flight, and The Exploration of Space.<br />
To enhance classroom learning, students participate in extracurricular and social activities such as field<br />
trips, drill teams, honor guards, model rocketry, and dining-outs.<br />
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ROTC<br />
Leadership<br />
Education I<br />
1800400<br />
Aerospace Science I<br />
1800300<br />
Leadership<br />
Education II<br />
1800410<br />
Aerospace<br />
Science II<br />
1800310<br />
Note 1<br />
Aerospace<br />
Science III<br />
1800320<br />
Note 1<br />
Advanced<br />
Aerospace<br />
Science<br />
1800340<br />
Note 2<br />
Aerospace<br />
Science IV<br />
1800330<br />
Note 3<br />
Please check with your guidance counselor<br />
for possible substitution of courses.<br />
1800300 – Aerospace Science I – Year – (9-12)<br />
Preq. Student should be physically fit. Study of<br />
historical prospective of aerospace from ancient<br />
legends through modern aerospace. It<br />
emphasizes the role of the military and the<br />
evolution and the importance of air power in<br />
U.S. history. The general defense structure of<br />
the U.S. is studied, stressing the role of the<br />
United States Air Force, as well as the overall<br />
aerospace community. Leadership studies<br />
include proper wear of the uniform, Air Force<br />
customs and courtesies, and basic military drill<br />
maneuvers. Self- discipline, patriotism, respect<br />
for authority is elements of the leadership<br />
training. Includes co-curricular and extra<br />
curricular activities. Uniform wear require one<br />
day per week.<br />
1800310 – Aerospace Science II – Year – (10-<br />
12) Preq. 1800300 (or concurrent enrollment)<br />
Stesses flying including air navigation,<br />
propulsion systems, theory and aerodynamics of<br />
flight and the aerospace environment. Second<br />
year of leadership lab stresses fundamentals of<br />
military drill and ceremonies with emphasis on<br />
cadet leadership. Students will perform in<br />
leadership role, stress teamwork and precision.<br />
Field trips and Cadet Corps activities used to<br />
enrich the program. Uniform wear required one<br />
day per week.<br />
1800320 – Aerospace Education III – Year –<br />
(10-12 Preq. 180300 (or concurrent enrollment)<br />
Centers on space programs of the US and USSR.<br />
Study includes rocketry and spacecraft, space<br />
travel, and the human requirements of flight.<br />
Third year of leadership lab assigns<br />
reponsibilitites and authority to each cadet.<br />
Includes co-curricular and extra curricular<br />
activities with cadets serving as committee<br />
chairpersons. Uniform wear required one day<br />
per week.<br />
1800330 – Aerospace Science IV – Year – (10-<br />
12) Preq. Pre-approval, 1800300 + concurrent<br />
enrollment in another Aerospace science course.<br />
Class is composed of the AFJROTC Drill Team.<br />
Participation in drill competitions in Florida and<br />
Southeastern US is required. Team practice will<br />
necessitate after school sessions at various times<br />
throughout the year. Drill Team members must<br />
be able to execute the basic drill maneuvers in<br />
unison with other members of the Team as well<br />
as execute extensive exhibition drill routines.<br />
Enrollment requires prior approval.<br />
1800340 – Advanced Aerospace Science –<br />
Year – (10-12) Preq. Instructor approval.<br />
Academic training includes civil aviation,<br />
aerospace career education, and aerospace<br />
vehicles. Primary emphasis of this class will be<br />
leadership skills with class members constituting<br />
the Corps/Squadron Cadet Staff. Uniform wear<br />
required one day per week. Enrollment requires<br />
instructor approval.<br />
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1800350 – Aerospace Science Advanced Drill<br />
– Semester – (10-12) Preq. Instructor Approval<br />
Class is composed of the AFJROTC Drill Team.<br />
Participation in drill competitions in Florida and<br />
Southeastern U.S. is required. Cadets will<br />
receive classroom and practical instruction in<br />
basic and advanced drill techniques. Team<br />
practice will necessitate after school sessions at<br />
various times throughout the year. Team<br />
members will be able to execute both basic and<br />
advanced drill maneuvers in unison with other<br />
members of the team. Uniform wear is required<br />
on day per week.<br />
1800360 – Aerospace Science Honors Ground<br />
School – Year – (11-12) The material covered<br />
is an advanced more in depth study of the<br />
previous aerospace topics. This course is the<br />
foundation for students interested in receiving a<br />
private pilot’s license. When the course is<br />
completed the students should be prepared to<br />
take and pass the Federal Aviation<br />
Administration (FAA) written exam.<br />
special cases. Approval of the SASI is required<br />
for all enrollments in this section.<br />
3. Aerospace Science IV is reserved for<br />
AFJROTC drill team members only.<br />
Prerequisites are a minimum of one year<br />
Aerospace Science and approval of the SASI.<br />
* 4. Successful completion of Aerospace I, II<br />
and III may gain the student credit for a nonlaboratory<br />
science.<br />
* 5. Students may satisfy the Practical Arts<br />
Vocational Education/Performing Fine Arts<br />
graduation requirement by successfully<br />
completing the JROTC program (Aerospace I, II<br />
and III)<br />
6. Students may satisfy the Life Management<br />
graduation requirement by successfully<br />
completing Aerospace JROTC Leadership<br />
Education I and II.<br />
1800400 Leadership Education I – Semester<br />
(9-12) This course is an introduction to<br />
Leadership Education II. The course content<br />
includes, but is not limited to leadership theory,<br />
drill and ceremonies, hygiene and first aid,<br />
physical fitness, oral communication techniques,<br />
effective study skills and safety.<br />
1800410 – Leadership Education II –<br />
Semester (9-12) The purpose of this course is to<br />
provide intermediate leadership techniques or<br />
oral communication, understanding of individual<br />
and group behavior.<br />
Notes:<br />
1. AS II and AS III are taught in alternate years<br />
and may be taken in any sequence since the<br />
subject matter of one is not dependent on the<br />
other.<br />
2. Advanced Aerospace Science is composed of<br />
the cadet staff although exceptions are made in<br />
individual cases. The prerequisite for this class<br />
is normally two years of Aerospace Science.<br />
However, this may be waived one year for<br />
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Naval Junior<br />
ROTC<br />
People who are successful in life, who succeed in business, industry, and education have often<br />
developed a strong sense of self-discipline, an ability to lead and motivate others, and a well-rounded<br />
character. Naval Junior Reserve Officer’s Training Corps (NJROTC) teaches you self-discipline, selfconfidence,<br />
and leadership skills that can help you meet life’s many challenges. NJROTC curriculum,<br />
instruction, and activities are designed to develop your leadership ability regardless of your career path.<br />
The Naval Science curriculum is designed as a four-year program. It consists of a combination of<br />
formal academic instruction, military skill development, and physical fitness training supplemented by<br />
ship training cruises, orientation visits, and field trips to various military activities to enhance classroom<br />
studies. The Naval Science curriculum includes seamanship, oceanography, meteorology, astronomy,<br />
navigation, radar and sonar electronics, and leadership.<br />
Like most young adults, Cadets strive to prepare themselves for the future. Naval JROTC can<br />
help students who are competing for either a college ROTC scholarship or an appointment to the U.S.<br />
Naval academy or to other service academics. While you are under no obligation to join the armed<br />
services, some do enlist. Successful completion of the NJROTC program allows entry into the armed<br />
forces at up to two pay grades higher that other enlistees without JROTC experience. Naval JROTC<br />
encourages participation in community/school programs and projects. It encourages civic responsibility,<br />
and helps to develop strong and informed leaders for the future. You will also learn to take great pride in<br />
your Country, your Navy, your uniform and YOURSELF.<br />
Being a Naval Junior ROTC Cadet is not all work. You may attend dances and military balls<br />
sponsored by your Junior ROTC unit, take part in NJROTC extracurricular activities and represent your<br />
unit in performances/competitions as part of a color guard, drill team, athletic team, orienteering team,<br />
academic team, or rifle team. You may also participate in a variety of other activities such as field trips,<br />
community/school/unit service projects, tours of naval installations and trips on Navy ships and aircraft.<br />
You may also attend mini-enlisted boot camp, mini-officer candidate school, or leadership academies.<br />
77
NAVAL SCIENCE PROGRAM<br />
Naval Science I<br />
1802300<br />
Naval Science II<br />
1802310<br />
Naval Science III<br />
1802320<br />
Naval Science IV<br />
1802330<br />
1802300 – NJROTC – Naval Science I – Year<br />
– (9-12) Preq. Meet minimum requirements to<br />
participate in Physical Fitness Training,<br />
complete a pre-participation physical<br />
examination, maintain acceptable standards of<br />
scholastic achievement and an academic standing<br />
that warrants at least normal progression leading<br />
to graduation, comply with personal grooming<br />
standards as prescribed by Navy directives, and<br />
receive the approval of the Senior Naval Science<br />
Instructor. The Naval Junior Officer Training<br />
Corps (NJROTC) program is open to all students<br />
who meet the above pre-requisites. Students will<br />
be introduced to the Navy and its program for<br />
youth in America’s high schools. The course is<br />
designed to teach the student self-discipline, selfconfidence,<br />
and leadership while introducing the<br />
basics of Naval Science, Naval History and<br />
tradition, and Citizenship. The curriculum<br />
includes leadership, naval organization and<br />
tradition, U.S. Government, maritime geography,<br />
Naval History, navigation, seamanship, health,<br />
and physical fitness. Students will be required to<br />
wear uniforms at least once a week, participate in<br />
physical fitness training, close order drill, and<br />
local parades, and field trips.<br />
1802310 – NJROTC – Naval Science II – Year<br />
– (10-12) Preq. Naval Science I with an average<br />
grade of “C”, and approval of the Senior Naval<br />
Science Instructor Naval Science II builds on the<br />
leadership, management, and technical training<br />
received in Naval Science I by delving deeper<br />
into the academic and technical curriculum of the<br />
initial course with the emphasis on developing<br />
basic<br />
78<br />
leadership skills, improving self-confidence, and<br />
strengthening the foundation of citizenship in<br />
each cadet. The curriculum includes leadership,<br />
citizenship, naval History ship construction,<br />
naval weapons, oceanography, navigation and<br />
small boat seamanship. Basic survival and<br />
orienteering training is also included. Like<br />
Naval Science I, cadets will be required to wear<br />
uniforms at least once each week, participate in<br />
physical fitness training, close order drill and<br />
local parades and field trips.<br />
1802320 – NJROTC – Naval Science III –<br />
Year (11-12) Preq. Naval Science II with an<br />
average grade of “C”, and approval of the Senior<br />
Naval Science Instructor. This course builds on<br />
the basic principles of leadership taught in Naval<br />
Science II and develops intermediate leadership<br />
and management techniques preparing the cadet<br />
for senior leadership positions in the unit. This<br />
course will concentrate on the areas of Military<br />
Justice, Astronomy, International Law and the<br />
Sea, Sea Power and National Security, Naval<br />
History, Meteorology and Weather, Naval<br />
Operations, Communications and Intelligence.<br />
Like Naval Science I and II, cadets will be<br />
required to wear uniforms at least once each<br />
week, participate in physical fitness training,<br />
close order drill and local parades, and field<br />
trips.
