Eastern Guilford High – Honors Advanced Photographic Design

Apr 2026 · 2nd Semester

This course challenges students to explore the artistic and technical complexities of photography as a visual communication medium. Students will engage in advanced techniques in composition, lighting, and post-production, while critically analyzing the impact of visual design in modern media. Emphasis is placed on developing a personal artistic style, integrating contemporary trends, and exploring photography’s role in culture and society. This course prepares students for professional or collegiate-level pursuits in photography and visual arts, fostering both creative and conceptual growth. Career and Technical Education (CTE) prepares all students for high–skill, high–wage, or in–demand careers. The experience begins with career inspiration in Pre–K, awareness in elementary school, exploration in middle school, and preparation in high school. CTE equips students for postsecondary education and immediate employment opportunities to successfully compete worldwide. $100 %$ of CTE Concentrators graduate. CTE programs bridge the gap between school and career, and the results are clear. CTE students graduate at significantly higher numbers than non–CTE students do and continue on to higher education, many with college credits to get them one step closer to their career goals. High–skill, high–wage, or in–demand careers Earning college credits while in high school to jump-start your college degree Attaining industry–recognized credentials Placement in real–world, work–based learning opportunities within business/industries as apprentices, interns, cooperative learners, and clinicians 295 Middle/High School CTE courses were offered 24,393 students enrolled in CTE courses  11,238 Middle School Students  13,155 High School Students All CTE pathways align to the Career Clusters. Each course within a CTE pathway is placed in a Career Cluster based on a set of knowledge and skills common to careers within it. Current industry standards identify what the student should know and be able to do. The courses prepare students for success in a broad range of high-skill, high-wage or in–demand careers. 01. Agriculture, Food, & Natural Resources 02. Architecture & Construction 03. Arts, A/V Technology, & Communications 04. Business Management & Administration 05. Education & Training 07. Government & Public Administration 08. Health Science 09. Hospitality & Tourism 10. Human Services 11. Information Technology 12. Law, Public Safety, Corrections, & Security 13. Manufacturing 15. Science, Technology, Engineering, & Mathematics 16. Transportation, Distribution, & Logistics NOTE: GCS does not offer courses in the Government & Public Administration cluster due to the state not releasing curriculum in this Cluster. Whether planning to enter the workforce before or after college, all students benefit from both a strong academic foundation and specialized technical skills. CTE pathway course sequences may be combined with required academic courses to assist students with their lifelong plan for learning. Students who elect to concentrate in a CTE pathway will take a required sequence of courses and must earn two or three credits within a Career Cluster. CTE pathways are developed in collaboration with business and industry partners and reflect the trends in current and emerging careers and the need for CTE lifelong learning. Students should work with their parents, counselors, career development coordinators, and teachers to identify their interests, abilities, and talents and by researching the careers today, tomorrow, and beyond. GCS and GTCC have adopted the North Carolina High School to Community College Statewide Articulation Agreement, which awards college credit at NC community colleges to students completing select CTE courses. In addition, GCS and GTCC have added a local articulation agreement to expand the number of eligible courses. Under these agreements, GCS high school students have the opportunity to earn college credit before graduation by earning a score of 90 or higher on the CTE State Assessment and a grade of B or better in their high school CTE course. See your school counselor or Career Development Coordinator for additional information and an advanced standing agreement application. For more information about CTE, visit the GCS website at [www.gcsnc.com](http://www.gcsnc.com/) and click Departments, and then select: Career and Technical Education.  Be a CTE Pathway Completer (Concentrator)  Attain Industry-Recognized Credentials $\\blacktriangledown$ Enroll in Work–Based Learning (WBL) $\\blacktriangledown$ Enhance Professional/Employability Skills Lead in a Career Technology Student Organizations (CTSOs)  Prepare for High–Skill, High–Wage, or In– Demand Careers | | | | | | | --- | --- | --- | --- | --- | | WORKFORCE READY | 2-YEAR COLLEGE | 4-YEAR & ADVANCEDDEGREES | ENTREPRENEURIALVENTURES | MILITARY | | Credentials | Credentials | Credentials | Credentials | Credentials | | Certificates | Certificates | Certificates | Certificates | Certificates | | Licensures | Licensures | Licensures | Licensures | Licensures | | | Associate Degree | Associate Degree | Consultant | Advanced Ranking | | | Professional Degree | Professional Degree | Contractor | Professional Degree | | | Specialist Degree | Specialist Degree | Subcontractor | | | | | Bachelor's Degree | Self-Employed | | | | | Master's Degree | Start-Up | | | | | Doctoral Degree | | | A grouping of occupations used as an organizing tool for curriculum design and instruction. The Career Cluster approach makes it easy for students to understand the relevance of their required courses and helps them select their elective courses more wisely from a group of similar courses in the same field of work that require comparable skills. Career Clusters identify routes from secondary school to two– and four–year colleges, graduate school, and the workplace so students can link what they learn in school and what they can do in the future. A subgrouping of occupations within a Career Cluster used as an organizing tool for curriculum design and instruction. Occupations are grouped into pathways based on a set of common knowledge and skills required for career success. A concentrator is a student who elects to focus in a CTE pathway will take a required sequence of courses and must earn two or three credits within a Career Cluster that is aligned with a student’s potential career or post-secondary plan. A student who has earned the required number of credits in a specific Career Pathway contained in a Career Cluster by enrolling in sequential order. It is recommended that the fourth credit in the sequence be from a work–based learning experience. There are a few exceptions when a fourth course for a specific pathway is not WBL. A CTE course is equivalent to one unit, except for a few courses that are denoted as two units. A unit equals one credit towards CTE pathway completion. An educational strategy that allows students to engage in sustained interactions with community business and industry professionals and prepares them for the workplace while allowing the application of technical skills learned in the classroom. Quality WBL experiences help students to develop their technical and employability skills while applying their academic skills. WBL has been a practice for many centuries and is an integral part of the CTE experience. A method to provide a way for any NC high school student in good academic standing who meets eligibility requirements to take community college courses while still in high school. Students can combine high school and postsecondary courses to earn a credential, certificate, or diploma in a technical field and meet requirements for CTE concentration. Credit may be transferrable to another NC community college, to UNC System institutions, and to many of the state’s independent colleges and universities. Students should work with their school counselor to determine what CTE pathways are available at their local community college or in what other ways they can access this program. A CTE Concentrator signifies proficiency of industry knowledge by obtaining an industry-recognized credential, which is the ability to perform specific tasks that provides evidence of authority, status, rights, and entitlement to privileges. A course that enhances related knowledge and skills developed in a specific Career Pathway contained in a Career Cluster. A co-curricular national organization for students in a CTE pathway to further their knowledge, skills and leadership ability by participating in activities, events, and competitions (region, state, and national). A profession that pays at least half of the workers at or above the regional average for that job. A profession that requires a high school diploma (or equivalent); some college or additional training, such as an apprenticeship/internship; or an industry–recognized credential, certificate, or licensure. A profession that has a very large number of annual openings and a strong job-growth rate each year. CTE Career Cluster \| AGRICULTURAL, FOOD, AND NATURAL RESOURCES | | | | | | --- | --- | --- | --- | | | CTE CAREER PATHWAYANIMAL SCIENCE (ANSC) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | AA21Animal Science I | AA22Animal Science II - FoodAnimal\*orAA23Animal Science II - CompanionAnimal\* | AA41Veterinary AssistingWork-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical or CTE Internship | | SUPPLEMENTALCTE COURSES | AU10 Foundations of Agriculture, CC11 Microsoft Excel, BF10 Business Essentials, ME11Entrepreneurship I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Science Degree | | Indusy-Reciz redentls:Worke atal reeadCeraert Vta | \*Denotes CTE Concentrator Course Animal Science I This course focuses on the basic scientific principles and processes that are involved in animal physiology, breeding, nutrition, and care in preparation for an animal science career major. Topics include animal diseases, introduction to animal science, animal nutrition, animal science issues, career opportunities, and animal evaluation. Strong communication skills are necessary, and English language arts, mathematics, and science standards are reinforced. Animal Science II - Food Animal This course includes more advanced scientific principles and communication skills and includes animal waste management; animal science economics; decision-making; and global concerns in the industry, genetics, and breeding. Strong communication skills are necessary, and English language arts, mathematics, and science standards are reinforced. This course provides instruction on animal science topics related to small animals that are served by a veterinarian. Content related to the breeding, grooming, care, and marketing of animals that fit into this category is taught in this course. Strong communication skills are necessary, and English language arts, mathematics, and science standards are reinforced. Veterinary Assisting Interested in a career in animal medicine? Topics include proper veterinary practice management and client relations, pharmacy and laboratory procedures, enhancement of animal care learned in previous animal courses, and surgical/ radiological procedures. Advanced FFA leadership will be infused throughout the curriculum to develop the student’s ability to work with the public. All aspects of this course will have hands–on skill sets that will be enforced with 200 hours of working in animal medicine throughout all animal courses in high school. Applied mathematics, science, writing, and skill sets are integrated throughout the curriculum. Students will be prepared for the Veterinary Assisting exam developed by the National Association of Veterinary Technicians in America. Foundations of Agriculture This course focuses on integrating biological/physical sciences with technology as related to the environment, natural resources, food production, science, and agribusiness. Topics of instruction include agricultural awareness and literacy, employability skills and introduction to all aspects of the total agricultural industry. English language arts, mathematics, and science are reinforced. Course enrollment must be limited to the recommended maximum to ensure safety in all classroom/ laboratory settings. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course introduces students to topics related to business, finance, management, and marketing to cover business in the global economy, functions of business organization and management, marketing basics, and significance of business financial and risk management. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. | | | | | | --- | --- | --- | --- | | | CTE CAREER PATHWAYPLANT SYSTEMS (PLSV) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | AP41Horticulture I - Introduction toPlants | AP42 Horticulture II- PlantProduction\*or AP44 Horticulture II -Landscaping Construction\* | Work-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical or CTE Internship | | SUPPLEMENTALCTE COURSES | AU10 Foundations of Agriculture, CC11 Microsoft Excel, BF10 Business Essentials, ME11Entrepreneurship I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:Turfgrass Management Technology Certificate | | Industry-Recognized Credentials: WorkKeys National Career Readiness Certificate, North Carolina CrtifedPlant Professional (CPP), Certifed Young Plant Professional (CYPP), NC Private Pesticide Applicator | | CT Careers Existing Today and Tomorrow: Landscaper, Global System Architect, Fear Containment Manager | \*Denotes CTE Concentrator Course Horticulture I – Introduction to Plants This course covers instruction that expands scientific knowledge and skills to include the more advanced scientific computations and communication skills needed in the horticulture industry. Topics include greenhouse plant production and management; bedding plant production; watering systems; light effects; basic landscape design; installation and maintenance; lawn and turfgrass management; and personal development. Strong communication skills are necessary, and English language arts, mathematics, and science standards are reinforced. This course covers instruction that expands scientific knowledge and skills to include the more advanced scientific computations and communication skills needed in the horticulture industry. Topics include greenhouse plant production and management; bedding plant production; watering systems; light effects; basic landscape design, installation and maintenance; lawn and turfgrass management; and personal development. Strong communication skills are necessary, and English language arts, mathematics, and science standards are reinforced. This course provides hands–on instruction and emphasizes safety skills needed by landscape technicians in the field. Students are instructed in interpreting landscape designs; identifying landscape plants; and planting/maintaining trees, shrubs, and turf. Landscape construction is emphasized in the areas of grading and drainage, irrigation, paver installation, and the use/maintenance of landscape equipment. Current topics discussions provide students an understanding of careers and the employability skills needed to enter the landscape industry. Strong communication skills are necessary, and English language arts, mathematics, and science standards are reinforced. Foundations of Agriculture This course focuses on integrating biological/physical sciences with technology as related to the environment, natural resources, food production, science, and agribusiness. Topics of instruction include agricultural awareness and literacy, employability skills and introduction to all aspects of the total agricultural industry. English language arts, mathematics, and science are reinforced. Course enrollment must be limited to the recommended maximum to ensure safety in all classroom/ laboratory settings. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course introduces students to topics related to business, finance, management, and marketing to cover business in the global economy, functions of business organization and management, marketing basics, and significance of business financial and risk management. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. | | | | | | | --- | --- | --- | --- | --- | | | CTE CAREER PATHWAYCARPENTRY (CARP) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE COURSE 3 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | ICOOConstruction Core | IC21Carpentry I | IC22Carpentry II\* | IC23Carpentry IIIWork-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical orCTE Internship | | SUPPLEMENTALCTE COURSES | CC11 Microsoft Excel, IC41 Electrical Trades I, ME11 Entrepreneurship I | | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Arts Degree | | CT Industry-Recognized Credentials: WorkKeys National areerReadiness Certifcate, HA-Hour ConstructIny Crtatns, NCC redentlCarpenr NCCCCredenl Carpenty IR, Fi | | iTTdo Managers, Carpenters, Limited Energy Electricians, Construction Material Designers, Tear-Down Teams | \*Denotes CTE Concentrator Course Construction Core This course covers the National Center for Construction Education and Research (NCCER) Core certification modules, required for all of the NCCER curriculum–area programs, and an additional Green module. The course content includes: basic safety, introduction to construction math, introduction to hand tools, introduction to power tools, introduction to construction drawing blueprints, material handling, basic communication skills, basic employability skills, and “Your Role in the Green Environment.” The additional Green module has been added to provide students with instruction in the green environment, green construction practices, and green building rating systems. It will also help students better understand their personal impacts on the environment and make them more aware of how to reduce their carbon footprint. This course covers basic carpentry terminology and develops technical aspects of carpentry with an emphasis on the development of introductory skills, including orientation to the trade, building materials, fasteners, and adhesives, hand and power tools; reading plans and elevations; introduction to concrete; reinforcing materials, and forms; floor system construction procedures; wall and ceiling framing procedures; and basic stair layout. Strong communication skills are necessary, and English language arts, and mathematics standards are reinforced. This course builds on skills mastered in Carpentry I and provides an emphasis on roof framing procedures, roofing applications, thermal and moisture protection, window and exterior door installation, exterior finishing, and the introduction to weatherization module. Strong communication skills are necessary, and English language arts, and mathematics standards are reinforced. This course builds on skills mastered in Carpentry II and develops advanced technical aspects of carpentry with an emphasis on commercial drawing; cold–formed steel framing construction methods; drywall installations; drywall finishing procedures; doors and door hardware installation; and windows, door, floor, and ceiling trim procedures. Strong communication skills are necessary, and English language arts and mathematics standards are reinforced. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course covers basic electrical trades’ terminology and develops technical aspects of electrical trades with an emphasis on the development of introductory skills, such as residential wiring, electrical installation, and service. Topics include orientation to the electrical trade, electrical safety, introduction to electrical circuits, electrical theory, introduction to the National Electric Code, device boxes, hand bending techniques, raceways and fittings, and introduction to weatherization. Strong communication skills are necessary, and English language arts, science, and mathematics standards are reinforced. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. CTE Career Cluster \| ARCHITECTURE | | | | | | --- | --- | --- | --- | | | CTE CAREER PATHWAYDRAFTING ARCHITECTURAL (DRFA) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | IC61Drafting I | IC62Drafting II Architectural\* | IC63 Drating III - ArchitecturalWork-Based Learning:CTE Apprenticeship, CTEMentorship, Clinical orCTE Internship | | SUPPLEMENTALCTE COURSES | FI21 Interior Design Fundamentals, CC11 Microsoft Excel, ME11 Entrepreneurship I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:Architectural Technology Certificate | | IndusyRczCedealWorkKatalareead raeutsAutodesk Certified User Revit, Autodesk Certified Professional Revit | \*Denotes CTE Concentrator Course This course focuses on the principles, concepts of architectural design, and use of Building Information Modeling (BIM), used in the field of architecture. An emphasis is placed on the use of 3D CAD tools in the design and execution of floor plans, foundation plans, wall sections, and elevation drawings. An understanding of 3D CAD concepts and terms and the use of 3D CAD software, such as REVIT, are essential to this course, and the required method of producing finished drawings. This course focuses on the principles, concepts of architectural design, and use of Building Information Modeling (BIM), used in the field of architecture. An emphasis is placed on the use of 3D CAD tools in the design and execution of floor plans, foundation plans, wall sections, and elevation drawings. An understanding of 3D CAD concepts and terms, and the use of 3D CAD software, such as REVIT, are essential to this course and the required method of producing finished drawings. This course introduces students to advanced architectural design concepts and Building Information Modeling (BIM). Emphasis is placed on the continued use of 3D CAD tools and software, such as REVIT, in the design and execution of site and foundation plans, electrical/lighting plans, stair/railing design, bath and kitchen details, multilevel floor systems, site development, and renderings and walkthroughs, as well as small commercial building and design. Interior Design Fundamentals This course engages students in exploring various interior design professions, while building the content knowledge and technical skills necessary to provide a foundational knowledge of the design industry. Emphasis is placed on design thinking and utilization of the interior design process; human, environmental, and behavioral factors; color theory, elements, and principles of design; hand sketching/digital design techniques, space planning, selection of products and materials for residential interiors; client relationship building and design communication techniques. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. | | | | | | | --- | --- | --- | --- | --- | | CTE CAREER PATHWAYELECTRICAL TRADES (ELTR) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE COURSE 3 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | ICOOConstruction Core | IC41Electrical Trades I | IC42Electrical Trades II\* | IC43Electrical Trades IIIWork-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical orCTE Internship | | SUPPLEMENTALCTE COURSES | CC11 Microsoft Excel, ME11 Entrepreneurship IBF10 Business Essentials | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:Electrical Systems Technology DiplomaElectrical Systems Technology - Wiring Certificate | | CTE Industry-Recognized Credentials:NC NCCER Credential - Electrical Trades, WorkKeys National Career Readiness Certificate | | CTE Careers Existing Today and Tomorrow:Electrician, Micro Grid Strategists, Power Conversion Specialists | \*Denotes CTE Concentrator Course Construction Core This course covers the National Center for Construction Education and Research (NCCER) Core certification modules, required for all of the NCCER curriculum–area programs, and an additional Green module. The course content includes: basic safety, introduction to construction math, introduction to hand tools, introduction to power tools, introduction to construction drawing blueprints, material handling, basic communication skills, basic employability skills, and “Your Role in the Green Environment.” The additional Green module has been added to provide students with instruction in the green environment, green construction practices, and green building rating systems. It will also help students better understand their personal impacts on the environment and make them more aware of how to reduce their carbon footprint. Electrical Trades I This course covers basic electrical trades’ terminology and develops technical aspects of electrical trades with an emphasis on the development of introductory skills, such as residential wiring, electrical installation, and service. Topics include orientation to the electrical trade, electrical safety, introduction to electrical circuits, electrical theory, introduction to the National Electric Code, device boxes, hand bending techniques, raceways and fittings, and introduction to weatherization. Strong communication skills are necessary, and English language arts, science, and mathematics standards are reinforced. Electrical Trades II This course builds on skills mastered in Electrical Trades I and provides an emphasis on conductors and cables, construction drawings, residential electric services, electrical test equipment usage, alternating current (A/C) theory, grounding and bonding techniques: theory and application of motors, and electric lighting to structures. Strong communication skills are necessary, and English language arts, science, and mathematics standards are reinforced. Electrical Trades III This course builds on skills mastered in Electrical Trades II and provides an emphasis on conduit bending techniques, pull and junction boxes, conductor installations, cable tray, conductor terminations and splices, circuit breakers and fuses, and control systems and fundamental concepts. Upon successful completion of this course, students should be prepared to enter the workforce as an electrical helper and/ or continuing education towards degrees in Construction Management or Electrical Engineering. Strong communication skills are necessary and English language arts, science and mathematics standards are reinforced. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course introduces students to topics related to business, finance, management, and marketing to cover business in the global economy, functions of business organization and management, marketing basics, and significance of business financial and risk management. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. CTE Career Cluster \| ARCHITECTURE | | | | | | | --- | --- | --- | --- | --- | | CTE CAREER PATHWAYHEATING, VENTILATION, AND AC (HVAC) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE COURSE 3 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | ICOOConstruction Core | IC31Heating, Ventilation,Air Conditioning, &Refrigeration I | IC32Heating, Ventilation,Air Conditioning, &Refrigeration II\* | IC33Heating, Ventilation,Air Conditioning, &Refrigeration IIIWork-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical orCTE Internship | | SUPPLEMENTALCTE COURSES | CC11 Microsoft Excel, ME11 Entrepreneurship IBF10 Business Essentials | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:Air Conditioning, Heating and Refrigeration Technology DiplomaAir Conditioning, Heating, and Refrigeration Technology - Basic Air Conditioning Certificate | | IndsyRciloral reedcSafety and Health Administration (0SHA) 10-Hour Construction Industry Credential | | riTyl VVoan Operations Manager, IoT Smart Appliance Installer | Construction Core This course covers the National Center for Construction Education and Research (NCCER) Core certification modules, required for all of the NCCER curriculum–area programs, and an additional Green module. The course content includes: basic safety, introduction to construction math, introduction to hand tools, introduction to power tools, introduction to construction drawing blueprints, material handling, basic communication skills, basic employability skills, and “Your Role in the Green Environment.” The additional Green module has been added to provide students with instruction in the green environment, green construction practices, and green building rating systems. It will also help students better understand their personal impacts on the environment and make them more aware of how to reduce their carbon footprint. Students are introduced to the general and technical aspects of the heating, ventilation, and air conditioning (HVAC) industry. Topics and hands–on activities include copper and plastic tubing, soldering and brazing, introduction to heating and cooling, air–distribution systems, and basic electricity. Students will have the opportunity to develop skills and earn national certification through the National Center for Construction Education and Research. See [www.nccer.org](http://www.nccer.org/) for additional information on NCCER. Students are introduced to advanced general and technical aspects of the HVAC industry. Topics and hands–on activities include leak detection, evacuation, recovery, charging, control– circuit troubleshooting, installation and maintenance, and duct systems. Students will have the opportunity to develop skills and earn national certification through the National Center for Construction Education and Research (NCCER) as well as the Occupational Safety and Health Administration (OSHA) 10– Hour Construction Industry credential. See [www.nccer.org](http://www.nccer.org/) for additional information on NCCER. Heating, Ventilation, Air Conditioning & Refrigeration III This is designed for students to further develop skills mastered in HVAC/R II and develop advanced technical aspects of plumbing with the emphasis on Chimneys, Vents, and Flues, Sheet Metal Duct Systems, Fiberglass and Flexible Duct Systems, Commercial Airside Systems, Air Quality Equipment, and Introduction to Hydronic Systems. The Introduction to Weatherization module is also included in this course as a “Supplemental” Module. English language arts and mathematics are reinforced. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. This course introduces students to topics related to business, finance, management, and marketing to cover business in the global economy, functions of business organization and management, marketing basics, and significance of business financial and risk management. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. | | | | | | --- | --- | --- | --- | | | CTE CAREER PATHWAYINTERIOR DESIGN (INDE) | | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | FI21Interior Design Fundamentals | FI22Interior Design Studio\*orFI23Interior Design Technology\* | Work-Based Learning:CTE Apprenticeship, CTEMentorship, Clinical orCTE Internship | | SUPPLEMENTALCTE COURSES | FA31 Apparel and Textile Production I, IC61 Drafting I, CD10 Adobe Visual Design I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Arts Degree | | C Industry-Recnized Credentials:WorkKeys Natial areeReadnesCertfcateutes ert Us | | risTyD oDesign Manager | \*Denotes CTE Concentrator Course Interior Design Fundamentals This course engages students in exploring various interior design professions, while building the content knowledge and technical skills necessary to provide a foundational knowledge of the design industry. Emphasis is placed on the interior design process; human, environmental and behavioral factors; color theory, elements and principles of design; hand sketching/digital design techniques, space planning, selection of products and materials for residential interiors; client relationship building and design communication techniques. English language arts, mathematics, science, social studies, art, and technology are reinforced. Interior Design Studio This course prepares students for entry-level and technical work opportunities in interior design fields. Students deepen their understanding of design fundamentals and theory by designing interior plans to meet residential and commercial needs. Topics include career development, architectural styles, furnishings and textiles, lighting and accessories, laws, public policies, and regulations impacting design, and universal design practices. This course prepares students for entry-level and technical work opportunities in interior design. Students apply design skills through Autodesk Revit software to meet clients’ needs using components found in residential and commercial spaces. Art and mathematics are reinforced. Apparel and Textile Production I Learn the basics of clothing production, including preparation for clothing construction, basic clothing construction techniques, consumer decisions, textiles, historical perspectives and design, and career opportunities. Students will apply these construction and design skills to apparel and home fashion. Skills in art, communication, math, science, and technology