1802330 – NJROTC – Naval Science IV –<br />
Year (12) Preq. Naval Science II or Naval<br />
Science III with an average grade of “B”, and<br />
approval of the Senior Naval Instructor. Senior<br />
Cadets will be able to apply their leadership<br />
roles. Senior cadets conduct and oversee the<br />
training of subordinate junior leaders in the<br />
management and operations of the unit. This<br />
cadre of senior cadet leaders will plan,<br />
coordinate, organize, and execute major unit<br />
functions, including the annual Inspection and<br />
annual Military Ball. Students will be evaluated<br />
on leadership performance in their day-to-day<br />
duties as part of the unit’s leadership staff.<br />
Students who have reached this level of study<br />
will typically be placed in senior officer and<br />
chief petty officer leadership positions. The<br />
student must comply with the same uniform<br />
dress out and participation requirements<br />
identified in prerequisite courses.<br />
A course, which has been used to substitute in<br />
one subject area, may not be used to<br />
substitute for any other subject area.<br />
Upon completion of the NJROTC program,<br />
students may substitute on a curriculum<br />
equivalency basis one credit to satisfy the<br />
Practical Arts graduation requirement.<br />
Physical Science is to satisfy one of the three<br />
science requirements needed for graduation<br />
NOTE: Successful completion of two or more<br />
years of NJROTC allows entry into the armed<br />
forces at a pay grade above other non-JROTC<br />
enlistees. There is no obligation to join the<br />
armed forces for NJROTC participants.<br />
Upon completion of the JROTC Naval Science<br />
program, including Naval Science I, II and<br />
III, students may substitute on a curriculum<br />
equivalency basis, one JROTC credit for<br />
Physical Science to satisfy one of the three<br />
science requirements needed for graduation.<br />
79
Art<br />
Classes in visual arts range from general introductory experiences to highly specialized studio<br />
courses. The visual arts include two-dimensional, three-dimensional, technological, and installation /<br />
performance-related arts. The four components of art education are production, history, criticism, and<br />
aesthetics.<br />
Students create visual works from observation, imagination, and historical references. Both<br />
process and product indicate the acquisition of knowledge, skills, and attitudes in the “hands-on”, “mindson”<br />
nature of visual arts classes. Problem solving, work ethic, and craftsmanship are emphasized, as well<br />
as intellectual achievement and personal growth.<br />
80
ART<br />
Two Dimensional<br />
Comprehensive Design<br />
0101300<br />
Three Dimensional<br />
Comprehensive Design<br />
0101330<br />
Drawing I<br />
0104340<br />
Two Dimensional<br />
Comprehensive Design II<br />
0101310<br />
Three Dimensional<br />
Comprehensive Design II<br />
0101340<br />
Drawing II<br />
0104350<br />
Two Dimensional & Three Dimensional<br />
Comprehensive Design III<br />
0101360<br />
Photography<br />
0108310<br />
Portfolio I, II,<br />
& III<br />
0109310 /<br />
0109320 /<br />
0109330<br />
Computer Graphics<br />
0103300<br />
*0100300 – Advanced Placement Art –<br />
History of Art – Year – (9-12) (W 1.0) The<br />
purpose of this course is to introduce students to<br />
the appreciation of works of art, the intelligent<br />
examination of works of art, and to the major<br />
forms of artistic expression in Western art from<br />
1400 to the present. The content should include,<br />
but not limited to, survey of Western art from<br />
1400 to the present, artistic traditions that have<br />
influenced Western Art during the period of<br />
study, problems and topics in the study of art, the<br />
relationship of form and meaning in art, the<br />
relationship of art to its historical context.<br />
* 0101300/0101310/0101320 – 2-D<br />
Comprehensive Design – Year – (9-12) Fee<br />
Required. The purpose of these courses is to<br />
provide the student with an overview of 2-D Art,<br />
Art Appreciation, and Art Careers. Students<br />
may take these courses for up to three credits<br />
over three years.<br />
* 0101330/0101340/0101350 – 3D<br />
Comprehensive Design – Semester – (9-12)<br />
Fee Required. The purpose of these courses is to<br />
give students a basic understanding of threedimensional<br />
art methods, media, techniques, and<br />
craftsmanship. Students may take these courses<br />
for up to three credits over three years.<br />
ideas or concepts through the use of twodimensional<br />
design and three-dimensional design<br />
and composition.<br />
* 0104320 – Drawing and Painting I –<br />
Semester (9-12) The purpose of this course is to<br />
enable students to develop basic perceptual,<br />
observational, and compositional skills necessary<br />
to communicate a range of subject matter,<br />
symbols, ideas, and concepts using knowledge of<br />
drawing and painting media, processes, and<br />
techniques.<br />
* 0104340 – Drawing I – Semester – (9-12)<br />
The purpose of this course is to enable students<br />
to develop the perceptual, observational and<br />
compositional skills necessary to create and<br />
communicate a range of subject matter, symbols,<br />
ideas, and concepts using knowledge of drawing<br />
media, techniques, and the history of art.<br />
* 0104350 - Drawing II – Semester – (9-12)<br />
The purpose of this course is to extend students<br />
ability to develop the perceptual, observational,<br />
and compositional skills necessary to create and<br />
communicate a range of subject matter, symbols,<br />
ideas, and concepts using knowledge of drawing<br />
media, techniques, and the history of art.<br />
* 0101360 – Art 2-D & 3D Comprehensive<br />
Design – Year – (9-12) The purpose of this<br />
course is to enable students to communicate<br />
81
* 0107300/0107310 – Jewelry – Year – (9-12) -<br />
The purpose of this course is to enable students<br />
to develop knowledge and skills in<br />
metalsmithing and other jewelry-making<br />
techniques. Emphasis shall be placed on<br />
methods, tools, forming processes, and design.<br />
* 0109310/0109320/0109330 – Portfolio I, II &<br />
III – Year – (11-12) Fee Required. The purpose<br />
of this course is to give students an introduction<br />
to the comprehension and understanding of<br />
quality, concentration, and breadth of art.<br />
Students will develop a portfolio containing an<br />
artist’s statement and a diverse range of one’s art<br />
work.<br />
* 0103300 – Computer Graphics – Year – (9-<br />
12) Fee Required. This course will provide<br />
students with the understanding of basic graphic<br />
computer design.<br />
* 0103310 – Advanced Computer Graphics –<br />
Year – (9-12) Fee Required. The purpose of this<br />
course is to investigate computer graphics<br />
systems and to produce computer-generated<br />
images.<br />
* Performing Arts Credit<br />
82
Drama<br />
Theater: Learning in drama begins with a basic knowledge of theater as an art form and<br />
gradually includes those artistic and technical elements integral to the theatrical experience. The<br />
advanced classes have performance as their developmental outcome. Although career preparation can be<br />
considered one element of the theater program, students study are also exposed to theater arts as a unique<br />
and satisfying experience that they can continue to participate in and enjoy throughout their lives.<br />
83
DRAMA<br />
Drama<br />
0400310<br />
Acting<br />
0400370<br />
Stagecraft<br />
0400410<br />
* 0300310/0300320/0300330 – Dance<br />
Techniques I-III – Year (9-12) The purpose of<br />
this course is to enable students to develop basic<br />
knowledge and skills in varied dance styles<br />
through acquisitions of technique, choreographic<br />
skill, aesthetic awareness, and performance<br />
quality within a cultural and historical context.<br />
* 300620 – Dance Career Preparation – Year<br />
– The purpose of this course is to prepare the<br />
dancer to successfully complete a dance audition.<br />
Through extensive technical and marketing<br />
preparation the student will be able to develop a<br />
resume, a portfolio, and research the methods of<br />
obtaining an agent and securing audition<br />
information.<br />
* 0400310/0400320/0400330/0400340 – Drama<br />
I - IV – Year – (9-12) The purpose of this<br />
course is to provide students with increasingly<br />
in-depth study of the multiple elements of theater<br />
as a collaborative art.<br />
* 0400370/0400380/0400390/0400400 – Acting<br />
I - IV– Year – (9-12) Preq. Pre-approval. The<br />
purpose of this course is to enable students to<br />
develop and integrate acting skills through varied<br />
individual and group applications in acting.<br />
* 00410/0400420/0400430/0400440 –<br />
Stagecraft I - IV– Year – (9-12) The purpose of<br />
this course is to provide students with<br />
opportunities to learn the varied aspects of<br />
technical theater and apply skills through<br />
practical experience.<br />
* 0400450 – Comprehensive Theatre I – Year<br />
– (9-12) The purpose of this course in to enable<br />
students to develop and synthesize fundamental<br />
elements of theatre arts into final production<br />
using varied media, techniques, and processes.<br />
* Performing Arts Credit<br />
84
Music<br />
Music: Most music classes in schools are one of three types: general music study, choral and<br />
instrumental music study, or music theory and music appreciation study.<br />
Classes in choral and instrumental music provide for the development of musicianship,<br />
performance experience, and music theory. These classes lead to participation in performing groups.<br />
Although these groups give public performances, their primary objective is to provide an educational<br />
experience for students. Students may also take courses to learn to play instruments primarily for their<br />
own personal pleasure or for solo performance; keyboard and guitar classes focus on this kind of<br />
development.<br />
85
MUSIC<br />
Music<br />
Theory I<br />
1300300<br />
Music<br />
Theory II<br />
1300310<br />
AP Music<br />
Theory<br />
1300330<br />
Introduction to<br />
Music Performance<br />
1301300<br />
Music Appreciation<br />
1301310<br />
Keyboard<br />
1301360<br />
Guitar<br />
1301320<br />
Band<br />
1302300<br />
Instrumental<br />
Techniques<br />
And<br />
Ensembles<br />
1302460<br />
Musical<br />
Theater I, II &<br />
III<br />
1300400/13004<br />
10/1300420<br />
Jazz Ensemble I<br />
1302500<br />
Jazz Ensemble II<br />
1302510<br />
Jazz Ensemble III<br />
1302520<br />
Jazz Ensemble IV<br />
1302530<br />
Chorus<br />
1303300<br />
Vocal<br />
Techniques And<br />
Ensembles<br />
1303400<br />
American<br />
Musical Theater I<br />
& II<br />
1300390/1300391<br />
* 1300300/1300310/1300320 – Music Theory –<br />
Year – (9-12) Preq. Pre-approval. These courses<br />
are to teach students analysis and application of<br />
musical fundamentals as practices in the various<br />
historical periods. Students may take these<br />
courses up to three times for a maximum of three<br />
credits earned over three years.<br />
* 1300330 – Advanced Placement Music<br />
Theory Year – (11-12) (W1.0) The purpose of<br />
this course is to develop the student’s ability to<br />
recognize and understand the basic materials and<br />
processes in any music that is heard or read in<br />
score.<br />
* 1300390/1300391 – American Musical<br />
Theater I &II – Year- (9-12) The purpose of<br />
this course is to enable students to participate in<br />
and study varied aspects of American musical<br />
theater, including development of basic skills in<br />
vocal production, stage movement,<br />
characterization, choreography, and the technical<br />
aspects of a musical. The development of<br />
American musical theater will be emphasized.<br />
* 1300400/1300410/130420 – Musical Theater<br />
I, II & III – Year – (9-12) These courses are to<br />
study the development of the American musical<br />
theater in the twentieth century and provide<br />
experiences in appropriate production, dramatic,<br />
and must performance techniques. Students may<br />
take this course two times for a maximum of two<br />
credits earned over two years.<br />
86<br />
* 1301300 – Introduction to Music<br />
Performance – Year – (9-12) The purpose of<br />
this course is to introduce music and music<br />
making through an exploration of various<br />
performance media such as guitar, keyboard,<br />
simple instruments and singing, through listening<br />
activities, and through the study of music in<br />
everyday life and other cultures.<br />
* 1301310 – Music Appreciation – Semester –<br />
(9-12) This course is to provide instruction in<br />
the knowledge and skills necessary to value the<br />
role of music in everyday life and in various<br />
cultures. This may include signing, listening,<br />
and play music.<br />
* 1301360/13013670/13013680/1301390 –<br />
Keyboard – Year – (9-12) These courses<br />
provide students with introductory experience on<br />
the keyboard up through intermediate experience<br />
and may lead to the development of<br />
musicianship and technical skills through the<br />
study of varied keyboard literature. Advanced<br />
students will be provided individual keyboard<br />
performance. Students may take these courses<br />
up to four times for a maximum of four credits<br />
earned over four years.<br />
* 1302300/1302310/1302320/1302330/1302340/<br />
1302350 – Band – Year – (9-12) Preq. Preapproval<br />
These courses are to provide students<br />
with opportunities to develop musicianship skills<br />
in band and instrumental ensembles up through<br />
the development of musicianship and technical
skills through the study of varied band literature.<br />
Advanced students will develop independence in<br />
musicianship, performance techniques, and<br />
aesthetic awareness through the rehearsal and<br />
performance of varied band literature. Students<br />
may take these courses multiple times for a<br />
maximum of six credits earned over four years.<br />
* 1302360 – Orchestra I – Year – (9-12) – The<br />
purpose of this course is to enable students to<br />
develop basic technical skills on string or other<br />
orchestral instruments through the refinement<br />
and performance of high school orchestra<br />
literature. Emphasis will be placed on the<br />
development of skills in interpretation of<br />
notation and expressive markings, individual and<br />
ensemble performance, and critical listening.<br />
* 1302420/1302430/1302440/130245 -<br />
Instrumental Techniques I – IV—Year (9-<br />
12)—These courses are to provide students with<br />
opportunities to develop basic performance skills<br />
on a selected instrument in a solo or small<br />
ensemble setting using varied high school<br />
literature. Performance techniques, music<br />
knowledge, critical analysis, and aesthetic<br />
response are emphasized.<br />
* 1302460/1302470/1302480/1302490 –<br />
Instrumental Ensembles – Semester – (9-12)<br />
Preq. Pre-approval. These courses are to provide<br />
students with opportunities for performance in<br />
specific instrumentation through the study of<br />
appropriate literature. Advanced students may<br />
be provided instrumental instruction in a class or<br />
solo performance. Students may take a sequence<br />
of courses for up to four credits.<br />
* 1302500/1302510/1302520/1302530 – Jazz<br />
Ensemble - Year – (9-12) The purpose of these<br />
courses is to provide an introduction to styles<br />
and idiomatic performance techniques of<br />
representative contemporary popular music and<br />
jazz literature.<br />
* 1303300/1303310/1303320/1303330 – Chorus<br />
– Year – (9-12) These courses are to provide<br />
students with experiences in basic vocal<br />
production and part singing designed for the<br />
student with little or NO previous choral<br />
experience up through experience in basic vocal<br />
production techniques and part-singing. This<br />
sequence of courses will also provide instruction<br />
in the development of basic vocal musicianship<br />
and technical skills through the study of varied<br />
choral literature. Students may take these<br />
courses up to four times for a maximum of four<br />
credits earned over four years.<br />
* 1303360/1303370/1303380/1303390 –<br />
Chorus High Low Range – Year (9-12) The<br />
purpose of this course is to provide students with<br />
opportunities to develop basic individual and<br />
ensemble skills in choral performance through<br />
preparation of varied high/low range high school<br />
literature. Emphasis will be placed on healthy<br />
and expressive singing, accurate interpretation of<br />
notation, and development of critical and<br />
aesthetic response to music.<br />
* 1303400/1303410/1303420/1303430 – Vocal<br />
Techniques – Year – (9-12) Preq. Pre-approval<br />
The purpose of these courses is to develop<br />
performance in ensembles through the study of<br />
widely varied appropriate choral literature and<br />
provide students with opportunities for<br />
leadership. Students may take these courses up<br />
to four times for a maximum of four credits<br />
earned over four years.<br />
* 1303440/1303450/1303460/1303470 –Vocal<br />
Ensemble – Year (9-12) The purpose of these<br />
courses is to enable students to develop basic<br />
performance techniques in a small ensemble<br />
setting through the study of varied high school<br />
choral literature. Emphasis will be placed on<br />
vocal independence, expressiveness, and stylistic<br />
authenticity.<br />
* 1301320/1301330/1301340/1301350 – Guitar<br />
– Year – (9-12) The purpose of these courses is<br />
to provide introductory experiences on the guitar<br />
in performance skills and interpretation of simple<br />
notation up through instruction in guitar using<br />
varied performance techniques. This sequence<br />
of courses will also provide development of<br />
musicianship and technical skills through the<br />
study of varied guitar literature and provide<br />
advanced instruction in individual guitar<br />
performance.<br />
* Performing Arts Credit<br />
87
Career and<br />
Technical<br />
Education<br />
88
CAREER AND TECHNICAL EDUCATION: AGRISCIENCE EDUCATION<br />
If you like to…<br />
* Own & Exhibit Animals * Work with machines *Work outdoors<br />
*Work with plants *Learn about nature *Do scientific experiments<br />
*Develop new technologies *Be physically active<br />
*Work with animals<br />
*Take science classes *Apply your Education *Leadership Development<br />
*Share your concerns for the environment<br />
*Fish Farming<br />
…then Agriscience & Natural Resources is for you!<br />
AGRISCIENCE SAMPLE FLOW CHART<br />
Agriscience<br />
Foundations<br />
8106810<br />
Agriscience<br />
Foundations<br />
8106810<br />
Agriscience<br />
Foundations<br />
8106810<br />
Aquaculture II<br />
8112010<br />
Agritechnology I<br />
8106820<br />
Introductory<br />
Horticulture II<br />
8121510<br />
Aquaculture III<br />
8112020<br />
Agricultural<br />
Education<br />
Study<br />
8100100<br />
Agritechnology II<br />
8106830<br />
Agribusiness<br />
Co-op OJT<br />
8100410<br />
Horticultural<br />
Science III<br />
8121520<br />
Veterinary<br />
Assisting<br />
8115110<br />
Agriscience<br />
Dual<br />
Enrollment<br />
ORH1010/<br />
ANS1003<br />
8106810 – Agriscience Foundations – Year –<br />
(9-12) This course is designed to develop<br />
competencies in agricultural history, global<br />
importance of agriculture, career opportunities<br />
and applied scientific and technological<br />
concepts. Agriscience Foundations will count as<br />
a science credit and will be accepted at any<br />
Florida University.<br />
* 8106820 – Agritechnology I – Year – (9-12)<br />
This course is designed to develop competencies<br />
in agriscience industry careers involving animal<br />
and plant production.<br />
* 8106830 – Agritechnology II – Year – (9-12)<br />
This course provides advanced level training for<br />
agriscience industry careers involving animals<br />
and plant production.<br />
* 8112919 0 – Aquaculture II – Year – (9-12)<br />
This course is designed to prepare students for<br />
employment in positions in the aquaculture<br />
industry including: fish farmer, laborer, and<br />
aquatic life. Instruction prepares individuals for<br />
activities including the production and<br />
harvesting of aquatic animals and plants.<br />
* 8112020 – Aquaculture III – Year – (10-12)<br />
This course is designed to develop more<br />
advanced competencies in the areas of<br />
management and use of water, the propagation<br />
and rearing of seed, producing aquaculture or<br />
mariculture species, control diseases, pests, and<br />
water quality problems, harvesting and<br />
processing, marketing and transportation,<br />
management skills and leadership,<br />
employability, communication and human<br />
relations skills.<br />
89
* 8121510 – Introductory Horticulture II –<br />
Year – (9-12) This course is designed to develop<br />
competency in the areas of plant fertilization,<br />
irrigation, machinery operation, environmental<br />
control, installation of landscape plants, record<br />
keeping and employability skills.<br />
* 8100100 – Agriculture Education Directed<br />
Study – Year – (10-12) This course is designed<br />
to develop competency in specific specialized<br />
areas of Agricultural Study.<br />
* 8121520 – Horticulture Science III – Year –<br />
(10-12) This course is designed to develop<br />
competency in the areas of pest control,<br />
marketing, harvesting ornamental and turf,<br />
record keeping and employability skills.<br />
* 8100410 – Agribusiness Cooperative<br />
Education OJT – Year – (10-12) On the job<br />
experience is provided as apart of the job<br />
preparatory program to develop occupational<br />
competencies in the Agricultural Fields.<br />
* 8115110 – Veterinary Assisting – Year – (9-<br />
12) This course is designed to develop<br />
competencies in the areas of safety, animal<br />
behavior, animal welfare, animal control and<br />
employability skills.<br />
*ORH 1010 – Introduction to Horticulture –<br />
Semester - (10-12) (W 1.0) Students must meet<br />
the college requirements to take Dual Enrollment<br />
courses. Students in this course will study the<br />
principles of horticulture. Topics include plant,<br />
flower, and tree identification and propagation.<br />
Students will also study procedures for<br />
producing healthy lawns and indoor plants. This<br />
course is intended for students who are planning<br />
to continue their education in the agriculture<br />
field or for any other students who are interested<br />
in learning more about plants and lawns.<br />
*ANS 1003 – Introduction to Animal Science<br />
Semester – (10-12) (W 1.0) Students must meet<br />
the college requirements to take Dual Enrollment<br />
courses. Students in this course will study the<br />
principles of animal science. Topics include the<br />
reproduction, raising and production of farm<br />
animals. Primary emphasis is on beef and milk<br />
cattle, sheep, horses, and swine. Other animals<br />
are discussed. Students will learn the various<br />
breeds in each category of farm animal discussed<br />
as well as feed issues, diseases, and slaughtering<br />
processes.<br />
* Prerequisite - must have successfully<br />
completed or currently be enrolled in<br />
Agriscience Foundations (8106810) and have<br />
permission of the instructor.<br />
90
CAREER AND TECHNICAL EDUCATION : BUSINESS<br />
If you would like to…<br />
* Work Indoors * Explore trends in business *Take risks<br />
* Be organized & efficient * Study Entrepreneurship<br />
* Practice money management for yourself and others<br />
* Be responsible for budgets * Work with computer software & hardware<br />
* Practice job-hunting skills * Create business documents<br />
…then Business is for you!<br />
BUSINESS EDUCATION SAMPLE FLOW CHART<br />
Accounting Business Supervision Administrative Digital<br />
Operations and Management Assistant Publishing<br />
Keyboarding and<br />
Business Skills<br />
8200320<br />
Keyboarding and<br />
Keyboarding and<br />
Business Skills<br />
Business Skills<br />
8200320<br />
8200320<br />
and and and and<br />
Computer and<br />
Business Skills<br />
8200330<br />
Business System<br />
Technology<br />
8209010<br />
Computer and<br />
Business Skills<br />
8200330<br />
Computer and<br />
Business Skills<br />
8200330<br />
Keyboarding and<br />
Business Skills<br />
8200320<br />
Computer and<br />
Business Skills<br />
8200330<br />
or * or * or * or *<br />
Business System<br />
Business System<br />
Technology<br />
Technology<br />
8209010<br />
8209010<br />
Business System<br />
Technology I<br />
8209010<br />
Business Software<br />
App. I<br />
8212120<br />
Business Software<br />
App. I<br />
8212120<br />
Business Software<br />
App. I<br />
8212120<br />
Business Software<br />
App. I<br />
8212120<br />
Accounting<br />
Applications I<br />
8203320<br />
Business &<br />
Ent. Principles<br />
8215120<br />
Business Software<br />
App. II or Dig. Pub.<br />
8212160<br />
Digital<br />
Publishing I<br />
8209520<br />
Accounting<br />
Applications II<br />
8203320<br />
Administrative<br />
Office Technology<br />
8212110<br />
Digital<br />
Publishing II<br />
8209520<br />
Business<br />
OJT Coop<br />
8022410<br />
Business<br />
OJT Coop<br />
8200410<br />
Business<br />
OJT Coop<br />
8200410<br />
Business<br />
OJT Coop<br />
8200410<br />
*Keyboarding and Business Skills, and Computer and Business Skills are equal to Business System Technology I.<br />
91
* 8200320 – Keyboarding and Business Skills<br />
– Semester – (9-12) Fee. Touch “typing”,<br />
personal and business letters and memoranda,<br />
research reports, manuscripts, and creation of<br />
tables.<br />
* 8200330 – Computer and Business Skills –<br />
Semester – (9-12) Fee. Use of computer to learn:<br />
word processing – editing, columns, block<br />
moves, headers and footers, graphics;<br />
spreadsheets – formulas, importing to other<br />
documents, graphs; database – sorting, report<br />
creation, mail merge, and labels.<br />
* 8207010 – Emerging Technology in Business<br />
– Year – (9-12) – This course is designed to<br />
teach emerging technology and the effects of its<br />
application on society. Its content includes<br />
electronic research methods; business<br />
communications including speaking, listening,<br />
writing, and telecommunicating; multimedia<br />
presentation skills; ethical considerations related<br />
to technology; and emerging technologies<br />
affecting business environments. Instruction is<br />
designed to provide an understanding of the<br />
advances being made in technology today and in<br />
the future.<br />
*8207020/8207030/8207040/8207050/8207060/<br />
8207070- Networking – Year – (9-12) – This<br />
course is designed to provide a basic overview of<br />
current business and information systems and<br />
trends and to introduce students to the basics and<br />
foundations required for today’s business<br />
environments. Emphasis is placed on developing<br />
proficiency and touch keyboarding and<br />
fundamental computer applications.<br />
* 8209020 – Business Systems Technology I –<br />
Year – (9-12) Fee. Touch “typing”. Content<br />
includes all work listed in two practical courses<br />
noted above. Students desiring completer status<br />
or Gold Seal Scholarship must take this course.<br />
* 8212010 – Administrative Office Technology<br />
I – Year – (10-12) Fee – Preq. 8209020<br />
Students perform the basic functions of input,<br />
edit, store, and retrieve using electronic<br />
equipment. Students are prepared for<br />
employment as word processing operators,<br />
software applications clerks, documents clerks,<br />
and information processing operators. Students<br />
also study filing, business records maintenance,<br />
communication, human relations, grooming, job<br />
application, and machine transcription.<br />
* 8212120 – Business Software Applications I<br />
– Year – (10-12) Fee – Preq. 8209020 Students<br />
will be able to develop proficiency in using the<br />
advanced features of software programs to<br />
perform office related tasks, which should help<br />
in securing entry-level computer software<br />
positions.<br />
* 8212160 – Business Software App. II – Year<br />
– (11-12) Preq. 8212120 Students are provided<br />
an introduction to computers and develop skills<br />
for computer-related occupations. Microsoft<br />
Word, Excel, Access, and Power Point are used<br />
to create word processing documents,<br />
spreadsheets, databases, and presentation<br />
graphics.<br />
* 8203010 – Accounting Applications I – Year<br />
– (10-12) Fee. Content includes double entry<br />
bookkeeping theory, journalizing, posting, report<br />
creation, computation of income/loss, adjusting<br />
and closing entries, payroll, depreciation, special<br />
journals, inventory control. Students complete<br />
two business simulations – one for a sole<br />
proprietorship service related business, the<br />
second for a partnership merchandising business.<br />
Students use the computer for some accounting<br />
problems. A unit on personal income tax is<br />
included.<br />
* 8203020 – Accounting Applications II –<br />
Year – (11-12) Preq. 8203010 Creative<br />
scheduling permits students to complete work<br />
through guided learning in the same classroom<br />
as Accounting I or Computer classes.<br />
Accounting for a corporation includes inventory<br />
control, bad debts, notes payable land receivable,<br />
and depreciation of assets. Voucher accounting<br />
and non-profit organization accounting is<br />
included. Students complete a major business<br />
simulation with the computer.<br />
* 8200410 – Business Coop Ed On-The-Job<br />
Training – Year – (11-12) Fee – 8209020,<br />