are reinforced. In this entry–level course, students are introduced to tools used to effectively communicate ideas and concepts found in architecture, manufacturing, engineering, science, and mathematics. Topics include the fundamentals of manual drawing– board drafting techniques, sketching, geometry, and geometric construction drawings. Students will learn the basics of simple and complex techniques used in 2D and 3D computer–aided drafting (CAD), while developing basic leadership skills and goal-setting strategies. This course incorporates the Autodesk digital science, technology, engineering, art, math (STEAM) curriculum and will help prepare students for the Autodesk Certified User certification in AutoCAD. This course is a project-based course that develops career and communication skills in Web design using Adobe tools. This course is aligned to the Adobe Dreamweaver certification. English language arts are reinforced. CTE Career Cluster \| ARCHITECTURE | | | | | | | --- | --- | --- | --- | --- | | | CTE CAREER PATHWAYMASONRY (MASO) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE COURSE 3 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | IC11Masonry I | IC12Masonry II\* | IC11Masonry III | Work-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical orCTE Internship | | SUPPLEMENTALCTE COURSES | IC00 Construction Core, IC41 Electrical Trades I, IC21 Carpentry I, ME11 Entrepreneurship I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Arts Degree | | Indusy-RecreenlWor ata reed rcal aHAdministration (OSHA) 10-Hour Construction Industry Credential | | Careers Existing Today and Tomorrow: Independent Contractor, Blockmason, Field Services Egineer | \*Denotes CTE Concentrator Course This course covers basic masonry terminology and develops technical aspects of the masonry industry with emphasis on the development of introductory skills to include the introduction to masonry, masonry tools and equipment, measurement, drawings and specifications, mortar procedures, and masonry units and installation techniques. Mathematics and English language arts are reinforced. \* Due to potentially hazardous processes and equipment a maximum enrollment of 20 is recommended. This course builds on skills mastered in Masonry I and provides an emphasis on residential plans and drawing interpretation, residential masonry, grout and other reinforcement processes, metalwork in masonry, and the introduction to weatherization. English language arts and mathematics are reinforced. \* Due to potentially hazardous processes and equipment a maximum enrollment of 20 is recommended. This course builds on skills mastered in Masonry II and provides an emphasis on advanced laying techniques, construction techniques and moisture control procedures, and construction, inspection, and quality control processes. Introductory skills for the Crew Leader are also introduced in this course. \* Due to potentially hazardous processes and equipment, a maximum enrollment of 20 is recommended. Construction Core This course covers the National Center for Construction Education and Research (NCCER) Core certification modules, required for all of the NCCER curriculum–area programs, and an additional Green module. The course content includes: basic safety, introduction to construction math, introduction to hand tools, introduction to power tools, introduction to construction drawing blueprints, material handling, basic communication skills, basic employability skills, and “Your Role in the Green Environment.” The additional Green module has been added to provide students with instruction in the green environment, green construction practices, and green building rating systems. It will also help students better understand their personal impacts on the environment and make them more aware of how to reduce their carbon footprint. This course covers basic electrical trades’ terminology and develops technical aspects of electrical trades with an emphasis on the development of introductory skills, such as residential wiring, electrical installation, and service. Topics include orientation to the electrical trade, electrical safety, introduction to electrical circuits, electrical theory, introduction to the National Electric Code, device boxes, hand bending techniques, raceways and fittings, and introduction to weatherization. Strong communication skills are necessary, and English language arts, science, and mathematics standards are reinforced. This course covers basic carpentry terminology and develops technical aspects of carpentry with an emphasis on the development of introductory skills, including orientation to the trade, building materials, fasteners, and adhesives, hand and power tools; reading plans and elevations; introduction to concrete; reinforcing materials, and forms; floor system construction procedures; wall and ceiling framing procedures; and basic stair layout. Strong communication skills are necessary, and English language arts, and mathematics standards are reinforced. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. CTE Career Cluster \| ARTS, A/V TECHNOLOGY, & COMMUNICATIONS | | | | | | --- | --- | --- | --- | | | CTE CAREER PATHWAYADOBE ACADEMY (ADAC) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | CD10Adobe Visual Design I | CD11Adobe Visual Design II\* | Work-Based Learning:CTE Apprenticeship,CTE Mentorship, Clinical or CTEInternship | | SUPPLEMENTALCTE COURSES | MM51 Marketing, CC11 Microsoft Excel, ME11 Entrepreneurship I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Science Degree | | Industry-RecognizeCredenial:WorkKey atnal areerReadines ertiate Adobe hotoshop,DnIllustrator, Adobe Dreamweaver, Adobe Premiere | | Caree Existg Today nd Tmorw:Mot Graph Desie, mnlis, ri k Dev,Animation Expert | Adobe Visual Design I This course is a project-based course that develops career and communication skills in Web design using Adobe tools. This course is aligned to the Adobe Dreamweaver certification. English language arts are reinforced. Adobe Visual Design II This course builds on student design and development skills by focusing on longer print production projects as well as more in-depth content and advanced techniques for graphics and layout development. Students continue to produce rich print communications as they focus on effective graphic design, project management, design specifications, and iterative development. Students develop graphic design and print production skills that solve specific communication challenges to meet client and audience needs. This course is aligned to the Adobe Certified Associate InDesign certification, and also integrates Adobe Photoshop and Adobe Illustrator skills. English language arts are reinforced. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced This course is designed to introduce students to the dynamic processes and activities in marketing. The experience includes students developing an understanding and skills in the areas of distribution, marketing–information management, market planning, pricing, product/service management, promotion, and selling. Also, Students develop an understanding of marketing functions applications and impact on business operations. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. | | | | | | --- | --- | --- | --- | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | CD14Adobe Video Design I | CD15Adobe Video Design II\* | Work-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical or CTE Internship | | SUPPLEMENTALCTE COURSES | MM51 Marketing, CC11 Microsoft Excel, ME11 Entrepreneurship I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Science Degree | | Industry-RecognizedCredentials: WorkKeys atinal areerReadiness erticate, Adobe hotoshop Ie,Illustrator, Adobe Dreamweaver, Adobe Premiere | | Caree Existg Today nd Tmor:Mo Graphc Desie Dmnalis ine "nk Dev,Animation Expert | \*Denotes CTE Concentrator Course Adobe Visual Design I This course is a project-based course that develops career and communication skills in Web design using Adobe tools. This course is aligned to the Adobe Dreamweaver certification. English language arts are reinforced. Adobe Visual Design II This course builds on student design and development skills by focusing on longer print production projects as well as more in-depth content and advanced techniques for graphics and layout development. Students continue to produce rich print communications as they focus on effective graphic design, project management, design specifications, and iterative development. Students develop graphic design and print production skills that solve specific communication challenges to meet client and audience needs. This course is aligned to the Adobe Certified Associate InDesign certification, and also integrates Adobe Photoshop and Adobe Illustrator skills. English language arts are reinforced. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced This course is designed to introduce students to the dynamic processes and activities in marketing. The experience includes students developing an understanding and skills in the areas of distribution, marketing–information management, market planning, pricing, product/service management, promotion, and selling. Also, Students develop an understanding of marketing functions applications and impact on business operations. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/ services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performancebased measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. CTE Career Cluster \| ARTS, A/V TECHNOLOGY, & COMMUNICATIONS | | | | | | --- | --- | --- | --- | | CTE CAREER PATHWAYAPPAREL AND TEXTILE PRODUCTION (ATPR) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | FA31Apparel and TextileProduction I | FA32Apparel and TextileProduction II\* | Work-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical orCTE Internship | | SUPPLEMENTALCTE COURSES | CD11 Adobe Visual Design, CC11 Microsoft Excel, ME11 Entrepreneurship, MI21 Fashion Merchandising | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Arts Degree | | Indusy-Reci edenalorkatal areeadi etaoesalsesCertification in Fashion, Textiles, and Apparel | | eCommerce Strategist | \*Denotes CTE Concentrator Course Apparel and Textile Production I Learn the basics of clothing production, including preparation for clothing construction, basic clothing construction techniques, consumer decisions, textiles, historical perspectives and design, and career opportunities. Students will apply these construction and design skills to apparel and home fashion. Skills in art, communication, math, science, and technology are reinforced. Apparel and Textile Production II Explore the field of advanced clothing and housing apparel development. In this course, students will use fibers and fabrics, combined with design and construction techniques, to develop and produce a clothing or housing apparel product. A real or simulated business apparel enterprise and FCCLA activities will allow students to apply their knowledge to an authentic experience and to develop a portfolio. Skills in science, mathematics, management, communication, and teamwork are reinforced in this course. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. Students will have the opportunity to study entrepreneurial concepts at an accelerated pace with increased rigor. Students will evaluate the concepts of growing their own businesses or operating a small business and review feasible ideas of products/services, research procedures, business financing, marketing strategies, and resources for starting a small business. Students will develop the components of a business plan and evaluate start-up requirements. This course is a project-based video course that develops career and communication skills in video production using Adobe tools. This course is aligned to the Adobe Premiere certification. English language arts are reinforced. This course introduces students to the world of buying and selling in the fashion industry. Students will explore the concepts of the business of fashion, fashion promotional events, the evolution and movement of fashion, and the merchandising and selling of fashion. CTE Career Cluster \| ARTS, A/V TECHNOLOGY, & COMMUNICATIONS | | | | | | --- | --- | --- | --- | | | CTE CAREER PATHWAYMEDIA PRODUCTIONS (MPRS) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | CL08Programming & Broadcasting I | CL09Programming & Broadcasting II\* | Work-Based Learning:CTE Apprenticeship, CTEMentorship, Clinical orCTE Internship | | SUPPLEMENTALCTE COURSES | II41 Adobe Visual Design I, CD14 Adobe Video Design I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Arts Degree | | C Industry-Recognized Credentials: WorkKeys National CareerReadiness Certifcate, Digital Medi ProductinCertificate, Film & Video Certificate | | CCareers Existing Today and Tomorrow:Video Schedulig Specialist, Master Control OperatorrograiDirector, Streaming Service Animation Expert, Global Broadcast Operations Manager | Programming and Broadcasting I Students will work in a fully equipped industry standard broadcast studio and film studio. This course is intended to prepare students for careers in film, television production, live broadcasting, scriptwriting, on–air graphics, audio engineering, preproduction and postproduction, and talent development. During the course, students will learn about the industry terminology, and history of mass media—radio, TV, film, and print and social media—as well as domestic and international rules and regulations. After completion of this course, students will have the required experience to obtain employment or enter into a postsecondary education program in the audio and video technology career field. Students work cooperatively and independently in all phases of production. SkillsUSA, FBLA, and TSA are examples of appropriate organizations for providing leadership training and/or reinforcing specific career and technical skills and may be considered an integral part of the instructional program. Students will continue to enhance their knowledge and skills in the second level of this course. This course is intended to prepare students for careers in film, television production, live broadcasting, scriptwriting, on–air graphics, audio engineering, preproduction and postproduction, and talent development. During the course, students will learn about the industry terminology, history of mass media—radio, TV, film, and print and social media—as well as domestic and international rules and regulations. After completion of this course, students will have the required experience to obtain employment or enter into a postsecondary education program in the audio and video technology career field. Students work cooperatively and independently in all phases of production. SkillsUSA, FBLA, and TSA are examples of appropriate organizations for providing leadership training and/or reinforcing specific career and technical skills and may be considered an integral part of the instructional program. This course is a project–based course that develops ICT, career, and communication skills in print and graphic design using Adobe tools. This course is aligned to Adobe Photoshop, InDesign, and Illustrator certification. Strong communication skills are necessary, and English language arts standards are reinforced. Work–based learning strategies appropriate for this course include job shadowing. Apprenticeships and cooperative education are possible for this course. SkillsUSA competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace-readiness skills through authentic experiences. This course is a project–based video course that develops career and communication skills in video production using Adobe tools. This course is aligned to Adobe Premiere certification. Strong communication skills are necessary, and English language arts standards are reinforced. Work–based learning strategies appropriate for this course may include job shadowing. Apprenticeships and cooperative education are possible for this course. SkillsUSA competitive events, community service, and leadership activities will provide the opportunity to apply essential standards and workplacereadiness skills through authentic experiences. SkillsUSA, FBLA, and TSA are examples of appropriate organizations for providing leadership training and/or reinforcing specific career and technical skills and may be considered an integral part of the instructional program. Students in Microsoft Imagine Academies benefit from worldclass Microsoft curriculum and cutting-edge software tools to tackle real-world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematics is reinforced This course introduces students to topics related to business, finance, management, and marketing to cover business in the global economy, functions of business organization and management, marketing basics, and significance of business financial and risk management. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. | | | | | | --- | --- | --- | --- | | | CTE CAREER PATHWAY3D MODELING & ANIMATION (MOAN) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | CD203D Modeling & Animation | CD213D Modeling & Animation II\* | Work-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical or CTE Internship | | SUPPLEMENTALCTE COURSES | CD12 Adobe Digital Design I, CC11 Microsoft Excel, ME11 Entrepreneurship I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Science Degree | | CTE Industry-Recognized Credentials: WorkKeys National Career Readiness Certificate, Adobe Dreamweaver | | Design Coordinator | \*Denotes CTE Concentrator Course 3D Modeling & Animation I This is a project–based course that develops ICT, career, and communication skills in web design using Adobe tools. This course is aligned to Adobe Dreamweaver certification. Strong communication skills are necessary, and English language arts standards are reinforced. 3D Modeling & Animation II In this state–of–the–art course, students will use digital design techniques and complex graphic tools to produce a variety of 2D and 3D graphics to better understand technical, mathematical, and/or scientific concepts. Visualization activities may include graphics of mathematical models, molecular structures, topographical maps, stratospheric and climate models, and statistical analysis. Digital effects in audio and video will be used to enhance the animation of graphics during digital modeling and production. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced This course is a project-based course that develops career and communication skills in Web design using Adobe tools. This course is aligned to the Adobe Dreamweaver certification. English language arts are reinforced. Students will have the opportunity to study entrepreneurial concepts at an accelerated pace with increased rigor. Students will evaluate the concepts of growing their own businesses or operating a small business and review feasible ideas of products/services, research procedures, business financing, marketing strategies, and resources for starting a small business. Students will develop the components of a business plan and evaluate start-up requirements. | | | | | | --- | --- | --- | --- | | CTE CAREER PATHWAYGAME ART DESIGN (GADE) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | CD203D Modeling & Animation I | CD30Game Art & Design\* | CD31 Advanced Game ArtDesign\*Work-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical or CTE Internship | | SUPPLEMENTALCTE COURSES | CD12 Adobe Digital Design, MM51 Marketing, CD20 3D Modeling & Animation I, CC11 Microsoft Excel | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Science Degree | | ndsy-ReCreeal:Worey atal reead ert, nl Gam Ce | | CareExis daynTo:DeveloelaTenl reato amSculptor MarkeProduction Game Artist, Data Analytics Specialist, Mixed Reality Game Inventor | \*Denotes CTE Concentrator Course 3D Modeling & Animation I In this state–of–the–art course, students will use digital design techniques and complex graphics tools to produce a variety of 2D and 3D graphics to better understand technical, mathematical, and/or scientific concepts. Visualization activities may include graphics of mathematical models, molecular structures, topographical maps, stratospheric and climate models, and statistical analysis. Digital effects in audio and video will be used to enhance the animation of graphics during digital modeling and production. Advanced Game Art & Design This course is a continuation in the study of game design and interactivity. Emphasis is placed on creating a 3D game using visual design, evaluation, script modification, and 3D visual theory. Topics covered will include developing and modifying 3D game assets, audio and visual effects, storyboarding and plot development, market analysis, and 3D modeling and animation techniques. Students may work in collaborative teams using problem solving methodologies for the final 3D game project, which can be included in their final portfolio. Game Art & Design Students will be introduced to techniques used in the game development industry. The focus will include correct principles used for developing games, including mathematical and physical concepts. Emphasis is placed on topics relating to history, ethics, plot development, 2D visual theory, art asset development, game probability, and interactive play technologies. Students will develop 2D physical and virtual games using hands–on experiences and a variety of software. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course is a project-based course that develops career and communication skills in Web design using Adobe tools. This course is aligned to the Adobe Dreamweaver certification. English language arts are reinforced. This course is designed to introduce students to the dynamic processes and activities in marketing. The experience includes students developing an understanding and skills in the areas of distribution, marketing–information management, market planning, pricing, product/service management, promotion, and selling. Also, Students develop an understanding of marketing functions applications and impact on business operations. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. Emphasis is placed on the use of industry-standard digital technology and media to help students develop the artistic and technical skills necessary to plan, analyze, and create visual solutions to 21st Century communications problems in this course. Students engage in digital art activities using professional-grade creative software packages to develop complex 2D and 3D digital graphics and audio/video media. Students apply Adobe CC Suite and 3DS Max skills to industryrelated activities and projects, mirroring workplace scenarios. CTE Career Cluster \| BUSINESS MANAGEMENT AND ADMINISTRATION | | | | | | --- | --- | --- | --- | | CTE CAREER PATHWAYENTREPRENEURSHIP (ENTRE) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | ME11Entrepreneurship I | ME12Entrepreneurship II\* | Work-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical or CTE Internship | | SUPPLEMENTALCTE COURSES | BF10 Business Essentials, MM51 Marketing, CC11 Microsoft Excel | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:Business Administration - Entrepreneurship Certificate | | Industy-ecoi redential: WorkKeatnal areReadneCta nctManagement; Venture Entrepreneurial; Expedition Entrepreneurship and Small Business | | C Careers Existing Today and Tomorrow: Small Business Owner, Strategic Management Professional, SocialEntrepreneur, Opportunity Spotters | \*Denotes CTE Concentrator Course Entrepreneurship I In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. Entrepreneurship II In this course, students develop an understanding of pertinent decisions to be made after obtaining financing to open a small business. Students acquire in–depth understanding of business regulations, risks, management, and marketing. Students develop a small–business management handbook. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course introduces students to topics related to business, finance, management, and marketing to cover business in the global economy, functions of business organization and management, marketing basics, and significance of business financial and risk management. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. This course is designed to introduce students to the dynamic processes and activities in marketing. The experience includes students developing an understanding and skills in the areas of distribution, marketing–information management, market planning, pricing, product/service management, promotion, and selling. Also, Students develop an understanding of marketing functions applications and impact on business operations. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. | | | | | | --- | --- | --- | --- | | CTE CAREER PATHWAYENTREPRENEURSHIP (ENTRE) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | BB30Business Ethics & Law I | BB32Business Ethics & Law Il\* | Work-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical or CTE Internship | | SUPPLEMENTALCTE COURSES | BF10 Business Essentials, MM51 Marketing, CC11 Microsoft Excel | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:Business Administration - Entrepreneurship Certificate | | ndustyReczCedelWorkK atalrReadneC ontManagement; Venture Entrepreneurial; Expedition Entrepreneurship and Small Business | | CCareers Existing Today and Tomorrow: Small Business Owner, Strategic Management Professional, SocialEntrepreneur, Opportunity Spotters | Entrepreneurship I In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. Entrepreneurship II In this course, students develop an understanding of pertinent decisions to be made after obtaining financing to open a small business. Students acquire in–depth understanding of business regulations, risks, management, and marketing. Students develop a small–business management handbook. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course introduces students to topics related to business, finance, management, and marketing to cover business in the global economy, functions of business organization and management, marketing basics, and significance of business financial and risk management. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. This course is designed to introduce students to the dynamic processes and activities in marketing. The experience includes students developing an understanding and skills in the areas of distribution, marketing–information management, market planning, pricing, product/service management, promotion, and selling. Also, Students develop an understanding of marketing functions applications and impact on business operations. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. | | | | | | | --- | --- | --- | --- | --- | | CTE CAREER PATHWAY GENERAL MANAGEMENT (GMGT) | | PATHWAY COMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE COURSE 3 | CTE CAREER PATHWAY MAJOR | | CTE CONCENTRATOR | BF10 Business Essentials | BB40 Business Management I or BI50 | BB42 Business Management II\* | Work-Based Learning: CTE Apprenticeship, CTE Mentorship, Clinical or CTE | | CTE MAJOR | | IB Business Management | | Internship | | SUPPLEMENTAL CTE COURSES | BA10 Accounting I, CC11 Microsoft Excel, ME11 Entrepreneurship I | | | | | | | | --- | --- | --- | --- | --- | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE COURSE 3 | CTE CAREERPATHWAY MAJOR | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:Business Administration Core CertificateBusiness Administration - Human Resources Management Certificate | | ndustyRecizeCedentlWorkKeatial areeReade rtaendta usi (ASK-BF-CERT) | | risaushabud GoalNavigator | \*Denotes CTE Concentrator Course Business Essentials This course introduces students to topics related to business, finance, management, and marketing to cover business in the global economy, functions of business organization and management, marketing basics, and significance of business financial and risk management. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. Business Management I This course is designed to introduce students to core management concepts. The experience includes how managers plan, organize, staff, and direct the business’s resources that enhance the effectiveness of the decision– making process. Also, the experience includes students working through ethical dilemmas and problem solving situations with customer service with academic and critical– thinking skills. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. This course is designed to help students who want to pursue a career in marketing, finance, human resources, operations, and/or entrepreneurship. The business management tools and concepts covered in this class challenge students to explore the importance of ethics, sustainability, creativity, and change in different business environments and global economies. Students will apply their learnings in a variety of different formats and experience first-hand what it means to manage projects and lead people. IB course credit is dependent on exam requirements, which involve research and writing. English language arts, mathematics, and social studies standards are reinforced. The prerequisite for this course is Business Essentials (BF10). Business Management II This course is designed to enable students to acquire, understand, and appreciate the significance of management to business organizations. Understanding how managers control financial resources, and inventory, ensure employee safety, and protect customer data enhances the effectiveness of their decision-making. Students will work through ethical dilemmas, practice problem solving, and enhance their teamwork skills. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course is designed to help students understand the basic principles of the accounting cycle. Emphasis is placed on the analysis and recording of business transactions, preparation, and interpretation of financial statements, accounting systems, banking and payroll activities, basic types of business ownership, and an accounting career orientation. Mathematics is reinforced and entrepreneurial experiences are encouraged. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. | | | | | | --- | --- | --- | --- | | | CTE CAREER PATHWAYTEACHING/TRAINING (TETR) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | FE21Teaching as a Profession I | FE22Teach as a Profession II\* | FE23Teach as a Profession FieldExperience | | SUPPLEMENTALCTE COURSES | FE60 Child Development, FE11 Early Childhood Education I, CC11 Microsoft Excel | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Arts - Teacher PreparationCollege Transfer Pathway Leading to the Associate in Science - Teacher Preparation | | areExis odayn TTeac Colle DeanCuDevloe Supt, VLearning Specialist, Avatar Instructor | \*Denotes CTE Concentrator Course Teaching as a Profession I This college-level course is designed to encourage students who possess a high level of academic achievement and those personality traits found in good teachers, to consider teaching as a career. Students are exposed to the many facets of education through class discussion, observation, and participation in public school classrooms. Students will examine their aptitudes for teaching, learner needs, and development, including students with exceptionalities, and the history, trends, and governance of education. English/ language arts, social studies, mathematics, science, technology, and interpersonal relationships are reinforced. This college-level course is designed to encourage students who possess a high level of academic achievement and those personality traits found in good teachers, to consider teaching as a career. Students are exposed to the many facets of education through class discussion, observation and participation in public school classrooms. Students will apply concepts through an embedded internship experience with a cooperating teacher as they design, deliver, and reflect on their instruction. Students also investigate certification, employment, ethics, and professionalism in education. English/language arts, social studies, mathematics, science, technology, and interpersonal relationships are reinforced. Teaching as a Profession Field Experience In this course, students participate in guided and independent classroom leadership activities with mentoring from their cooperating teacher. The field experience provides students with the skills and tools that are an integral and complementary component of Teaching as a Profession I and II, which assist in developing pedagogical skills, knowledge, and characteristics necessary for effective teaching. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course introduces students to responsible nurturing and basic application of child development theory, beginning with prenatal development up to children age 5. Areas of study include effects of family on individuals and society; prenatal development and care; understanding how children develop, and care of infants, toddlers, and preschoolers. This two-credit course prepares students to work with children in early childhood education settings. Topics of study include historical, theoretical, and philosophical foundations of the profession, the structure of early childhood programs, connecting appropriate learning activities and teaching strategies to developmental needs of children, inclusive environments, communicating expectations, setting limits, and guiding behavior, as well as personal growth in the field of child development. An internship makes up 50 percent of instructional time. Due to student participation in internships at early childhood centers that are licensed by the Division of Child Development and Early Education, students must be 15 years of age before September 1. | | | | | | --- | --- | --- | --- | | | CTE CAREER PATHWAYACCOUNTING (ACCT) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | BA10Accounting I | BA20Accounting II\* | Work-Based Learning: CTEApprenticeship, CooperativeEducation (Co-op), Clinical orCTE Internship | | SUPPLEMENTALCTE COURSES | CC11 Microsoft Excel, BF10 Business Essentials, ME11 Entrepreneurship I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Arts DegreeAccounting and Finance - Tax Preparation Certificate | | | | | | | --- | --- | --- | --- | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | ecoa f77-726; Intuit QuickBooks Certified User | | CTE Careers Existing Today and Tomorrow: | \*Denotes CTE Concentrator Course This course is designed to help students understand the basic principles of the accounting cycle. Emphasis is placed on the analysis and recording of business transactions, preparation, and interpretation of financial statements, accounting systems, banking and payroll activities, basic types of business ownership, and an accounting career orientation. Mathematical standards are reinforced, and entrepreneurial experiences are encouraged. This course is designed to provide students with an opportunity to develop in–depth knowledge of accounting procedures and techniques utilized in solving business problems and making financial decisions. Emphasis includes departmental accounting, corporate accounting, cost accounting, and inventory control systems; managerial accounting and budgeting; and further enhancement of accounting skills. Mathematics is reinforced, and entrepreneurial experiences are encouraged. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course introduces students to topics related to business, finance, management, and marketing to cover business in the global economy, functions of business organization and management, marketing basics, and significance of business financial and risk management. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. | | | | | | | --- | --- | --- | --- | --- | | CTE CAREER PATHWAYFINANCIAL SECURITIES AND INVESTMENTS (FSIN) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE COURSE 3 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | BF10Business Essentials | BF21Financial Planning I | BF22Financial Planning II\* | Work-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical or CTEInternship | | SUPPLEMENTALCTE COURSES | CC11 Microsoft Excel, ME11 Entrepreneurship I, CS20 Computer Science I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Arts Degree | | Industy-Recognize CredentlWorkKeatial areeReade ertcaendtal usie (ASK-BF-CERT) | | riBSpecialist | \*Denotes CTE Concentrator Course Business Essentials This course introduces students to topics related to business, finance, management, and marketing to cover business in the global economy, functions of business organization and management, marketing basics, and significance of business financial and risk management. Strong communication skills are necessary, and English language arts, mathematics, social studies, and arts standards are reinforced. Financial Planning I This course is designed to cover key strategies for wealth building as students learn to evaluate businesses for investment opportunities while incorporating current headlines and trends, financial resources, and stock market simulation. Also students will develop techniques to enhance personal wealth building for a secure financial future. Current technology will be used to acquire information and to complete activities. Throughout the course, students are presented ethical dilemmas and problem solving situations for which they must apply academic, team– building, and critical–thinking skills. Financial Planning II Students will further develop the fundamental knowledge and skills acquired in the prerequisite course to create a business financial plan, including loans, insurance, taxes, and corporate governance, and to explore the various risks and returns associated with business activities. Emphasis will be placed on analyzing ethical situations in various aspects of finance in local, national, and global business environments. Current technology will be used to acquire information and to complete activities. Throughout the course, students are presented ethical dilemmas and problem solving situations for which they must apply academic, team–building, and critical–thinking skills Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. This is an introductory course intended to familiarize students with the general concepts and thinking practices of computing, computer science, and information science. Students will learn computing concepts through authentic visual and interactive projects using visual programming languages. Students will focus on the “big CS ideas” in creative ways that emphasize conceptual knowledge and thinking practices rather than on programming alone. The big ideas in CSP include computing as a creative activity, abstraction, facilitating knowledge creation through computing, algorithms, problem-solving, the Internet, and the global impact of computing. Emphasis is placed on problem-solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Art, English language arts, and mathematical concepts are reinforced. | | | | | | --- | --- | --- | --- | | | CTE CAREER PATHWAYHEALTHCARE PROFESSIONAL (HPCP) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | HU40Health Science I | HU42Health Science II\* | HN43 Nursing Fundamentalsand Practicum (2 credit course)Work-Based Learning:CTE Apprenticeship, CTEMentorship, Clinical or CTEInternship | | SUPPLEMENTALCTE COURSES | HU10 Foundations of Health Science, CC11 Microsoft Excel, ME11 Entrepreneurship I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Science DegreeAssociate Degree in Nursing, AND Pathway | | eelor ata r B10-Hour General Industry (Healthcare) Certification, North Carolina Nurse Aide I | | H Lifecycle Manager, Genetic Modification Designer, Organ Agent | \*Denotes CTE Concentrator Course Health Science I This course focuses on human anatomy, physiology, human body diseases and disorders, and biomedical therapies. Students will learn about healthcare careers within the context of human body systems. Projects, teamwork, and demonstrations serve as instructional strategies that reinforce the curriculum content. Strong communication skills are necessary, and English language arts and science standards are reinforced. Health Science II This course is designed to help students expand their understanding of financing and trends of healthcare agencies, fundamentals of wellness, legal and ethical issues, concepts of teamwork, and effective communication. Students will learn healthcare skills, including current CPR and first aid training for healthcare professionals. Strong communication skills are necessary, and English language arts and science standards are reinforced. Nursing Fundamentals and Practicum During required internships comprising 50 percent of the coursework, students may work independently at times and must exhibit maturity, empathy, honesty, dependability, patience, responsibility, confidentiality, and discretion. Students will be working with actual patients in medical offices, hospitals, and skilled care facilities. Students will be representing their high school as well as GCS not only to the patients but also to hospital employees and administrators. Legal Requirements: Students are responsible for obtaining or providing proof of Hepatitis B inoculation series, a negative TB skin test since July 2016, a tetanus shot within the last 10 years, and the chicken pox vaccine or illness. Students must adhere to a strict dress code required by the medical facility and must also provide for criminal checks and drug testing as required by the medical facility. CNA Requirements: To qualify for the Certified Nurse Aide I certification, students must have 1) a course grade of 85 or better, 2) passed all CNA skills with 100 percent mastery, 3) an original Social Security Card, and 4) a current governmentissued picture ID. This course is designed for students interested in medical careers where personal care and basic nursing skills are used. This course is an enhanced adaptation of the North Carolina Division of Health Service Regulation (DHSR) Nurse Aide I (NAI) curriculum and helps prepare students for the National Nurse Aide Assessment (NNAAP). Students who pass the NNAAP become listed on the NC NAI Registry. Strong communication skills are necessary, and English language arts, mathematics, and science standards are reinforced. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course is designed to assist potential healthcare workers in their role and function as health team members. Topics include medical terminology, the history of healthcare, healthcare agencies, ethics, legal responsibilities, health careers, holistic health, healthcare trends, cultural awareness, communication, medical math, leadership, and career decision making. English language arts are reinforced. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. | | | | | | --- | --- | --- | --- | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | MH31Sport & Event Marketing I | MH32Sport & Event Marketing I\* | Work-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical or CTE Internship | | SUPPLEMENTALCTE COURSES | ME11 Entrepreneurship I, CC11 Microsoft Excel, BF10 Business Essentials | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Arts Degree | | Industry-Recogized Credentals: WorkKeys Natinal Career Readness CertifateCustmer Srvicean SalesCertification, Advanced Customer Service and Sales Certification, Fundamental Marketing Concepts | | iTar Athlete Designer, Global Entertainment Strategist | \*Denotes CTE Concentrator Course Sport & Event Marketing I Students will learn about the field of sports and entertainment marketing and explore the following principles as they apply to the industry: business management, career development options, client relations, ethics, events management, facilities management, legal issues and contracts, promotion, and sponsorships. Sport & Event Marketing II In this course, students acquire an understanding of selling, promotion, and market planning of sports, entertainment, and event marketing. Emphasis is on business management, career development, client relations, contracts, ethics, event management, facilities management, legal issues, and sponsorships. English/language arts, mathematics and Social studies are reinforced. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. Students will learn the basics of business, finance, management, and marketing. Students will study these topics as they relate to business in the global economy, functions of business organization and management, marketing basics, and the significance of business financial and risk management. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. | | | | | | --- | --- | --- | --- | | | CTE CAREER PATHWAYTRAVEL & TOURISM (TRTO) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | FH31Hospitality & TourismManagement I | FH32Hospitality & TourismManagement IlI\* | Work-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical or CTE Internship | | SUPPLEMENTALCTE COURSES | BF10 Business Essentials or MH31 Sport & Event Marketing I or MM51 Marketing | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Arts Degree | | CTE Industry-Recognized Credentials: WorkKeys National Career Readiness Certificate, Certifed Guest ServiceProfessionals (CGSP), Advanced Customer Service and Sales Certification, Fundamental Marketing Concepts | | Cr isa osl SecHo FoBvAnalyst; Virtual Travel Advisor | \*Denotes CTE Concentrator Course Hospitality & Tourism Management I Discover the limitless possibilities in the hospitality and tourism industry. Explore this multifaceted industry and the impact on society, environment, and economy. Investigate ways to engage in exceptional guest service. Gain the knowledge, skills, and industry certification for careers in hospitality and tourism management. Interested in a career in travel, tourism, and recreation marketing? Begin with an overview of the hospitality industry. Students will study the impact of tourism; gain customer relations skills; understand the economic impact of travel and tourism; learn about destinations in North Carolina, the United States, and the world; and learn to analyze and market various destinations. Further, students will plan travel itineraries and make travel and hotel bookings. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. This is an introductory course intended to familiarize students with the general concepts and thinking practices of computing, computer science, and information science. Students will learn computing concepts through authentic visual and interactive projects using visual programming languages. Students will focus on the “big CS ideas” in creative ways that emphasize conceptual knowledge and thinking practices rather than on programming alone. The big ideas in CSP include computing as a creative activity, abstraction, facilitating knowledge creation through computing, algorithms, problem-solving, the Internet, and the global impact of computing. Emphasis is placed on problem-solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Art, English language arts, and mathematical concepts are reinforced. | | | | | | | --- | --- | --- | --- | --- | | CTE CAREER PATHWAYCULINARY ARTS APPLICATIONS (CULA) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE COURSE 3 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | FH10Culinary Arts &Hospitality I | FH11Culinary Arts &Hospitality I Applications | FH13Culinary Arts &Hospitality II\* | FH14Culinary Arts &Hospitality IVApplicationsWork-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical or CTEInternship | | SUPPLEMENTALCTE COURSES | FN41 Food and Nutrition I, CC11 Microsoft Excel, ME11 Entrepreneurship I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:Culinary Arts Certificate | | Inds-ee:orKata raooFtaluct | \*Denotes CTE Concentrator Course Culinary Arts & Hospitality I This course is designed to introduce students to the hospitality and food service industry by learning about components of professional practice and building basic knowledge and skills in food preparation, garde manger, baking, and food service operations. The introduction includes students learning food safety, breakfast cookery, salads and sandwiches, quick breads and cookies, and dining room service. This course is designed for students to demonstrate their knowledge and skills in basic food preparation, garde manger, and baking and food service operations by planning and executing the program’s school-based enterprise. The experience includes students preparing and selling breakfast items, salads and sandwiches, and quick breads and cookies while applying safety, sanitation, and guest service skills. Arts, English and language arts, mathematics, science, and social studies are reinforced. Culinary Arts & Hospitality III Interested in a career in travel, tourism, and recreation marketing? Begin with an overview of the hospitality industry. Students will study the impact of tourism; gain customer relations skills; understand the economic impact of travel and tourism; learn about destinations in North Carolina, the United States, and the world; and learn to analyze and market various destinations. Further, students will plan travel itineraries and make travel and hotel bookings. Culinary Arts & Hospitality IV This course is designed for students to demonstrate their knowledge and skills in advanced food preparation, garde manger, baking and pastry, and foodservice operations by planning and executing the program’s school-based enterprise. The experience includes students preparing and selling a variety of meat, poultry, and seafood entrees served with accompaniments and sauces and yeast breads, desserts, and pastries, while applying human relations management, menu planning, and food service purchasing and receiving. Arts, English and language arts, mathematics, science, and social studies are reinforced. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course examines the nutritional needs of the individual. Emphasis is placed on fundamentals of food production, kitchen and meal management, food groups and their preparation, and time and resource management. English language arts, mathematics, science, and social studies are reinforced. Work-based learning strategies appropriate for this course include service learning and job Shadowing. Apprenticeship and cooperative education are not available for this course. Family, Career and Community Leaders of America (FCCLA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. | | | | | | | --- | --- | --- | --- | --- | | | CTE CAREER PATHWAYCULINARY ARTS INTERNSHIP (CULI) | | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE COURSE 3 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | FH10Culinary Arts &Hospitality I | FH12Culinary Arts &Hospitality II Internship | FH13Culinary Arts &Hospitality II\* | Work-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical or CTEInternship | | SUPPLEMENTALCTE COURSES | FN41 Food and Nutrition I, CC11 Microsoft Excel, ME11 Entrepreneurship I | | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Arts Degree | | nduy-Reeloata ra ooiltaltuuct | | CTE Careers Existing Today and Tomorrow:Culinary Specialist, ExecutivCheCuisie Supervisor; Autoated Meal Delivery Planner, Drone Food Man | \*Denotes CTE Concentrator Course Culinary Arts & Hospitality I This course is designed to introduce students to the hospitality and food service industry by learning about components of professional practice and building basic knowledge and skills in food preparation, garde manger, baking, and food service operations. The introduction includes students learning food safety, breakfast cookery, salads and sandwiches, quick breads and cookies, and dining room service. This course is designed for students to demonstrate their knowledge and skills in basic food preparation, garde manger, and baking and food service operations through mentored work experiences in the food service industry. The experience includes students preparing and selling breakfast items, salads and sandwiches, and quick breads and cookies while applying safety, sanitation, and guest service skills. Culinary Arts & Hospitality III Interested in a career in travel, tourism, and recreation marketing? Begin with an overview of the hospitality industry. Students will study the impact of tourism; gain customer relations skills; understand the economic impact of travel and tourism; learn about destinations in North Carolina, the United States, and the world; and learn to analyze and market various destinations. Further, students will plan travel itineraries and make travel and hotel bookings. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course examines the nutritional needs of the individual. Emphasis is placed on fundamentals of food production, kitchen and meal management, food groups and their preparation, and time and resource management. English language arts, mathematics, science, and social studies are reinforced. Work-based learning strategies appropriate for this course include service learning and job Shadowing. Apprenticeship and cooperative education are not available for this course. Family, Career and Community Leaders of America (FCCLA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. | | | | | | --- | --- | --- | --- | | CTE CAREER PATHWAYCOUNSELING AND MENTAL HEALTH (CMHC) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREER PATHWAYMAJOR | | CTECONCENTRATOR | FC13Counseling andMental Health I | FC14Counseling andMental Health II\* | Work-Based Learning:CTE Apprenticeship or CTEInternship | | SUPPLEMENTALCTE COURSES | HU40 Health Science I, HU42 Health Science IIThe above supplemental courses are essential for Block Schedules and should be taken in sequentialorder.) | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Arts Degree | | eo Ble aCertification | | rxiTyB Heal ecuec SQuantified Self-Assessment Auditor | \*Denotes CTE Concentrator Course Counseling and Mental Health I This course is designed to introduce students to the counseling and mental health field through understanding how to create healthy, respectful, and caring relationships across the lifespan. Emphasis is placed on understanding mental health, family and friend dynamics, effective communication, and healthy intra personal and interpersonal relationships. English/language arts, social studies, and technology standards are reinforced. Family, Career and Community Leaders of America (FCCLA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace-readiness skills through authentic experiences. Counseling and Mental Health II Students in this course will gain a deeper understanding for the counseling and mental health field and factors that affect mental health. Emphasis is placed on understanding the human brain and psyche, theories of development, mental disorders, treatment options, and teen violence issues. Activities engage students in exploring various counseling and mental health careers, while building essential life literacy skills they can apply in their own lives to achieve optimal well-being. English/language arts, social studies, science, technology, and interpersonal relationships are reinforced. Work–based learning strategies appropriate for this course include service-learning and job shadowing. Family, Career and Community Leaders of America (FCCLA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplacereadiness skills through authentic experiences. PLTW Principles of Biomedical Sciences This course allows students to apply their knowledge and skills to answer questions or solve problems related to biomedical sciences. Students design innovative solutions to the healthcare challenges of the 21st century. Students work on independent projects and may work with a mentor in the healthcare industry. Strong communication skills are necessary, and English language arts, and science standards are reinforced. In this course, students examine the human body systems, design experiments, and use data acquisition software to monitor body functions and often play the role of the biomedical professional. Strong communication skills are necessary, and English language arts, and science standards are reinforced. This course allows students to investigate the interventions involved in the prevention, diagnosis, and treatment of disease. It is a how–to manual for maintaining overall health. Strong communication skills are necessary, and English language arts, and science standards are reinforced. | | | | | | --- | --- | --- | --- | | CTE CAREER PATHWAYEARLY CHILDHOOD DEVELOPMENT & SERVICES (EACH) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | FE60Child Development | FE11Early Childhood Education I\*(2 credit course)I | FE12Early Childhood Education II(2 credit course)Work-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical or CTE Internship | | SUPPLEMENTALCTE COURSES | CC11 Microsoft Excel, BF10 Business Essentials, ME11 Entrepreneurship I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:Early Childhood Education Certifcate | | Credential Equivalency | | i iu Human Services Professional, Deficiency Analyzer, Data Contexualist, Precision Education Specialist | Child Development This course introduces students to responsible nurturing and basic application of child development theory, beginning with prenatal development up to children age 5. Areas of study include effects of family on individuals and society; prenatal development and care; understanding how children develop, and care of infants, toddlers, and preschoolers. This program is for students who are interested in a career as an educator/teacher of young children, birth through age 8. Students enrolled in Early Childhood I & II work with children in childcare centers and elementary schools. These courses are two–credit courses with a required internship comprising more than 50 percent of the required coursework. Students will be representing their high school, as well as GCS, not only to the children and their parents but also to the childcare facility’s employees and administrators. Participants in this course must exhibit maturity, empathy, honesty, dependability, patience, responsibility, confidentiality, and discretion. Students are responsible for attaining or providing proof of a negative TB skin test, performed before July 2021, and must adhere to a strict dress code and provide for criminal checks and drug testing as required by the childcare facility. They must agree to abide by GCS’ and the internship sites’ policies and procedures. Since Early Childhood Education interns come in contact with children on a regular basis, all students are required to have a criminal background check before beginning their Early Childhood internships. (Statute 110–90.2) Turn 15 years of age before September 1 (Early Childhood Education & NC Child Care General Statute 110.91). Prior to registration, interested students will meet with the Early Childhood teacher and provide the teacher with 1. a completed interest form and 2. a criminal records report. The ECE teacher will meet with each student to review career interest and the criminal records report. Based on each student’s career interest, school discipline record, and individual criminal record, the teacher will submit to Guidance a list of students to be enrolled in ECE I and II. Guidance will refer any interested students to the ECE teacher. This two-credit course prepares students to work with children in early childhood education settings. Topics of study include historical, theoretical, and philosophical foundations of the profession, the structure of early childhood programs, connecting appropriate learning activities and teaching strategies to developmental needs of children, inclusive environments, communicating expectations, setting limits, and guiding behavior, as well as personal growth in the field of child development. An internship makes up 50 percent of instructional time. Due to student participation in internships at early childhood centers that are licensed by the Division of Child Development and Early Education, students must be 15 years of age before September 1. Early Childhood Education II This course continues the instruction begun in Early Childhood Education I and includes advanced studies of early childhood, birth through age 8. Students will receive instruction in childcare pertaining to teaching methods, career development, program planning and management, health and safety issues, entrepreneurship skills, and technology. Students will complete extensive, in–depth assignments, including research, reflective practice, analytical thinking, and technology skills, to enhance studies, extend research, and assist them in professionally displaying their work. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course introduces students to topics related to business, finance, management, and marketing to cover business in the global economy, functions of business organization and management, marketing basics, and significance of business financial and risk management. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. | | | | | | --- | --- | --- | --- | | | CTE CAREER PATHWAYCISCO NETWORK ENGINEERING (CNEN) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | CI10Cisco Network EngineeringTechnology I | CI11Cisco Network EngineeringTechnology II\* | Work-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical or CTE Internship | | SUPPLEMENTALCTE COURSES | CI0 CompTIA IT Fundamentals, CC11 Microsoft Excel, ME11 Entrepreneurship I, CS20 ComputerScience I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:Information Technology Cisco Network Administration Certificate | | Industry-Recognized Credentials: WorkKeys National CareerReadiness Certifcate, Comp Fundamentals-U61, isc CertifEntry NetworkinTechnican CCET, MicosoftTA 8-366 Networkin Fundameals | | rxi y ee c SSensor Designer, Sensor Engineer | \*Denotes CTE Concentrator Course Cisco Network Engineering Technology I CCNA 5.0 Introduction to Networks introduces the architecture, structure, functions, components, and models of the internet and computer networks. The principles of IP addressing and fundamentals of Ethernet concepts, media, and operations are introduced to provide a foundation for the curriculum. By the end of the course, students will be able to build simple LANs, perform basic configurations for routers and switches, and implement IP addressing schemes. This course uses the Cisco Introduction to Networks curriculum and must be conducted using the Cisco Networking Academy connection. CCNA 5.0 Routing and Switching Essentials describes the architecture, components, and operations of routers and switches in a small network. Students will learn how to configure a router and a switch for basic functionality. By the end of this course, students will be able to configure and troubleshoot routers and switches and resolve common issues with RIPv1, RIPv2, single–area and multi–area OSPF, virtual LANs, and inter–VLAN routing in both IPv4 and IPv6 networks. This course, along with Network Engineering Technology I, will prepare students for the Cisco CCENT certification. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course is designed for students to develop knowledge and skills required to identify and explain the basics of computing, IT infrastructure, application and software, software development, database fundamentals, and security. The course is also designed for students to develop the ability to demonstrate knowledge and skills to install software, establish basic network connectivity, identify or prevent basic security risks, explain troubleshooting theory, and provide preventive maintenance for devices. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. This is an introductory course intended to familiarize students with the general concepts and thinking practices of computing, computer science, and information science. Students will learn computing concepts through authentic visual and interactive projects using visual programming languages. Students will focus on the “big CS ideas” in creative ways that emphasize conceptual knowledge and thinking practices rather than on programming alone. The big ideas in CSP include computing as a creative activity, abstraction, facilitating knowledge creation through computing, algorithms, problem-solving, the Internet, and the global impact of computing. Emphasis is placed on problem-solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Art, English language arts, and mathematical concepts are reinforced. | | | | | | | --- | --- | --- | --- | --- | | CTE CAREER PATHWAYCOMPUTER ENGINEERING (COEN) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE COURSE 3 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | CIOOCompTIA ITFundamentals | CI01Computer EngineeringTechnology I | CI02Computer EngineeringTechnology I\* | Work-Based Learning:CTE Apprenticeship,Cooperative Education(Co-op), Clinical orCTE Internship | | SUPPLEMENTALCTE COURSES | CC11 Microsoft Excel, BF10 Business Essentials, ME11 Entrepreneurship | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Science Degree | | Industry-Recognized Credentials: WorkKeys National Career Readiness Certifcate, CompA FundamentalsF-U61), CompTAA1001CompAIT Fundamenal, CompTAA+1002 A98349Operati SysteFundametals | | iy Transmission Optimizer | \*Denotes CTE Concentrator Course CompTIA IT Fundamentals This course is designed for students to develop knowledge and skills required to identify and explain the basics of computing, IT infrastructure, application and software, software development, database fundamentals, and security. The course is also designed for students to develop the ability to demonstrate knowledge and skills to install software, establish basic network connectivity, identify or prevent basic security risks, explain troubleshooting theory, and provide preventative maintenance for devices. Students will learn basic skills required for careers in information and computer technology. Emphasis will be placed on skills needed to safely configure, build, upgrade, diagnose, and maintain computers and peripherals, specifically PC hardware, networking, laptops, and operational procedures. Hands–on training experiences will be provided. This course will prepare students for the (901) portion of CompTIA $\\mathsf { A } ^ { + }$ Certification. Developing technical writing skills will also be emphasized. Computer Engineering Technology II Learn the essential operating systems competencies for an entry–level PC service technician. These are also the skills needed for the (902) portion of CompTIA $\\mathsf { A } ^ { + }$ Certification, a nationally recognized certification for computer service technicians. Students will demonstrate knowledge of building, installing, configuring, upgrading, troubleshooting, and repairing operating systems as well as the knowledge of PC security, mobile devices, and general troubleshooting. Hands–on experiences will provide opportunities to enhance classroom instruction and career development. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course introduces students to topics related to business, finance, management, and marketing to cover business in the global economy, functions of business organization and management, marketing basics, and significance of business financial and risk management. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. | | | | | | --- | --- | --- | --- | | CTE CAREER PATHWAYCOMPUTER SCIENCE PRINCIPLES (CSPR) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | CS20Computer Science I | 0A02 AP Computer SciencePrinciples\*orCS21Computer Science II\* | 2A02 AP Computer ScienceWork-Based Learning:CTE Apprenticeship, CTEMentorship, Clinical or CTEInternship | | SUPPLEMENTALCTE COURSES | CI00 CompTIA IT Fundamentals, CC11 Microsoft Excel, ME11 Entrepreneurship I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Science Degree | | C Industry-Recognized Credentials:WorkKeys National Career Readiness Certificate, TA 98-381ntroducn Programming Using Python | \*Denotes CTE Concentrator Course Computer Science I Computer Science Principles I is an introductory course intended to familiarize students with the general concepts and thinking practices of computing, computer science, and information science. Students will learn computing concepts through authentic visual and interactive projects using visual programming languages. Students will focus on the “big CS ideas” in creative ways that emphasize conceptual knowledge and thinking practices, rather than on programming alone. The big ideas in CSP include computing as a creative activity, abstraction, facilitating knowledge creation through computing, algorithms, problem solving, the internet, and the global impact of computing. Emphasis is placed on problem solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Strong communication skills are necessary, and English language arts, mathematics, science, and arts standards are reinforced. Computer Science II This second-level introductory course in computer science (based on The Beauty and Joy of Computing) builds on the foundation of Computer Science Principles I. This course offers a more in–depth examination of the “big CS ideas,” including a broad range of foundational topics, such as programming, algorithms, the internet, big data, digital privacy and security, and the societal impacts of computing. Emphasis is placed on problem solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Students will extend their programming skills to include more complex constructs, including objects and data abstraction. AP Computer Science Principles introduces students to the foundational concepts of the field and challenges them to explore how computing and technology can impact the world. CompTIA IT Fundamentals This course is designed for students to develop knowledge and skills required to identify and explain the basics of computing, IT infrastructure, application and software, software development, database fundamentals, and security. The course is also designed for students to develop the ability to demonstrate knowledge and skills to install software, establish basic network connectivity, identify or prevent basic security risks, explain troubleshooting theory, and provide preventative maintenance for devices. AP Computer Science A AP Computer Science A is an introductory collegelevel computer science course. Students cultivate their understanding of coding through analyzing, writing, and testing code as they explore concepts like modularity, variables, and control structures. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. | | | | | | --- | --- | --- | --- | | | CTE CAREER PATHWAYPYTHON PROGRAMMING (PYPR) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | CP10Python Programming I | CP11Python Programming II\* | 2A02 AP Computer Science AWork-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical or CTE Internship | | SUPPLEMENTALCTE COURSES | CI00 CompTIA IT Fundamentals, CC11 Microsoft Excel, CP21 Develop in Swift Fundamentals | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Science Degree | | C Industry-Recognized Credentials:WorkKeys National Career Readiness CertificateTA 98-381IntroducionProgramming Using Python | | C Careers Existing Tday and Tmorrow: Sftare rogramer, Virtual ropertyAssociat, Autoate aArchitect, Failure Point Assessor | \*Denotes CTE Concentrator Course Python Programming I This course is designed to introduce Python as a beginning course (not intended for experienced programmers). The course is designed for students to learn and practice coding in an online environment that requires only a modern web browser and internet connection. No special software is required to complete this course. The course includes video content, practice labs, and coding projects. Mathematical standards are reinforced, problem solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Strong communication skills are necessary, and English language arts, mathematics, science, and arts standards are reinforced. Python Programming II This course will prepare students for jobs and careers connected with widely understood software development, which includes not only creating the code itself as a junior developer, but also computer systems design and software testing. Students will be guided to a level of Python programming knowledge that will allow them to design, write, debug, and run programs encoded in the Python language, and to understand the basic concepts of software development technology. In addition, students will learn IoT (Internet of Things) skills, which can help transform any business in any industry, from manufacturing to saving endangered species. Students will apply basic programming (using Python) to support IoT devices. This course will prepare students for taking the PCAP: Certified Associate in Python Programming certification exam. Associate certification scaffolds to certification as a Certified Expert in Python Programming. AP Computer Science A AP Computer Science A is an introductory collegelevel computer science course. Students cultivate their understanding of coding through analyzing, writing, and testing code as they explore concepts like modularity, variables, and control structures. CompTIA IT Fundamentals This course is designed for students to develop knowledge and skills required to identify and explain the basics of computing, IT infrastructure, application and software, software development, database fundamentals, and security. The course is also designed for students to develop the ability to demonstrate knowledge and skills to install software, establish basic network connectivity, identify or prevent basic security risks, explain troubleshooting theory, and provide preventative maintenance for devices. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. Students build fundamental iOS app development skills with Swift. Students are supported in learning the core concepts and practices that Swift programmers use daily and build a basic fluency in Xcode source and UI editors. Students will be able to create iOS apps that adhere to standard practices, including the use of stock UI elements and layouts. Strong communication skills are necessary and English language arts, mathematics, and computer science standards are reinforced. CTE Career Cluster \| LAW, PUBLIC SAFETY, CORRECTIONS, & SECURITY | | | | | | --- | --- | --- | --- | | | CTE CAREER PATHWAYEMERGENCY MANAGEMENT (EMMG) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | IP11Public Safety I | IP51Emergency Management I\* | IP52 Emergency Management IIWork-Based Learning:CTE Apprenticeship, CTEMentorship, Clinical orCTE Internship | | SUPPLEMENTALCTE COURSES | HU40 Health Science I, CC11 Microsoft Excel, BF10 Business Essentials | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Arts Degree | | Industry-Recognized Credentials: WorkKeys Natinal CareerReadness Certate, Cmergency ManagntCeation, Natinal ncident Management System, Comunity mergencyReson Team ..R.T. Certi | | re xistToday nTo:bl Sfey TeleblSafeis na Preparedness and Response Coordinator | \*Denotes CTE Concentrator Course This course provides basic career information in public safety, including corrections, emergency, and fire management; security and protection; law enforcement; and legal services. Additionally, students will develop a personal plan for a career in public safety. The course includes skills in each area, using resources from the community to help deliver instruction to the students. This course is aligned to the Emergency Management certifications from FEMA and are recommended by the North Carolina Emergency Management Office at the NC Department of Public Safety as appropriate for high school students. These certifications are required by professionals in this field. The course includes skills in each area of emergency management, using resources from the community to help deliver instruction to the students. Strong communication skills are necessary, and English language arts standards are reinforced. Work–based learning strategies appropriate for this course include job shadowing. Apprenticeships and cooperative education are not possible for this course. SkillsUSA competitive events, community service, and leadership activities will provide the opportunity to apply essential standards and workplace-readiness skills through authentic experiences. Emergency Management II This course is the second in a series of courses aligned to the Emergency Management certifications from FEMA and are recommended by the North Carolina Emergency Management Office at the NC Department of Public Safety as appropriate for high school students. These certifications are those required by professionals in this field. The course includes skills in each area, using resources from the community to help deliver instruction to the students. Strong communication skills are necessary, and English language standards are reinforced. CompTIA IT Fundamentals This course is designed for students to develop knowledge and skills required to identify and explain the basics of computing, IT infrastructure, application and software, software development, database fundamentals, and security. The course is also designed for students to develop the ability to demonstrate knowledge and skills to install software, establish basic network connectivity, identify or prevent basic security risks, explain troubleshooting theory, and provide preventative maintenance for devices. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course is developed to focus on human anatomy, physiology and human body diseases and disorders, and recognizing and responding to first aid emergencies. Students will learn about healthcare careers within the context of human body systems. Projects, teamwork, and demonstrations serve as instructional strategies that reinforce the curriculum content. English language arts and science are reinforced in this course. This course introduces students to topics related to business, finance, management, and marketing to cover business in the global economy, functions of business organization and management, marketing basics, and significance of business financial and risk management. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. | | | | | | --- | --- | --- | --- | | CTE CAREER PATHWAYEMERGENCY MEDICAL TECHNOLOGY (EMMT) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | IP21Emergency MedicalTechnology I | IP22Emergency MedicalTechnology II\* | Work-Based Learning:CTE Apprenticeship, CTEMentorship, Clinical orCTE Internship | | SUPPLEMENTALCTE COURSES | HU40 Health Science I, IP11 Public Safety I, IP51 Emergency Management I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Arts Degree | | Indusy-ReconizCredenals:WorkKeys Natal areeReades erta mergec edicalRe(EMR), Emergency Medical Technician (EMT) | | aree ExisToday nTomo:bl Safey TelebliSafeyRisk Mana; DPreparedness and Response Coordinator | \*Denotes CTE Concentrator Course Emergency Medical Technology I Discover how to provide medical care for patients of all ages in the pre-hospital environment. Learn emergency medical systems and the roles and responsibilities of the emergency medical responder in the pre-hospital setting. Establish an introductory understanding of anatomy and physiology related to medical and traumatic emergencies. Gain the knowledge, skills, and industry credentials for careers in the Emergency Medical Technology pathway. \*Per the NCOEMS and NCDPI education plan, this course is limited to 20 students per teacher. \*Per the NCOEMS candidate handbook and education program requirements, students must be 17 years of age on or before the official end date of the course. Emergency Medical Technology II Discover how to provide medical care for patients of all ages in the pre-hospital environment. Learn emergency medical systems, relevant skills, roles, and responsibilities of the emergency medical technician in the pre-hospital setting. Understand anatomy and physiology related to medical and traumatic emergencies. Gain the knowledge, skills, and industry credentials for careers in the Emergency Medical Technology pathway. \*Per the NCOEMS and NCDPI education plan, this course is limited to 16 students per teacher. \*Per the NCOEMS candidate handbook and education program requirements, students must be 17 years of age on or before the official end date of the course. Explore anatomy, physiology, diseases, and disorders within human body systems. Understand structural organization of the human body as it applies to recognizing and responding to first aid emergencies. Engage in projects, teamwork, collaboration, and demonstration to reinforce curriculum content. Gain knowledge, skills, and industry credentials for careers in the Healthcare Professional pathway. Develop a basic understanding of careers and skills in the public safety pathway. Perform basic skills with these different careers, including firefighting, EMT, and law enforcement. Create a student personal plan for a career in public safety. Gain the knowledge, skills, and industry credentials for careers in public safety. Explore fundamentals of Emergency Management operations. Develop knowledge and skills to lead all emergency resources in a public safety emergency. Perform basic communication skills required to coordinate with all other public safety agencies during an emergency. Gain the knowledge, skills, and industry credentials for careers in emergency management. CTE Career Cluster \| LAW, PUBLIC SAFETY, CORRECTIONS & SECURITY | | | | | | --- | --- | --- | --- | | | CTE CAREER PATHWAYFIREFIGHTER TECHNOLOGY (FIFI) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | IP31Firefighter Technology I | IP32Firefighter Technology II\* | IP33 Firefighter Technology IIIiWork-Based Learning:CTE Apprenticeship, CTEMentorship, Clinical orCTE Internship | | SUPPLEMENTALCTE COURSES | IP11 Public Safety I, HU40 Health Science I, IP51 Emergency Management | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:Fire Protection Technology Certificate | | zloatl arMarshal (NCOSFM) - Firefighter Technology II | | re xistTday nTobl SfeTele bl Sfetisk anae; Preparedness and Response Coordinator | \*Denotes CTE Concentrator Course Firefighter Technology I Gather basic knowledge and skills required in firefighting. Develop skills in communications, use of personal protective equipment, forcible entry, fire extinguishers, and building