8209030 plus 8212010 or 8203010 and<br />
application/interview with business OJT teacher<br />
92
* 8200410 – Business Coop Ed On-The-Job<br />
Training – Year – (11-12) Fee – 8209020,<br />
8209030 plus 8212010 or 8203010 and<br />
application/interview with business OJT teacher<br />
This course is designed to prepare students for<br />
employment in business occupations. On-thejob<br />
experiences are provided as part of a jobpreparation<br />
program which develops<br />
occupational competencies required in an<br />
occupation chosen by the student as a career<br />
choice and provides experiences that further<br />
develop competencies already acquired by the<br />
student through in-school job preparatory<br />
courses.<br />
1001440 – Business English – Year – (12) Fee<br />
(Business students may use in lieu of Senior<br />
English) Provides instruction in English<br />
language arts with emphasis upon specific<br />
language relating to occupations. Students learn<br />
personal and business communications, oral and<br />
written language with emphasis on practical<br />
applications of standard English mechanics and<br />
usage, vocabulary study involving specialized<br />
vocational terminology, and interpersonal<br />
relations in business environments through the<br />
study of literature. Grammar, proofreading,<br />
letter writing, and research are stressed.<br />
* 8215120 – Business and Entrepreneurial<br />
Principles – Year – (10-12) Fee – Preq.<br />
8209020 This course is designed to provide an<br />
introduction to business management techniques.<br />
Topics include human relations, decisionmaking,<br />
communications techniques, business<br />
law concepts, and characteristics of the<br />
American Enterprise System. After completing<br />
this course students will be able to: apply<br />
strategies of basic mathematical operations and<br />
concepts to the solution of business-related<br />
problems, perform communication activities,<br />
develop human relations skills, perform job<br />
application activities, and demonstrate<br />
knowledge of information processing concepts,<br />
business management skills, of business law, and<br />
the American Enterprise System.<br />
* 8300430 <strong>Guide</strong>d Workplace Learning –<br />
Year – (9-12) The purpose of this course is to<br />
provide students with the opportunity to gain<br />
practical, first-hand knowledge in broad<br />
occupational clusters or industry sectors through<br />
a structure internship experience. This internship<br />
is designed to give students an opportunity to<br />
integrate occupational and applied academic<br />
learning and to apply knowledge and skills<br />
learned in classroom to actual work situations<br />
not generally available through paid<br />
employment.<br />
* 8209510 – Digital Publishing I – Year – (10-<br />
12) Fee – Preq. Systems Technology This<br />
course is designed to develop skills in the entrylevel<br />
requirements of digital/desktop publishing.<br />
It includes computer skills; digital publishing<br />
operations; layout, design, and measurement<br />
activities.<br />
* 8209520 – Digital Publishing II – Year – (10-<br />
12) Fee Preq. 8209510 This course refines<br />
digital/desktop publishing skills. It includes<br />
advanced application of composition, layout<br />
design, and camera-ready copy.<br />
* 8207110/8207120/8207130/8207140/8207150/<br />
8207160 – Web Design – Year (9-12) The<br />
purpose of this course is to offer a broad<br />
foundation of knowledge and skills to prepare<br />
students for employment in Web design services<br />
positions including planning, management,<br />
finance, technical and production skills, and the<br />
underlying principles of technology.<br />
* Vocational Education Credit<br />
93
CAREER AND TECHNICAL EDUCATION: DIVERSIFIED COOP TRAINING<br />
If you would like to…<br />
* Explore career opportunities * Develop employability skills<br />
* Work as a team * Job Shadow * Earn while you learn<br />
…then Diversified Cooperative Training is for you!<br />
DCT Principles<br />
8303010<br />
DCT SAMPLE FLOW CHART<br />
DCT Applications<br />
8303020<br />
DCT – OJT<br />
(on-the-job training)<br />
8300420<br />
DCT Management<br />
8303030<br />
* 8300420 – Diversified Cooperative Training<br />
OJT – Year – (11-12) Multiple Credit<br />
This course is designed to provide students with<br />
realistic on-the-job training experiences to<br />
acquire and apply knowledge, skills, and<br />
attitudes in their chosen occupational field. An<br />
individualized job-training plan is developed and<br />
utilized to assure fulfillment of job experiences<br />
and measures the degree of attainment. On-thejob<br />
supervision is provided by the Diversified<br />
Cooperative Training teacher and employer.<br />
This on-the-job portion of the program may be<br />
repeated for credit.<br />
* 8303010 – DCT Principles – Year – (9-12)<br />
This course is designed to cover employability<br />
skills, personal finance, principles of the free<br />
enterprise system, leadership skills and civic<br />
responsibility, positive personal traits, job skills,<br />
and work ethics.<br />
* 8203020 – DCT Applications – Year – (9-12)<br />
This course is designed to provide advanced<br />
study in employability skills, personal finance,<br />
the free enterprise system, leadership skills and<br />
civic responsibility, positive personal traits,<br />
designated job skills, work ethics, and<br />
professional growth.<br />
* 8303030 – DCT Management – Year – (10-<br />
12) This course is designed to enable each<br />
student to implement competency mastery in the<br />
areas of employability activities; environmental,<br />
health, and safety activities; professional; legal<br />
and ethical workplace responsibilities related to<br />
the workplace and the five functions of<br />
management.<br />
* 8300310 – Workplace Essentials – Semester<br />
– (9-12) This course provides the student with<br />
the opportunity to develop skills for successful<br />
employment.<br />
* 8301610/8301620/8301630/8301640 - Work<br />
Experience -Year-(9-12): This course is<br />
designed to meet the minimum student<br />
performance standards outlined in the program<br />
framework, and to provide remedial instruction<br />
when needed. Students first entering the<br />
program begin with this course.<br />
* Vocational Education Credit<br />
94
CAREER AND TECHNICAL EDUCATION: Entrepreneurship Pathway<br />
The purpose of this program is to introduce students to the concept of entrepreneurship, present<br />
entrepreneurship as a viable career option, provide students with the skills needed to realistically evaluate<br />
their potential as a business owner and develop the fundamental knowledge and skills necessary to start<br />
and operate their own business. Previous computer experience is highly recommended in order to<br />
complete business simulation modules.<br />
Practical<br />
Entrepreneurship<br />
Skills<br />
8800310<br />
Marketing OJT<br />
8800410<br />
Principles of<br />
Entrepreneurship<br />
8812110<br />
Business Management<br />
and Law<br />
8812120<br />
Business<br />
Ownership<br />
8812000<br />
Sport, Recreation & Entertainment<br />
Essentials<br />
8827410<br />
Sport, Recreation, & Entertainment<br />
Application<br />
8827420<br />
Sport, Recreation, & Entertainment<br />
Marketing Management<br />
8827430<br />
*8800310 - Practical Entrepreneurship Skills<br />
- Semester (9-12) This course is to introduce<br />
students to the concept of entrepreneurship and<br />
to develop an awareness of basic business and<br />
economic principles necessary for the potential<br />
entrepreneur. This course will also give students<br />
an opportunity to evaluate their potential as<br />
entrepreneurs.<br />
*8800410 - Marketing Cooperative<br />
Education - Year (10-12) (Multiple Credit) OJT<br />
This course is to provide the on-the-job training<br />
component when the cooperative method of<br />
instruction is used to prepare students for<br />
employment in marketing occupations. On-thejob<br />
experiences are provided which will develop<br />
occupational competencies required for<br />
employment in the occupation chosen by the<br />
student as a career choice or provide experiences<br />
that further develop the competencies acquired<br />
by the student in an in-school job preparatory<br />
program.<br />
* 8812110 – Principles of Entrepreneurship -<br />
– Year – (9-10)<br />
This course provides instruction in the basic<br />
principles of entrepreneurship including the role<br />
of the entrepreneur, entrepreneurship as a career,<br />
ethics in business, and the principles of<br />
marketing, financing, and managing a business.<br />
* 8812120 Business Management and Law -<br />
Year – (10-11)<br />
This course is designed to provide an<br />
introduction to business management techniques.<br />
Topics include human relations, decisionmaking,<br />
communication techniques, business<br />
law concepts and characteristics of the American<br />
enterprise system.<br />
* 8812000 – Business Ownership – Year – (12)<br />
This course is offered as the third year course in<br />
the entrepreneurship sequence or as a standalone.<br />
The purpose of this course is to prepare<br />
students as entrepreneurs, introduce students to<br />
the concept of entrepreneurship, present<br />
entrepreneurship as a career path that is worthy<br />
of consideration, provide students with the skills<br />
needed to realistically evaluate their potential as<br />
*8827110 - Marketing Essentials -Year (9-12)<br />
This course is to provide students with initial<br />
exposure to the knowledge, skills and attitudes or<br />
employment in a wide variety of marketing<br />
occupations.<br />
95
*8827120 - Marketing Applications -<br />
Year (9-12) This course is to provide students<br />
with an in-depth study of marketing in a free<br />
enterprise society and provide the knowledge,<br />
skills, and attitudes required for employment in a<br />
wide variety of marketing occupations.<br />
*8827130 - Marketing Management -<br />
Year (10-12) This course is to provide students<br />
with an advanced level of marketing<br />
management skills.<br />
* 8827410 – Sport, Recreation, and<br />
Entertainment Essentials – Year – (9-10)<br />
This course is to develop the competencies<br />
essential to sport, recreation, and entertainment<br />
marketing. These competencies include<br />
employability, human relations, communication,<br />
math, and economic skills. The fundamentals of<br />
sport, recreation, and entertainment marketing<br />
and selling are also included.<br />
* 8827420 – Sport, Recreation, and<br />
Entertainment Applications – Year – (10-11)<br />
Preq. 887410<br />
This course is to provide students with an indepth<br />
study of sport, recreation, and<br />
entertainment marketing in a free enterprise<br />
society and provide the knowledge, skills, and<br />
attitudes required for employment in a wide<br />
variety of sport, recreation, and entertainment<br />
marketing occupations.<br />
* 8827430 – Sport, Recreation, and<br />
Entertainment Marketing Management –<br />
Year – (11-12) Preq. 887420<br />
This course includes applied skills related to the<br />
sport, recreation, and entertainment marketing<br />
functions and industries including employment<br />
skills required for success in sport, recreation,<br />
and entertainment industry.<br />
*Vocational Education Credit<br />
96
CAREER AND TECHNICAL EDUCATION : FAMILY/CONSUMER SCIENCES<br />
If you like to…<br />
* Teach others * Prepare and serve food/beverages * Decorate<br />
* Determine nutritional needs * Alter garments * Use the internet<br />
* Plan activities * Select and use hand tools and supplies<br />
* Assist toddlers<br />
then Family and Consumer Sciences is for you!<br />
FAMILY AND CONSUMER SCIENCES<br />
SAMPLE FLOW CHART<br />
Life Management<br />
Skills<br />
8502000<br />
Family<br />
Dynamics<br />
8500345<br />
Child<br />
Development<br />
8500310<br />
Principles of<br />
Clothing<br />
Construction<br />
8500380<br />
Nutrition &<br />
Wellness<br />
8500355<br />
Parenting<br />
Skills<br />
8500300<br />
Principles of Food<br />
Preparation<br />
8500390<br />
Early Childhood<br />
Education I<br />
8503211<br />
Food Production &<br />
Services I, II, III<br />
8515210/8515220/8515230<br />
Early Childhood<br />
Education II, III<br />
8503212<br />
8503213<br />
Food Management,<br />
Production & Serv.<br />
IV, V, VI, VII<br />
8515110/8515111/<br />
8515112/8515113/8515114<br />
FACS Directed<br />
Study / Pre-<br />
School<br />
8500100<br />
Family & Consumer Svcs<br />
Cooperative Education<br />
8500390<br />
FACS Directed<br />
Study<br />
Elementary<br />
8500100<br />
97
8500100 – Family and Consumer Science –<br />
Direct Study-Elementary – 1 st Year- (11-12) –<br />
Work with an elementary school teacher,<br />
preparing teacher lessons, bulletin boards,<br />
individual tutoring and grading papers.<br />
Direct Study Pre-school - 2 nd year- (12) -<br />
Continue to operate the pre-school at campus.<br />
<strong>Guide</strong> children in physical, intellectual, social<br />
and emotional development activities. Act as a<br />
teacher in the campus pre-school.<br />
* 8500300 – Parenting Skills – Semester – (9-<br />
12) Prepares students for the roles and<br />
responsibilities of parenthood.<br />
* 8500310 – Child Development – Semester –<br />
(9-12) Understand the nature of child<br />
development from prenatal care through age six<br />
and the function and significance of the<br />
parenting experience.<br />
* 8500345 – Family Dynamics – Semester – (9-<br />
12) Prepares the student to understand the<br />
nature, function and significance of human<br />
relationships within the family. Study dating,<br />
communication, laws, customs of marriage,<br />
stress, crises, divorce, human reproduction and<br />
the need for assuming responsibility for sexual<br />
behavior.<br />
* 8500355 – Nutrition and Wellness –<br />
Semester – (9-12) Fee Learn the principles of<br />
nutrition in relation to food choices. Meal<br />
planning selection and preparation of foods for<br />
personal and family needs.<br />
* 8500380 – Principles of Clothing<br />
Construction – Semester – (9-12) Fee. Learn to<br />
identify the characteristics of fibers, fabrics, and<br />
textiles and interpret consumer protection laws<br />
related to clothing and textiles. Construct a<br />
garment using more advanced skills.<br />
* 8500390 – Principles of Food Preparation –<br />
Semester – (9-12) Fee. Learn the basic<br />
principles of selecting, preparing, and storing<br />
foods for the individual, family, and entertaining<br />
guests.<br />
* 8500410 – Family and Consumer Sciences<br />
Cooperative Education – Year – (9-12)<br />
This course is designed for students in Job<br />
Preparatory Family and Consumer Sciences<br />
programs who wish on-the-job training.<br />
* 8502000 – Life Management Skills –<br />
Semester – (9-10) (Required for graduation)<br />
Topics will include personal development, goal<br />
setting, decision-making, time and stress<br />
management, alcohol, drugs, tobacco, nutrition,<br />
cardiopulmonary resuscitation and money<br />
management.<br />
* 8503211 – Early Childhood Education I –<br />
Year – (10-12) To prepare and train students for<br />
work in the field of childcare such as day care<br />
centers, preschools, elementary teaching, and<br />
medical fields working with children. Learn to<br />
create a safe, clean, and healthy environment in<br />
which children can learn.<br />
* 8503212/8503213 – Early Childhood<br />
Education II, III – Year – (10-12) (2 hour<br />
block) Be part of operating a preschool on<br />
campus. <strong>Guide</strong> young children in physical,<br />
intellectual, social and emotional development<br />
activities. Act as a teacher in the campus<br />
preschool.<br />
* 8503214 – Early Childhood Education IV –<br />
Year – (11-12) This course prepares student to<br />
be child development specialists. Students will<br />
acquire competence in the areas of mentoring;<br />
workshop development; team building;<br />
advocacy; and brain research and professional<br />
development.<br />
* 8515210 – Food Production & Services I –<br />
Year – (9-12) Fee. Learn the operational<br />
procedures of the food service business along<br />
with career and job opportunities. Prepare food,<br />
use recipes, commercial tools and equipment and<br />
demonstrate safe and sanitary work procedures.<br />
* 8515220/8515230 – Food Production &<br />
Services II, III – Year – (10-12) Fee<br />
Learn to apply the skills and techniques of the<br />
food service industry by operating a catering<br />
98
service in class. Learn how to operate a food<br />
service business in all aspects.<br />
* 8515110/8515111/8515112/8515113/8515144<br />
– Food Management, Production and Services<br />
IV, V, VI, VII, VIII – Year – (11-12)<br />
In these management courses the student will<br />
study and perform management tasks such as<br />
communications, scheduling, training,<br />
advertising, marketing, taking inventory,<br />
ordering and storing. Advanced methods of food<br />
preparation and service will be studied and<br />
carried out in the school-based business. Laws<br />
and regulations will be examined as well as<br />
advanced careers in the Food Service Industry.<br />
* Vocational Education Credit<br />
99
CAREER AND TECHNICAL EDUCATION : HEALTH<br />
If you would like to…<br />
* Help People * Work with young or elderly<br />
* Work on people’s teeth * Perform X-ray Procedures<br />
* Protect people from abuse * Monitor and record vital signs<br />
* Apply wellness, disease and stress plans<br />
…then Health is for you!<br />
HEALTH EDUCATION SAMPLE FLOW CHART<br />
Medical Skills and Services<br />
8400320<br />
Health Science I<br />
8417100<br />
Health Science II<br />
8417110<br />
Allied Health Assisting III<br />
8417131<br />
Medical Skills and Services<br />
8400320<br />
Health Science I<br />
8417100<br />
Health Science II<br />
8417110<br />
Nursing Assistant III<br />
8417211<br />
* 8400320 – Medical Skills & Services – Year<br />
– (9-12) The purpose of this course is to provide<br />
students with practical generic skills in health<br />
occupations which, through applicable to some<br />
health occupations, are not designed to prepare<br />
students for entry into a specific occupation.<br />
* 8417100 – Health Science I – Year – (10-12)<br />
This course includes an overview of the human<br />
body including organization and chemical<br />
processes, the use of correct medical terminology<br />
relating to body structure and function, the<br />
identification of cells and tissues, the<br />
identification of the structure and function of the<br />
body systems in relation to health, and disease<br />
and the transmission of disease.<br />
situations, practice infection control procedures,<br />
demonstrate computer literacy, employability<br />
skills, demonstrate knowledge of blood borne<br />
diseases, and apply basic math and science<br />
skills.<br />
*8417171 First Responder III-Year - (9-12):<br />
The students completing this course will be able<br />
to perform the following intended outcomes:<br />
understand the roles and responsibilities of the<br />
first responder, understanding of medico legal<br />
aspects, determine and record vital signs of a<br />
sick or injured person, use medical identification<br />
devices, conduct a primary assessment of<br />
problems that are a threat to life if not corrected<br />
immediately.<br />
* 8417110 – Health Science II – Year – (10-12)<br />
This course provides knowledge of the health<br />
care delivery system and health occupations,<br />
effective communication skills, legal and ethical<br />
responsibilities, demonstrate an understanding of<br />
and apply wellness and disease concepts,<br />
recognize and practice safety and security<br />
procedures, recognize and respond to emergency<br />
100
* 8717211 – Nursing Assistant III – Year –<br />
(11-12) This course provides knowledge and use<br />
of verbal and written communications specific to<br />
nurse assisting, demonstrates legal and ethical<br />
responsibilities specific to nurse assisting,<br />
perform physical comfort and safety functions<br />
specific to nurse assisting, provide personal<br />
patient care, perform patient care procedures,<br />
apply principle of nutrition, provide care for<br />
geriatric patients, apply the principles of<br />
infection control specific to nurse assisting,<br />
provide biological, psychological and social<br />
support, perform supervised organizational<br />
functions, following the patient plan of care,<br />
assist with restorative (rehabilitative) activities,<br />
perform skills related to the hospital setting,<br />
recognize and practice infection control<br />
procedures, demonstrate computer literacy,<br />
demonstrate employability skills, demonstrate<br />
knowledge of blood borne diseases, and apply<br />
basic math and science skills.<br />
Those students who may choose nursing<br />
assistant for their clinical experience must<br />
complete all the nursing assistant competencies<br />
listed in Rule 6A-.080 to be eligible to take the<br />
State Certified Nursing Assistant (CNA)<br />
examination. This includes 40 hours clinical<br />
experience, 20 of which will be in a licensed<br />
nursing home. Students will perform health care<br />
skills in the clinical setting under the supervision<br />
of a qualified Health Science Education teacher<br />
and/or qualified health professional.<br />
* 8400100 – Health Education Occupations<br />
Directed Study – Year – (10-12) (Multiple<br />
Credit) This course provides extended study in<br />
Health Science Education.<br />
* Vocational Education Credit<br />
* 8417131 – Allied Health Assisting III – Year<br />
– (10-12) The purpose of the course is to prepare<br />
a student for employment as an allied health<br />
assistant. The student will perform skills<br />
representative of at least, but not limited to three<br />
areas of allied health care in the laboratory and<br />
clinical settings. Major areas of allied health are<br />
defined as physical therapy, emergency,<br />
radiation, laboratory, respiratory, and<br />
occupational therapy. Any other area of health,<br />
medicine, dentistry or veterinary may be<br />
included. Clinical experience is defined as<br />
activities performed in the clinical setting under<br />
the supervision of a health professional duly<br />
certified/licensed in the selected occupational<br />
fields.<br />
101
CAREER AND TECHNICAL EDUCATION : INDUSTRIAL EDUCATION<br />
If you would like to…<br />
* Work with machinery * Build Engines * Cook * Fix cars and trucks<br />
* Take Pictures * Work in a kitchen * Do math * Measure<br />
* Detail cars and trucks * Paint * Polish * Cut * Assemble<br />
* Draw, analyze and troubleshoot<br />
…then Industrial Education is for you!<br />
INDUSTRIAL EDUCATION SAMPLE FLOW CHART<br />
Gasoline Auto Service Television<br />
Engine Service Technology Production<br />
Gasoline<br />
Engine Service I<br />
8766010<br />
Auto Service<br />
Tech I<br />
8709410<br />
Television Production<br />
I<br />
8772110<br />
Gasoline<br />
Engine Service II<br />
8766020<br />
Auto Service<br />
Tech II<br />
8709420<br />
Television Production<br />
II<br />
8772120<br />
Gasoline Engine<br />
Service III, IV, V, VI<br />
8766030/8766040<br />
8766050/8766060<br />
Auto Service Tech<br />
III, IV, V, VI<br />
8709430/8709440<br />
8709450/8709460<br />
Television Production<br />
III, IV, V, VI<br />
8772130/8772140<br />
8772150/8772160<br />
Commercial Foods Academy Commercial Photography<br />
& Culinary Arts Of Journalism Technology<br />
Commercial Foods &<br />
Culinary Arts I<br />
8763010<br />
Commercial Foods &<br />
Culinary Arts II<br />
8763020<br />
Commercial Foods &<br />
Culinary Arts III, IV,V<br />
8763030/8763040<br />
8763050<br />
Journalism<br />
I<br />
1006300<br />
Industrial<br />
Communications I<br />
8771110<br />
Digital<br />
Publishing I<br />
8209510<br />
Commercial<br />
Photography<br />
Technology I<br />
8772010<br />
Commercial<br />
Photography<br />
Technology II<br />
8772020<br />
Commercial<br />
Photography<br />
Technology III, IV, V, VI<br />
8772030/8772040<br />
8772050/8772060<br />
102
* 8709410/8709420/8709430/8709440/8709450<br />
/8709460/8709470 – Auto Service Technology<br />
I, II, III, IV, V, VI – Year – (9-12) Specialized<br />
classroom and shop experiences in all phases of<br />
automotive maintenance and repair. Instruction<br />
and practicing in diagnosing of all types of<br />
mechanical and auxiliary malfunctions are<br />
emphasized.<br />
* 8757110/8757120 Barbering - Year- (9-12)<br />
This course is designed to provide instruction in<br />
safety rules and procedures, school, classroom/<br />
laboratory procedures. It provides competence in<br />
hair shampooing and conditioning, trimming and<br />
shaping hair using clippers, shears and razors.<br />
*8757210/8757220/8757230/8757240/8757250/<br />
8757260/8757270/8757280/8757290 –<br />
Cosmetology - Year- (9-12) This course is<br />
designed to provide instruction in school,<br />
classroom laboratory safety rules and<br />
procedures. It is also designed to provide the<br />
student with an opportunity to become familiar<br />
with competencies in employability,<br />
communication, math and science skills required<br />
to succeed in industry. Additionally, it is<br />
designed to provide the student with and<br />
overview of competencies in State Board of<br />
Cosmetology requirements in the study of<br />
cosmetology law, rules and regulations.<br />
*8757300/8757310/8757320 Nails Specialty -<br />
Year- (9-12) This course is designed to provide<br />
competencies in manicuring and pedicuring and<br />
in applying artificial nails and nail wraps. This<br />
instruction includes selection of supplies and<br />
equipment, sanitation procedures and performing<br />
designated procedures.<br />
* 8763010 – Commercial Foods & Culinary<br />
Arts I – Year – (9-12) The purpose of this<br />
program is to start students in the field of<br />
commercial foods. The content includes<br />
leadership, human relations and employability<br />
skills, safe and efficient use of commercial foods<br />
equipment and systems.<br />
* 8763020 – Commercial Foods & Culinary<br />
Arts II – Year – (9-12) This program provides<br />
advance instruction in the areas of commercial<br />
foods.<br />
* 8763030/8763040/8763050/8763060/8763070/<br />
8763080 – Commercial Foods & Culinary<br />
Arts III, IV,V,VI, VII, VIII – Year – (9-12)<br />
Specialized classroom and laboratory experience<br />
in advanced knowledge of commercial foods<br />
equipment and systems.<br />
* 8766010 – Gasoline Engine Service I – Year<br />
– (9-12) The purpose of this program is to start<br />
interested students in the small engine field. The<br />
content includes communication skills,<br />
leadership skills, human relations and<br />
employability skills, safe and efficient work<br />
practices, basic math skills, reading service<br />
manuals; using hand tools, power tools, overhaul<br />
tools; servicing and reconditioning engines;<br />
troubleshooting and repairing the following<br />
systems: ignition fuel, power, transfer, cooling,<br />
exhaust, and starting systems; governors and<br />
speed controls; and lubrication systems.<br />
* 8766020 – Gasoline Engine Service II – Year<br />
– (9-12) For students intending to qualify as<br />
mechanics of small engines or wish a general<br />
understanding of this common source of power.<br />
Provides instructional material on the<br />
construction, operation, care and maintenance,<br />
and application of small two-cycle and fourcycle<br />
gas engines.<br />
* 8766030/8766040/8766050/8766060/8766070<br />
– Gasoline Engine Service III, IV, V, VI, VII –<br />
Year – (9-12) Advanced specialized classroom<br />
laboratory experiences concerned with<br />
maintaining and repairing a variety of small<br />
gasoline engines. Includes all two and four cycle<br />
small engine driven equipment, the reading of<br />
technical manuals, ordering through the various<br />
parts manuals, complete shop organization, shop<br />
foreman training including the writing and<br />
maintaining of records for all work taken in with<br />
strong emphasis on customer relations.<br />
103
* 8771100 – Academy of Journalism – Year –<br />
(9-12)<br />
1006300 Journalism I<br />
8771110 Industrial Communications I<br />
8209510 Digital Publishing I<br />
The purpose of this program is to provide a<br />
medium where by the student will be given the<br />
opportunity for practical hands-on experiences<br />
that incorporate academic skills into a real life<br />
situation. The program familiarized individuals<br />
with creative writing, script writing, graphic<br />
communications, desktop publishing, television<br />
production, photojournalism, and investigative<br />
reporting. The presentation of course material<br />
will incorporate team teaching. Course activities<br />
will utilize a rotational type format so that the<br />
student is exposed and reinforced academically<br />
and vocationally for each outcome.<br />
* 8772010/8772020/8772030/8772040/8772050/<br />
8772060 – Commercial Photography<br />
Technology – Year – (9-12) The purpose of this<br />
program is to start students in the field of<br />
commercial photography. The content includes<br />
leadership, human relations and employability<br />
skills, safe and efficient use of film, camera,<br />
chemicals, photograph paper, laboratory<br />
practices and photo equipment.<br />
* 8772110/8772120/8772130/8772140/8772150/<br />
8772160 - Television Production I, II, III, IV,<br />
V, VI – Year – (9-12) The purpose of this<br />
program is to prepare students for initial<br />
employment as television production operators,<br />
television broadcast technicians, professional<br />
technicians, video recording engineers, and audio<br />
recording engineers. Course content will include<br />
communication skills; safe and efficient work<br />
practices; and preparation to assume<br />
responsibility for overall production of television<br />
studio activities including; scripts, lighting,<br />
filming and directing, electronic news gathering,<br />
and field production.<br />
*8900330 Principles of Public Service- Year-<br />
(9-12): The purpose of this course is to provide<br />
students with competencies related to a cluster of<br />
public service job preparatory programs and help<br />
students develop skills, knowledge and attitudes<br />
necessary for success and advancement in a<br />
specialized public service job preparatory<br />
program. Content includes employability skills,<br />
safe and efficient work practices, communication<br />
skills, computer skills, leadership skills.<br />
*8918010/8918020/8918030 - Criminal Justice<br />
Operations - Year-(9-12): This course is<br />
designed to introduce students to the fields of<br />
law enforcement, the court system and the<br />
correctional system.<br />
*9001820 Vocational Employability Skills for<br />
Youth- Year- (9-12) The purpose of this<br />
program is to provide vocational education<br />
competencies for youthful offenders. Basic<br />
practical and job preparatory instruction is<br />
provided in the competencies for a better<br />
understanding of the world of work and fir entrylevel<br />
job employment.<br />
HITV<br />
104
CAREER AND TECHNICAL EDUCATION : TECHNOLOGY EDUCATION<br />
If you like to…<br />
* Solve problems * Think logically * Do math & science * Draw<br />
* Tinker with objects * Program, operate or design computers * Build<br />
* Work with others as a team * Sketch * Design<br />
…then Technology Education is for you!<br />
TECHNOLOGY EDUCATION SAMPLE FLOW<br />
CHART<br />
Construction<br />
Technology I<br />
8600710<br />
Construction<br />
Technology II<br />
860720<br />
Construction<br />
Technology III<br />
8600730<br />
Drafting/Illustrative<br />
Design Technology I<br />
8600810<br />
Drafting/Illustrative<br />
Design Technology II<br />
8600820<br />
Drafting/Illustrative<br />
Design Technology III<br />
8600830<br />
Drafting/Ill.<br />
Design Tech<br />
IV<br />
8600840<br />
Power and<br />
Transportation<br />
Technology I<br />
8601210<br />
Power and<br />
Transportation<br />
Technology II<br />
8601220<br />
Power and<br />
Transportation<br />
Technology III<br />
8601230<br />
Communications<br />
Technology I<br />
8601010<br />
Communications<br />
Technology II<br />
8601020<br />
Communications<br />
Technology III<br />
8601030<br />
Production<br />
Technology I<br />
8600540<br />
Production<br />
Technology II<br />
86000640<br />
Production<br />
Technology III<br />
86000740<br />
Technology<br />
Studies I<br />
8600510<br />
Technology<br />
Studies II<br />
8600610<br />
Technology<br />
Studies III<br />
8600710<br />
Carpentry &<br />
Cabinetmaking I<br />
8722110<br />
Advanced Applications<br />
in Technology<br />
8601900<br />
Work-Based<br />
Technology<br />
8601800<br />
105
* 8600510/8600610/8601710 -Technology<br />
Studies - Year- (9-12): This course provides<br />
students with understanding of the knowledge,<br />
human relations and technological skills found<br />
today in technical professions.<br />
* 8600570/8600670/8600770 - Engineering<br />
Technology - Year- (9-12): This program<br />
provides students with an understanding of the<br />
knowledge, human relations and technological<br />
skills found today in technical professions.<br />
* 8600710 – Construction Technology I – Year<br />
– (9-12) Provides students with an introduction<br />
to the knowledge, human relations, and technical<br />
skills of construction technology.<br />
* 8600720 – Construction Technology II –<br />
Year – (9-12) Fee. Provides students with<br />
expanded study and application of the<br />
knowledge, human relations, and technical skills<br />
of construction technology.<br />
* 8600730 – Construction Technology III –<br />
Year – (9-12 ) Fee. Provides students with an<br />
advanced study and application of the<br />
knowledge, human relations, and technical skills<br />
of construction technology.<br />
* 8600810 – Drafting/Illustrative Design<br />
Technology I – Year – (9-12) Fee. Assists<br />
students in developing specific skills used in the<br />
design, visual representation, and<br />
communication of industrial structures,<br />
machines, parts, or other products. Basic skills<br />
taught are proper lettering, sketching, drafting<br />
tool identification and use, proper line work,<br />
dimensioning, geometry for drawing, and multiview<br />
and pictorial drawings.<br />
* 8600820 – Drafting/Illustrative Design<br />
Technology II – Year – (10-12) Fee. Student<br />
continues with the fundamentals of drafting, and<br />
more advanced work specializing in mechanical<br />
drawings. The technical drawings will be<br />
completed in multi-view and pictorial drawings.<br />
* 8600830 – Drafting/Illustrative Design<br />
Technology III – Year – (11-12) This course<br />
specializes in architecture with learning activities<br />
being the development of preliminary sketches,<br />
floor plans, elevations, sections, detail and<br />
design drawings. The history of structures,<br />
building ordinances and construction materials<br />
are included.<br />
*8600840 – Drafting/Illustrative Design<br />
Technology IV – Year – (12) This course<br />
specializes in independent study and externships.<br />
Focuses on architecture and mechanical<br />
emphasis.<br />
* 8601210 – Power and Transportation<br />
Technology I – Year – (9-12) This course<br />
provides students with basic knowledge, skills,<br />
and attitudes related to safety, energy and power<br />
sources, diagnosis and repair of small engines,<br />
transmission of power, proper use of tools, and<br />
simple automotive maintenance.<br />
* 8601220 – Power and Transportation<br />
Technology II – Year – (9-12) This course<br />
provides students with more advanced<br />
knowledge and skills related to safety, energy<br />
and power sources, diagnosis and repair of small<br />
engines, transmission or power, proper use of<br />
tools, and simple automotive maintenance.<br />
* 8601230 – Power and Transportation<br />
Technology III – Year – (9-12) This course<br />
provides students with advanced individual study<br />
related to energy and power technology, utilizing<br />
selected performance standards from the<br />
introductory and intermediate courses of this<br />
program. Each student must have an individual<br />
study plan cooperatively organized with the<br />
teacher, or the teacher must have a written lesson<br />
outline for this course.<br />
* 8601010 – Communications Technology I –<br />
Year – (9-12) Provides for basic competency<br />
development in the following areas: graphic<br />
reproduction using the tools, materials, and<br />
106
processes of the printing industry. Learning<br />
experiences include designing, desktop<br />
publishing, concentrations in offset and screen<br />
printing, printing, photography and reproduction<br />
techniques.<br />
* 8601020/8601030 – Communications<br />
Technology II, III – Year – (9-12) Advanced<br />
study information and skills concerned with<br />
graphic reproduction using the tools, materials<br />
and processes of the printing industry. Learning<br />
experiences will include designing, desktop<br />
publishing, digital imagery, photography<br />
printing, binding, finishing, color reproduction<br />
and evaluating reproduction techniques.<br />
* 8600540 – Production Technology I – Year –<br />
(9-12) This course provides students with an<br />
introduction to the knowledge, human relations,<br />
and technological skills found today in technical<br />
professions.<br />
*8600640 – Production Technology II – Year –<br />
(9-12) This course provides students with<br />
further knowledge, human relations, and<br />
technological skills found today in technological<br />
professions. Throughout the course students will<br />
study additional modules, each presenting a<br />
different production technology.<br />
* 8601740 – Production Technology III – Year<br />
– (9-12) This course provides students with an<br />
opportunity for advanced study in production<br />
technology. Throughout the course students will<br />
experience hands-on education and practice.<br />
* 8600510 – Technology Studies I – Year – (9-<br />
12) This course provides students with an<br />
introduction to a variety of technological<br />
applications through hands-on experiences in a<br />
technology lab setting. Throughout the course<br />
students will study various modules, each<br />
presenting a different technological area.<br />
* 8600610 – Technology Studies II – Year – (9-<br />
12) This course provides students with an<br />
opportunity to further explore a variety of<br />
technological applications through hands-on<br />
experiences in a technology lab setting.<br />
Throughout the course, students will study<br />
additional modules, each presenting a different<br />
technological area.<br />
* 8601710 – Technology Studies III – Year –<br />
(10-12) This course provides students with an<br />
opportunity for advances study in a variety of<br />
technological applications through hands-on<br />
experiences in a technology lab setting.<br />
Throughout the course, students will study<br />
additional modules and conduct a research and<br />
experimentation project in technology.<br />
8601800 – Work Based Technology – Year –<br />
(11-12) The purpose of this course is to provide<br />
Technology Education students with the<br />
opportunity, as Student Learners, to gain real<br />
world practical, first hand exposure in broad<br />
occupational clusters.<br />
8601900 – Advanced Applications in<br />
Technology – Year- (11-12) The purpose of this<br />
course is to provide students with the<br />
opportunity, to develop a project from “vision”<br />
to “reality”. Working in teams to design,<br />
engineer, manufacture, construct, test, redesign,<br />
test again, and then produce a finished “product”.<br />
*8713010/8713020/8713030/8713040 - Airconditioning,<br />
Refrigeration and Heating<br />
Technology - Year- (9-12) The course content<br />
is to prepare students for employment or<br />
advanced training in the heating, air-conditioning<br />
and refrigeration and ventilation industry. This<br />
cluster of programs focuses in broad, transferable<br />
skills, and demonstrates elements of the industry<br />
such as planning, management, finance,<br />
technical and production skills, the underlying<br />
principles of technology, labor issues,<br />
community issues, and health, safety and<br />
environmental issues.<br />
*8720310/8720320/8720330/8720340/8720350/<br />
8720360/8720370 - Building Construction<br />
Technology -Year-(9-12): The purpose of this<br />
course is to develop the competencies essential<br />
to the building construction industry. These<br />
competencies include skills and knowledge<br />
related to safety practice, understanding all<br />
aspects of the industry and the use of hand and<br />
power tools and related construction theory<br />
.<br />
107
*8722110 – Carpentry and Cabinetmaking I -<br />
Year - (11-12) The purpose of this course is to<br />
develop the competencies essential to the<br />
carpentry and cabinetmaking industry.<br />
Throughout the course the students will study<br />
safety practices, tool and equipment utilization,<br />
identification of building materials, fasteners and<br />
hardware, basic math, communication, and<br />
blueprint reading.<br />
* 8727210/8727220/8727230/8727240 -<br />
Electricity -Year- (9-12) This course enables<br />
students to develop the essential competencies<br />
for working in the construction electrical<br />
industry. These competencies include safe<br />
practices, direct current, electrical-circuit skills,<br />
appropriate communication and math skills,<br />
basic electricity and electric codes, and<br />
employability skills.<br />
*8725010/8725020/8725030 – Drafting – Year<br />
(9-12) This program focuses on broad,<br />
transferable skills and stresses the understanding<br />
of all aspects of the drafting industry and<br />
demonstrates such elements of the drafting<br />
industry as planning, management, finance,<br />
technical and production skills, underlying<br />
principles of technology, labor issues,<br />
community issues and health, safety and<br />
environmental.<br />
108
Exceptional<br />
Student Education<br />
109
Special Skills Courses: These courses are designed to meet the special needs of exceptional students and<br />
these courses may be repeated for multiple (M) credits. The courses selected for individual students<br />
should be determined by their individual needs.<br />
7963010 – Preparation for Post School/Adult<br />
Living – (9-12) M Credit<br />
The purpose of this course is to enable students<br />
with disabilities to acquire the knowledge and<br />
skills needed to prepare for post school adult<br />
living.<br />
7963030 – Skills for Students Who are Motor<br />
and Other Health Impaired – (9-12) M Credit<br />
The purpose of this course is to provide<br />
instruction for students who have physically<br />
disabling conditions or other health impairments<br />
that substantially limit one or more major life<br />
activities and require adaptation of the school<br />
environment or curriculum in order to benefit<br />
from an educational program.<br />
7963040 – Skills for Students Who are Deaf or<br />
Hard of Hearing – (9-12) M Credit<br />
The purpose of this course is to enhance the<br />
acquisition, comprehension, and use of language<br />
for students who are deaf or hard of hearing.<br />
7963050 – Skills for Students Who are<br />
Visually Impaired – (9-12) M Credit<br />
The purpose of this course is to provide<br />
instruction for students who have visual<br />
impairments that effect their ability to function in<br />
the home, community, or educational setting.<br />
7963060 – Orientation and Mobility Skills –<br />
(9-12) M Credit<br />
The purpose of this course is to provide<br />
instruction in skills involving orientation and<br />
mobility. Orientation is the collection and<br />
organization of information concerning the<br />
environment and one’s relationship to it.<br />
Mobility is the ability to move efficiently within<br />
that environment.<br />
7963070 – Social and Personal Skills – (9-12)<br />
M Credit<br />
The purpose of this course is to provide<br />
instruction related to environmental,<br />
interpersonal, and task-related behavior of<br />
students with disabilities.<br />
7963080 – Learning Strategies – (9-12) M<br />
Credit<br />
The purpose of this course is to provide<br />
instruction that enables students with disabilities<br />
to acquire and use strategies and skills to<br />
enhance their independence as learners in<br />
educational and community settings.<br />
7963110 – Skills for Students with Autism –<br />
(9-12) M Credit<br />
The purpose of this course is to provide<br />
instruction in the unique skills to be mastered by<br />
a student with autism. The skills are divided into<br />
learning, living, social and communication areas.<br />
7963120 – Skills for Students Who are Deaf-<br />
Blind – (9-12) M Credit<br />
The purpose of this course is to provide<br />
instruction and reinforcement in the unique skills<br />
needed by the student who is deaf-blind.<br />
7963130 – Unique Skills – (9-12) M Credit<br />
the purpose of this course is to enable students<br />
with disabilities to acquire skills that are needed<br />
to achieve the maximum level of independent<br />
functioning.<br />
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Gifted: These courses are designed to meet the needs of students who are gifted. The content of these<br />
courses is different from basic education courses and may be repeated for multiple (M) credits.<br />
7963090 – Skills for Students Who are Gifted<br />
– (9-12) M Credit<br />
The purpose of this course is to enable students<br />
who are gifted to acquire and apply the<br />
knowledge and skills needed to enhance personal<br />
and academic achievement.<br />
7965010 – Research Methodology for<br />
Students Who are Gifted – (9-12) M Credit<br />
The purpose of this course is to provide students<br />
who are gifted with special skills and<br />
experiences to do independent research and<br />
projects, and to provide opportunities for indepth<br />
studies under the direction of selected<br />
faculty.<br />
7965030 – Externship for Students Who are<br />
Gifted – (9-12) M Credit<br />
The purpose of this course is to provide<br />
opportunities for students who are gifted to<br />
participate in a field experience with a<br />
community professional. This externship will<br />
provide an opportunity for field experience,<br />
research, and personal growth to enhance<br />
awareness of career options. This course may be<br />
taken for one credit per year for up to two years.<br />
Additional credits must be by teacher, and<br />
administrative approval.<br />
7965040 – Studies for Students Who are<br />
Gifted – (9-12) M Credit<br />
The purpose of this course is to provide<br />
appropriately individualized curricula for<br />
students who are gifted. This course includes<br />
focus on higher order thinking skills,<br />
independent learning, application of acquired<br />
knowledge, honing of research and<br />
communication skills, college and career<br />
exploration, leadership, creativity and selfawareness.<br />
This course may be taken for one (1)<br />
credit per year for up to two (2) years.<br />
Additional credits must be by teacher and<br />
administrative approval.<br />
Special Content Courses: These courses are designed for exceptional students who need to learn special<br />
content or skills in these areas. The content of these courses is different from basic education courses and<br />
may be repeated for multiple (M) credits.<br />
7915010 – Specially Designed Physical<br />
Education – (9-12) M Credit<br />
The purpose of this course is to provide<br />
experience and opportunities for students with<br />
disabilities to develop motor skills and to<br />
participate in various physical activities that may<br />
be modified to meet individual needs.<br />
7919010 – Driver Education for Special<br />
Learners – (9-12) M Credit<br />
The purpose of this course is to provide students<br />
with disabilities with the basic knowledge<br />
necessary to obtain a Florida driver’s license.<br />
7967010 – Visual and Performing Arts – (9-<br />
12) M Credit<br />
The purpose of this course is to enable students<br />
with disabilities to develop knowledge of the<br />
visual and performing arts.<br />
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Therapy: These courses are designed to meet the individual needs of the exceptional student and may be<br />
repeated for multiple (M) credits.<br />
7966010 – Physical Therapy – (9-12) M Credit<br />
The purpose of this course is to provide<br />
instruction to students with disabilities who have<br />
physically disabling conditions, including sensor<br />
motor or neuromuscular deficits, that<br />
substantially limit one or more major life<br />
activities and require adaptation of the school<br />
environment or curriculum in order to benefit<br />
from an educational program.<br />
7966020 – Occupational Therapy – (9-12) M<br />
Credit<br />
The purpose of this course is to provide<br />
instruction to students with disabilities whose<br />
physical, motor, or neurological deficits result in<br />
significant dysfunction in daily living or<br />
academic learning skills to the extent that they<br />
require adaptation of the school environment or<br />
curriculum in order to benefit from an<br />
educational program.<br />
7966030 – Speech Therapy – (9-12) M Credit<br />
The purpose of this course is to provide students<br />
exhibiting communication disorders that<br />
negatively impact their ability to benefit from the<br />
educational process appropriate instruction in the<br />
communication skills necessary for academic<br />
learning, social interaction, and vocational<br />
success.<br />
7966040 – Language Therapy – (9-12) M<br />
Credit<br />
The purpose of this course is to provide students<br />
exhibiting language disorders that negatively<br />
impact their ability to benefit from the<br />
educational process appropriate instruction in<br />
language skills, both oral and written, necessary<br />
for academic learning, social interaction, and<br />
vocational success.<br />
Vocational Education for Students with Disabilities: These courses are designed to meet the individual<br />
needs of the student and may be repeated for multiple (M) credits. Specific vocational education<br />
certification is necessary for these courses unless otherwise indicated by an **.<br />
7980010 – Exploratory Education – (9-12) M<br />
Credit<br />
The purpose of this course is to enable students<br />
with disabilities to obtain basic introduction to<br />
skills and aptitudes associated with a broad range<br />
of occupations in order to assist in making<br />
preliminary decisions regarding their future<br />
academic and occupational goals. This program<br />
should provide a foundation for further progress<br />
at a higher level and provide the option to move<br />
between occupational clusters if desired.<br />
7980020 – Practical Arts Education – (9-12) M<br />
Credit<br />
The purpose of this course is to enable students<br />
with disabilities to obtain broad practical skills<br />
and a basic introduction to broad occupational<br />
areas, and to stimulate personal aptitudes,<br />
abilities, and interests in specific occupational<br />
fields as part of the career decision-making<br />
process.<br />
7983330 – Job Preparatory Education – (9-12)<br />
M Credit<br />
The purpose of this job preparatory course is to<br />
provide instruction for students with disabilities<br />
in the competencies necessary for effective entry<br />
into an occupation.<br />
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7980040 – Agricultural Education – (9-12) M<br />
Credit<br />
The purpose of this course is to prepare students<br />
with disabilities for employment in ore or more<br />
jobs in the agribusiness and natural resources<br />
industry. The particular job or jobs may be<br />
selected from the wide range of occupations in<br />
the field of agribusiness and natural resources.<br />
7980050 – Business Technology Education –<br />
(9-12) M Credit<br />
The purpose of this course is to prepare students<br />
with disabilities for employment in ore or more<br />
jobs in business education-related occupations.<br />
7980060 – Diversified Education – (9-12) M<br />
Credit<br />
The purpose of this course is to enable students<br />
with disabilities to develop occupational<br />
competencies through employment-related<br />
instruction (including employability skills, and<br />
concurrent, paid, supervised, on-the-job<br />
training.)<br />
7980070 – Health Science Education – (9-12)<br />
M Credit<br />
The purpose of this course is to prepare students<br />
with disabilities to become employable as basic<br />
entry-level workers in a health care setting or<br />
enter an occupational proficiency program at a<br />
higher level.<br />
7980080 – Family and Consumer Sciences<br />
Education – (9-12) M Credit<br />
The purpose of this course is to prepare students<br />
with disabilities to acquire knowledge and<br />
develop attitudes and skills in ore or more family<br />
and consumer sciences occupations and to<br />
acquaint students with the skills necessary to<br />
become independent and productive members of<br />
society. Students may prepare for occupations in<br />
the areas of food production, clothing<br />
production, home furnishings, childcare, and<br />
home management and environmental services.<br />
7980090 – Industrial Education – (9-12) M<br />
Credit<br />
The purpose of this course is to enable students<br />
with disabilities to prepare to perform activities<br />
including production, construction, processing,<br />
assembling, testing, maintaining, servicing, or<br />
repairing products. Students may prepare for<br />
employment in occupations involving housing<br />
and building construction; masonry, plumbing,<br />
wiring, welding, glazing, and roofing;<br />
automotive, marine, and small engine mechanics;<br />
drafting and commercial art; woodworking,<br />
upholstery, painting, and floor coverings; heating<br />
and cooling systems; and major appliances.<br />
7980100 – Marketing Education – (9-12) M<br />
Credit<br />
The purpose of this course is to prepare students<br />
with disabilities for entry and success in<br />
marketing. The training provided is in<br />
accordance with the student’s level of<br />
functioning and the requirements of the<br />
particular job(s) for which the student is being<br />
prepared. Students may prepare for occupations<br />
involving selling, buying, transporting or storing<br />
goods or providing services.<br />
** 7980110 – Career Preparation – (9-12) M<br />
Credit<br />
The purpose of this course is to enable students<br />
with disabilities to acquire the career knowledge<br />
and skills necessary to identify career options,<br />
obtain community resources, and develop workrelated<br />
behaviors. The course will provide a<br />
foundation for further progress toward achieving<br />
the student’s desired post school outcomes<br />
related to a career.<br />
** 7980120 – Career Experience – (9-12) M<br />
Credit<br />
The purpose of this course is to enable students<br />
with disabilities to further develop the career<br />
knowledge and skills necessary to identify career<br />
options, access community resources, and<br />
practice work-related behaviors. The course will<br />
provide guided practice and experiences in<br />
school and community work situations aimed at<br />
further progress toward achieving the student’s<br />
desired post school outcomes related to a career.<br />
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** 7980130 – Career Placement – (9-12) M<br />
Credit<br />
The purpose of this course is to enable students<br />
with disabilities to use the career knowledge and<br />
skills necessary to identify career options, access<br />
community resources, and apply work-related<br />
behaviors. The course will provide placement in<br />
a job in the community aimed at further progress<br />
toward achieving the student’s desired post<br />
school outcomes related to a career.<br />
** 7980150 – Supported Competitive<br />
Employment – (9-12) M Credit<br />
The purpose of this course is to enable students<br />
with moderate and several disabilities that are<br />
functioning at supported levels to acquire skills<br />
necessary for successful individual supported<br />
competitive employment. Supported<br />
employment refers to competitive work in an<br />
integrated work setting with ongoing support<br />
services for individuals with moderate and<br />
severe handicaps for who competitive<br />
employment has not traditionally occurred.<br />
7980190 – Technology Education – (9-12) M<br />
Credit<br />
The purpose of this course is to provide students<br />
with disabilities instruction in technological<br />
literacy and a foundation of knowledge and basic<br />
skills related to technology.<br />
** These courses may be taught by vocational certified teachers or ESE certified teachers as indicated in the<br />
course code directory.<br />
Non-credit: These titles represent instruction setting for purposes of funding. Specific content of<br />
instruction is determined by specific courses being taken.<br />
7900010 – Therapeutic Instructional Support<br />
– (9-12) 0 Credit<br />
The purpose of this course is to provide<br />
instructional support for students with<br />
disabilities who require counseling and mental<br />
health treatment in either individual or small<br />
group settings in order to achieve the annual<br />
Goals and Short-term Objectives or Benchmarks<br />
specified in the student’s Individual Educational<br />
Plan (IEP).<br />
7900030 – Hospital and Homebound<br />
Instructional Services – (9-12) 0 Credit<br />
The purpose of this course is to enable students<br />
with disabilities to acquire skills when served in<br />
a hospital or homebound setting in order to<br />
achieve the annual Goals and Short-term<br />
Objectives or Benchmarks specified in the<br />
student’s Individual Educational Plan (IEP).<br />
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The following are the ESE Course Offerings for high school credit. They may be used as required credit<br />
toward a Special Diploma or as elective credit toward Standard Diploma as shown on the Individual<br />
Education Plan (IEP) or each student. All courses are designated as multiple (M) credit courses.<br />
Courses for the Independent Level: The courses are designed for students functioning at levels similar<br />
to Specific Learning Disabled, Emotionally Handicapped or Deaf/Hard of Hearing who are attempting a<br />
Standard Diploma. The “Life Skills” courses are designed for students functioning at levels similar to<br />
Educable Mentally handicapped who are attempting a Special Diploma. Each of these courses have<br />
specific outcomes required for all students and which may be taken for Multiple (M) Credit.<br />
7910100 – Reading – (9-12) M Credit<br />
The purpose of this course is to provide<br />
instruction in reading concepts and skills to<br />
enable students with disabilities to function at<br />
their highest levels and prepare to participate<br />
effectively in post school adult living and the<br />
world of work.<br />
7910110 – English – (9-12) M Credit<br />
The purpose of this course is to provide<br />
instruction in knowledge and skills of English to<br />
enable students with disabilities to function at<br />
their highest levels and prepare to participate<br />
effectively in post school adult living and the<br />
world of work.<br />
7910390 – Life Skills Communication – (9-12)<br />
M Credit<br />
The purpose of this course is to provide<br />
instruction in expressive and receptive<br />
communication concepts and skills to enable<br />
students with disabilities to function at their<br />
highest levels and prepare to participate<br />
effectively in post school adult living and the<br />
world of work.<br />
7910400 – Life Skills Reading – (9-12) M<br />
Credit<br />
The purpose of this course is to provide<br />
instruction in fundamental reading concepts and<br />
skills to enable students with disabilities to<br />
function at their highest levels and prepare to<br />
participate effectively in post school adult living<br />
and the world of work.<br />
7912050 – Math – (9-12) M Credit<br />
The purpose of this course is to provide<br />
instruction in math concepts and procedures to<br />
enable students with disabilities who are<br />
functioning at independent levels to prepare to<br />
participate effectively in post school adult living<br />
and in the world of work.<br />
7912340 – Life Skills Math – (9-12) M Credit<br />
The purpose of this course is to develop the<br />
fundamental mathematics skills to enable<br />
students with disabilities who are functioning at<br />
independent and supported levels to prepare to<br />
participate effectively in post school adult living<br />
and in the world of work.<br />
7920010 – Science – (9-12) M Credit<br />
The purpose of this course is to provide a general<br />
knowledge of the concepts of life science,<br />
physical science, and earth science to enable<br />
students with disabilities to function at the<br />
highest levels and prepare to participate<br />
effectively in post school adult living and the<br />
world of work.<br />
7920050 – Health and Safety – (9-12) M Credit<br />
The purpose of this course is to provide<br />
knowledge of the concepts of health and safety<br />
to enable students with disabilities to function at<br />
their highest levels and prepare to participate<br />
effectively in post school adult living and the<br />
world of work.<br />
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7921010 – Social Studies – (9-12) M Credit<br />
The purpose of this course is to develop an<br />
understanding of history, geography, economics,<br />
and government to enable students with<br />
disabilities to function at their highest levels and<br />
prepare to participate effectively in post school<br />
adult living and the world of work.<br />
7921330 – Career Education – (9-12) M Credit<br />
The purpose of this course is to enable students<br />
with disabilities to gain knowledge of and be<br />
able to apply planning tools and resources in<br />
establishing personal and career goals. This<br />
course also addresses the role of self-advocacy in<br />
personal life and the workplace.<br />
7960010 – Life Management – (9-12) M Credit<br />
The purpose of this course is to enable students<br />
with disabilities to apply the knowledge and<br />
skills needed to design and implement personal<br />
plans for achieving their desired post school<br />
outcomes. These plans will address all critical<br />
transition service areas, including instruction,<br />
related services, community experiences,<br />
employment, post school adult living, and if<br />
needed, daily living skills and functional<br />
vocational evaluation.<br />
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Courses for the Supported Level: The supported level includes students who function similar to<br />
Trainable Mentally Handicapped. The courses are designed to include a range of outcomes and may be<br />
repeated for multiple (M) credits.<br />
7961010 – Academic Skills for Functional<br />
Living – (9-12) M Credit<br />
The purpose of this course is to provide<br />
instruction in academic concepts and skills to<br />
enable students with disabilities to function at<br />
their highest levels and participate effectively in<br />
the community. Emphasis will be placed on the<br />
practical application of academic skills as they<br />
relate to daily living tasks of personal life and the<br />
workplace.<br />
7961020 – Communication Skills for<br />
Functional Living – (9-12) M Credit<br />
The purpose of this course is to provide<br />
instruction in expressive and receptive<br />
communication concepts and skills to enable<br />
students with disabilities to function at their<br />
highest levels and participate effectively in the<br />
community. Emphasis will be placed on the<br />
practical application of communication skills as<br />
they relate to daily tasks of personal life and the<br />
workplace.<br />
79601030 – Personal and Home Skills for<br />
Functional Living – (9-12) M Credit<br />
The purpose of this course is to provide<br />
instruction in personal and home skills to enable<br />
students with disabilities to function at their<br />
highest levels and participate effectively at home<br />
and in the community. Emphasis will be placed<br />
on the practical application of personal and home<br />
skills as they relate to daily tasks of personal life.<br />
7961040 – Leisure and Recreation Skills for<br />
Functional Living – (9-12) M Credit<br />
The purpose of this course is to provide<br />
instruction in leisure and recreation skills to<br />
enable students with disabilities to function at<br />
their highest levels and participate effectively at<br />
home and in the community.<br />
7961050 – Community and Social Skills for<br />
Functional Living – (9-12) M Credit<br />
The purpose of this course is to provide<br />
instruction in skills for community participation<br />
and social interaction to enable students with<br />
disabilities to function at their highest levels and<br />
participate effectively at home, in the<br />
community, and in the workplace.<br />
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Courses for the Participatory Level: The participatory level includes students functioning at levels<br />
similar to Profoundly Mentally Handicapped and may be repeated for Multiple (M) credits. The areas<br />
included in Profoundly Mentally Handicapped are Autistic, Dual Sensory Impaired, Severely Emotionally<br />
Disturbed and Profoundly Mentally Handicapped.<br />
7962010 – Cognitive and Linguistic Skills – (9-<br />
12) M Credit<br />
The purpose of this course is to enable students<br />
with disabilities to function at their highest levels<br />
and develop the ability to transmit or receive<br />
information, thoughts, or feelings through a<br />
communication system.<br />
7962020 – Life Sustaining and Environmental<br />
Interaction – (9-12) M Credit<br />
The purpose of this course is to enable students<br />
with disabilities to function at their highest levels<br />
and as fully as possible within the home, school,<br />
and community settings.<br />
7962030 – Leisure/Recreation Skills for<br />
Improvement of Quality of Life – (9-12) M<br />
Credit<br />
The purpose of this course is to enable students<br />
with disabilities to function at their highest levels<br />
and participate in appropriate leisure and<br />
recreational activities based upon individual<br />
capabilities and acceptability.<br />
7962040 – Developmental/Functional Motor<br />
and Sensory Skill – (9-12) M Credit<br />
The purpose of this course is to enable students<br />
with disabilities to function at their highest levels<br />
and improve motor and sensory skills through<br />
interaction with environmental stimuli.<br />
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Course/Credit Requirements for a special diploma are as follows:<br />
Special Diploma Option I<br />
Independent Level:<br />
Supported Level:<br />
Students functioning at the dependent level are<br />
generally considered to be capable of meeting their<br />
own needs and working and living successfully in<br />
their communities as adults without overt support<br />
from others.<br />
Students functioning at the supported level are<br />
generally considered to be capable of achieving<br />
supported independence in adulthood.<br />
7 -10 credits Academic Skills<br />
2 credits Language Arts 4 - 7 credits Leisure and Recreation Skills<br />
2 credits Mathematics 4 -10 credits Vocational<br />
2 credits Science 9 -15 credits Electives<br />
2 credits Social Studies<br />
2 credits Vocational 24 -42 credits TOTAL NUMBER OF<br />
5 credits Additional credits selected CREDITS EARNED -<br />
from the above areas<br />
Minimum Credits Required<br />
8 credits Electives for Graduation: 24<br />
Beginning with 9 th graders entering 2002-2003<br />
.5 credit Physical Education<br />
.5 credit Health and Safety<br />
All others:<br />
1 credit Physical Education<br />
OR<br />
1/2 credit: Personal Fitness<br />
plus<br />
1/2 credit: Health/Life Management Skills<br />
24 credits TOTAL CREDITS REQUIRED<br />
Participatory Level:<br />
Students functioning at the participatory level are generally considered to have significant<br />
cognitive and physical limitations that preclude their ability to generalize or transfer<br />
their learning. These students will be dependent on others for most, if not all, of their<br />
daily living needs as adults.<br />
4 - 7 credits Cognitive and Linguistic Skills<br />
4 - 7 credits Life Sustaining and Environmental Interaction Skills<br />
4 - 7 credits Leisure/Recreation Skills for Improvement of Quality of Life<br />
4 - 7 credits Developmental Functional Motor and Sensory Skills<br />
8 - 14 credits Elective (May include Vocational/Special Skills Courses)<br />
24 - 42 credits TOTAL NUMBER OF CREDITS EARNED<br />
Minimum Credits Required for Graduation: 24<br />
Any combination of basic and special education courses that meet special diploma course and credit requirements<br />
outlined above will apply to receipt of a special diploma.<br />
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Course/Credit Requirements for a special diploma are as follows:<br />
Special Diploma Option 2<br />
Student must have reached the minimum age of 16<br />
Independent Level:<br />
Supported Level:<br />
Students must earn a minimum of six (6) Students must earn a minimum of six (6)<br />
credits by completing the following courses credits by completing the following courses<br />
at the student’s functioning level:<br />
at the student’s functioning level:<br />
• Language Arts<br />
• Academics (Basic)<br />
• Math<br />
(Communication and Math)<br />
• Career Preparation<br />
• Career Preparation<br />
• Electives – based on student’s needs • Personal and Home Skills *<br />
• Community and Social Skills *<br />
• Communication Skills *<br />
*or equivalent course<br />
Employment/Community Experience<br />
The student will demonstrate mastery of employment and community competencies.<br />
The student will satisfactorily complete a minimum length of employment of two (2) school<br />
semesters for a minimum of twenty (20) hours per week or the industry standard for that job<br />
classification.<br />
Age and Graduation<br />
Generally, a student who graduates under Special Diploma Option 2 will exit school at the same<br />
age as his/her peers who graduate under Option 1. However, there may be some students who<br />
graduate at an earlier age. It is important to consider that the earliest a student could graduate<br />
should be equivalent to that of nondisabled peers.<br />
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Diploma Selection<br />
Movement Between Options<br />
Under Florida Administrative Code, Graduation Requirements for Certain Exceptional Students,<br />
students may move between Standard Diploma and Special Diploma Option 1 and Option 2.<br />
Special Diploma Option 1 or 2 to Standard Diploma<br />
A switch from a Special Diploma to a Standard Diploma may mean additional time in school. A student<br />
moving from Special Diploma to Standard Diploma will:<br />
• receive elective credit for passing exceptional student education courses<br />
• be required to meet all requirements for a Special Diploma outlined in the Pupil Progression Plan<br />
Special Diploma Option 1 to Special Diploma Option 2<br />
A student wishing to switch to Option 2 must:<br />
• meet all eligibility requirements for Special Diploma Option 2<br />
• have an IEP meeting to determine appropriateness<br />
• master his/her prescribed set of employment and community competencies, regardless of the<br />
number and type of credits previously earned<br />
Mastery of the Student Performance Standards for Exceptional Students is not required for Special Diploma<br />
Option 2.<br />
Special Diploma Option 2 to Special Diploma Option 1<br />
A student wishing to switch from Option 2 to Option 1 will:<br />
• be required to meet the course requirements as outlined in the Pupil Progression Plan<br />
• apply any credits earned under Option 2 to elective or course requirements under the provision<br />
for Option 1<br />
• be required to meet the Student Performance Standards for his/her exceptionality<br />
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THE POLICY OF NONDISCRIMINATION OF<br />
THE SCHOOL BOARD OF HERNANDO COUNTY<br />
GENERAL: It is the policy of the Hernando County School Board not to illegally discriminate or to allow<br />
its employees to illegally discriminate on the basis of race, color, religion, national origin, age, sex,<br />
marital status, disability or other legally protected status in its educational programs or employment<br />
practice.<br />
EMPLOYMENT: Neither the Hernando County School Board nor its employees shall illegally<br />
discriminate in its employment policies and practices on the basis of race, religion, color, national origin,<br />
sex, marital status, disability, age or any other legally protected status as defined by applicable law.<br />
STUDENTS: The Hernando County School Board prohibits exclusion of any student from participation<br />
in or the denial of benefits of any educational program or activity, as well as, any and all forms of illegal<br />
discrimination against any student on the basis of race, color, religion, national origin, age, sex, marital<br />
status, disability or other legally protected status as provided by applicable law.<br />
PRECEDENCE: This policy shall take precedence over any other statement in the policies, procedures,<br />
rules and regulations of the Hernando County School Board wherever such may appear unless in conflict<br />
with any collective bargaining agreement.<br />
Any questions concerning compliance should be addressed to:<br />
Barbara A. Kidder<br />
The School Board of Hernando County, Florida<br />
919 North Broad Street<br />
Brooksville, Florida 34601<br />
Telephone: (352) 797-7000<br />
Statutory Authority: Fla. Stat. 230.23; Fla. Stat. 230.23005;<br />
Fla. Stat. 228-2001; Fla. Stat. 228-041:<br />
Article 1, Section 2 Florida Constitution; F.A.C. 6A-19.001 et.seq.<br />
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