construction. Perform basic firefighter skills associated with the knowledge obtained in this course. Gain the knowledge, skills, and industry credentials for careers in firefighter technology. Firefighter Technology II Enhance knowledge and skills required in firefighting. Develop skills in ladders, ventilation, ropes and knots, water supplies, hoses, appliances for search and rescue, and emergency medical care operations. Perform intermediate firefighter skills associated with the knowledge obtained in this course. Gain the knowledge, skills, and industry credentials for careers in firefighter technology. Firefighter Technology III This course is the second in a series of courses aligned to the Maximize knowledge and skills required in firefighting. Develop tasks related to skills used in rescue, fire protection, fire and life safety, mayday, HAZMAT, and traffic incident management. Perform advanced firefighter skills associated with the knowledge obtained in this course. Gain the knowledge, skills, and industry credentials for careers in firefighter technology. Health Science I Explore anatomy, physiology, diseases, and disorders within human body systems. Understand structural organization of the human body as it applies to recognizing and responding to first aid emergencies. Engage in projects, teamwork, collaboration, and demonstration to reinforce curriculum content. Gain knowledge, skills, and industry credentials for careers in the Healthcare Professional pathway. Explore fundamentals of Emergency Management operations. Develop knowledge and skills to lead all emergency resources in a public safety emergency. Perform basic communication skills required to coordinate with all other public safety agencies during an emergency. Gain the knowledge, skills, and industry credentials for careers in emergency management. CTE Career Cluster \| LAW, PUBLIC SAFETY, CORRECTIONS & SECURITY | | | | | | | --- | --- | --- | --- | --- | | CTE CAREER PATHWAYJUNIOR RESERVE OFFICERS TRAINING CORPS (JROTC) (JRTC) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE COURSE 3 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | 9501 JROTC I | 9502 JROTC \| | 9503 JROTC II\*\* | 9504 JROTC IV^9505 JROTC V^Work-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical orCTE Internship | | SUPPLEMENTALCTE COURSES | HU40 Health Science I CC11 Microsoft Excel^BF10 Business Essentials | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:N/A | | ndustyReczCedentls:JLadehiplabl SilWorKe atal areRCertificate | | CT Careers xist Today and Tomorw: LawEforent, Tactil Operais Leader, Militay Offi Infrastructure Manager, Government, Innovation Officer | \*Denotes CTE Concentrator Course ^Denotes CTE Inherently Honors See course descriptions in the Military Science section of this registration book. Health Science I Explore anatomy, physiology, diseases, and disorders within human body systems. Understand structural organization of the human body as it applies to recognizing and responding to first aid emergencies. Engage in projects, teamwork, collaboration, and demonstration to reinforce curriculum content. Gain knowledge, skills, and industry credentials for careers in the Healthcare Professional pathway. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course introduces students to topics related to business, finance, management, and marketing to cover business in the global economy, functions of business organization and management, marketing basics, and significance of business financial and risk management. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. CTE Career Cluster \| LAW, PUBLIC SAFETY, CORRECTIONS & SECURITY | | | | | | --- | --- | --- | --- | | | CTE CAREER PATHWAYLAW AND JUSTICE (LAWJ) | | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | IP41Law and Justice I | P42Law and Justice II\* | IP51 Emergency Management IWork-Based Learning:CTE Apprenticeship, CTEMentorship, Clinical or CTEInternship | | SUPPLEMENTALCTE COURSES | IP11 Public Safety I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:CollegeTranser Pathway Leading to the Associate in Arts Degre | | CTE Industry-Recognized Credentials: WorkKeys Natinal Career Readiness ertifcate,National LawEnforcmentCertification for Secondary & Post-Secondary Students (SPSS), Certified Protection Offcer (CPO) | \*Denotes CTE Concentrator Course Develop an understanding of the history of law enforcement, including the criminal justice system. Understand the responsibilities of policing, and the classification of crimes. Practice basic skills such as communication with diverse groups, conflict resolution, operation of equipment, and courtroom testimony. Gain the knowledge, skills, and industry credentials for careers in law and justice. Law & Justice II Gather knowledge and skills required in private security protection. Practice communication skills required of protection officers. Perform tasks including crime prevention, risk and threat management, and physical security. Gain the knowledge, skills, and industry credentials for careers in law and justice. Emergency Management I Explore fundamentals of Emergency Management operations. Develop knowledge and skills to lead all emergency resources in a public safety emergency. Perform basic communication skills required to coordinate with all other public safety agencies during an emergency. Gain the knowledge, skills, and industry credentials for careers in emergency management. Develop a basic understanding of careers and skills in the public safety pathway. Perform basic skills with these different careers, including firefighting, EMT, and law enforcement. Create a student personal plan for a career in public safety. Gain the knowledge, skills, and industry credentials for careers in public safety. CTE Career Cluster \| LAW, PUBLIC SAFETY, CORRECTIONS, & SECURITY | | | | | | --- | --- | --- | --- | | | CTE CAREER PATHWAYPUBLIC SAFETY (PUSA) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | IP11Public Safety I | IP12Public Safety II\* | Work-Based Learning:CTE Apprenticeship, CTEMentorship, Clinical or CTEInternship | | SUPPLEMENTALCTE COURSES | BF10 Business Essentials, CC11 Microsoft Excel | | CAREER &COLLEGE PROMISE | Approved Career & College Promise Career Technical Education Pathway | | CTE Industry-Recognized Credentials: WorkKeys National Career Readiness Certificate | | riT eSystem Dismantlers, Driverless Operating System Traffic Controller | \*Denotes CTE Concentrator Course This course provides basic career information in public safety, including corrections, emergency and fire management, security and protection, law enforcement, and legal services. Additionally, students will develop a personal plan for a career in public safety. The course includes skills in each area, using resources from the community to help deliver instruction to the students. Public Safety II This course provides a deeper level of understanding of career information in public safety by focusing on the Community Emergency Response Team (CERT) Certification. CERT is a Federal Emergency Management Administration (FEMA) developed certification that incorporates all areas of public safety. Work–based learning strategies appropriate for this course include job shadowing. Apprenticeships and cooperative education are not available for this course. This course prepares students for the FEMA CERT certification. SkillsUSA competitive events, community service, and leadership activities will provide the opportunity to apply essential standards and workplace-readiness skills through authentic experiences. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course introduces students to topics related to business, finance, management, and marketing to cover business in the global economy, functions of business organization and management, marketing basics, and significance of business financial and risk management. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. CTE Career Cluster \| MANUFACTURING | | | | | | | --- | --- | --- | --- | --- | | CTE CAREER PATHWAYELECTRONICS (ELEC) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE COURSE 3 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | IK88Electronics I | IK89Electronics II\* | IK90Electronics III | Work-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical or CTEInternship | | SUPPLEMENTALCTE COURSES | CC11 Microsoft Excel, BF10 Business Essentials, CS20 Computer Science I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:Electronics Engineering Technology - Basic Electronics Certificate | | eoCertification: EM1, EM4, & EM2 | | iyTSystem Integrator, Sensor Signal Engineer | \*Denotes CTE Concentrator Course Learn electronic practices and fundamentals as you prepare for careers in electronics, communications, and IT. Hands–on activities and topics include safety, tools, test equipment, and soldering, focusing on the Electronic Career and Technical Education Technicians Association EM1 Module direct current (DC). Students will learn Ohm’s law, Kirchoff’s law, electronic components, schematic diagrams, and electronic circuitry. Hands–on kit building projects will be used to reinforce classroom concepts. Students will have the opportunity to develop skills and earn national certification through the Electronics Technician Association (ETA). See [www.eta–i.org](http://www.xn--etai-286a.org/) for additional information on ETA. This course covers advanced practices, principles, and special equipment and materials based upon the Electronic Technicians Association (ETA) areas of ETA (EM4) Digital Electronics. The course also includes introduction to microprocessors, microcontrollers, and computer architecture. Topics include safety, semiconductor devices, binary octal and hexadecimal systems, common electronic symbols, electrical drawings, registers, ASCII code and computer electronics. Hands–on kit building projects will be used to reinforce classroom concepts. This course helps prepare students for ETA certification in Digital Electronics. This course is based on the Electronic Technicians Association International (ETA–i) area of AC (EM2). Topics include AC components and terms; principles of inductance and capacitance; AC generator and motor theory; RC, RL, and RCL principles; general mathematics and formulas used in AC; and test equipment, cabling, and basic safety precautions. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course introduces students to topics related to business, finance, management, and marketing to cover business in the global economy, functions of business organization and management, marketing basics, and significance of business financial and risk management. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. This is an introductory course intended to familiarize students with the general concepts and thinking practices of computing, computer science, and information science. Students will learn computing concepts through authentic visual and interactive projects using visual programming languages. Students will focus on the “big CS ideas” in creative ways that emphasize conceptual knowledge and thinking practices rather than on programming alone. The big ideas in CSP include computing as a creative activity, abstraction, facilitating knowledge creation through computing, algorithms, problem-solving, the Internet, and the global impact of computing. Emphasis is placed on problem-solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Art, English language arts, and mathematical concepts are reinforced. | | | | | | --- | --- | --- | --- | | CTE CAREER PATHWAYMETALS MANUFACTURING (MEMA) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | IM42Metals ManufacturingTechnology I | IM43Metals ManufacturingTechnology II\* | Work-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical or CTE Internship | | SUPPLEMENTALCTE COURSES | CS11 Project Management , CC11 Microsoft Excel, ME11 Entrepreneurship I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:Manufacturing Technology Apprenticeship CertificateWelding Technology DiplomaWelding Technology - Robot Operator CertificateWelding Technology CertificateWelding Technology in Manufacturing Certificate | | CTE Industry-Recognized Credentials: WorkKeys National Career Readiness Certifcate, NIMS Certification | | ar xisdaynTm: WeleutaudiMaauTecolggiMetals Designer, Aquatic Welder | \*Denotes CTE Concentrator Course Metals Manufacturing Technology I This course introduces various manufacturing processes and career opportunities in manufacturing with emphasis on machining metals parts. Topics include mathematics, layout, specifications, blueprints, hand tools, precision measuring instruments, lathes, drill presses, saws, and grinders. Students will have the opportunity to earn national certification through the National Institute of Metalworking Skills (NIMS). See [www.nims–skills.org/web/nims/home](http://www.xn--nimsskills-ru6e.org/web/nims/home) for additional information on NIMS. CTE COURSE 2 Metals Manufacturing Technology II This course provides advanced instruction in manufacturing processes and introduces CAD/CAM (Computer Assisted Drafting/Computer Aided Manufacturing) and CNC (Computer Numerical Control) processes. Topics include turning, milling, sawing, grinding, metallurgy, assembly techniques, machine tool maintenance, and welding/cutting operations. Students will have the opportunity to earn national certification through NIMS. See [www.nims–skills.org/web/nims/home](http://www.xn--nimsskills-ru6e.org/web/nims/home) for additional information on NIMS. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforce. Students will be introduced to the principles, concepts, and software applications used in the management of projects. Through project–based learning, students will understand how to use the framework of initiating, planning, executing, monitoring, controlling, and closing a project in authentic situations. | | | | | | --- | --- | --- | --- | | | CTE CAREER PATHWAYWOODWORKING (WOOD) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | IM21Woodworking I | IM22Woodworking I\* | Work-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical or CTE Internship | | SUPPLEMENTALCTE COURSES | IC00 Construction Core, ME11 Entrepreneurship I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:Manufacturing Technology Apprenticeship Certificate | | CTE Industry-Recognized Credentials: WorkKeys National Career Readiness Certificate | | Careers Existing Today and Tomorrow Corrugator Supervior, Enginee Wood Designer, Finishig Manar | \*Denotes CTE Concentrator Course This course introduces career information, employment opportunities, and skills required for work in the woodworking and cabinetmaking industry. Topics include the woodworking industries, health, and safety design and layout, materials, hand tools, power tools, portable and stationary, preparation, construction and assembly, and finishing. English language arts and mathematics are reinforced. Due to potentially hazardous processes and equipment a maximum enrollment of 20 is recommended. CTE COURSE 2 Woodworking II The course teaches the development of knowledge and advance skills in the woodworking and cabinetmaking industry. Emphasis is placed on advanced principles applied to the woodworking and cabinetmaking industry. Topics include advanced levels of the cabinetmaking industry, health and safety, design and layout, materials, hand tools, power tools, portable and stationary, preparation, construction and assembly, and finishing. English language arts and mathematics are reinforced. Due to potentially hazardous processes and equipment a maximum enrollment of 20 is recommended. Construction Core Perform basic safety procedures required for construction and industrial project sites. Engage in proper techniques required to safely operate hand and power tools used in the construction industry. Practice material handling tasks using appropriate personal protective equipment (PPE) procedures and techniques. Gain the knowledge, skills, and industry credentials for careers in architecture and construction. \* For safety reasons, the recommended enrollment should not exceed 20 students. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforce. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. | | | | | | --- | --- | --- | --- | | | CTE CAREER PATHWAYMARKETING MANAGEMENT (MMGT) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | MM51Marketing I | MM52Marketing I\* | Work-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical or CTE Internship | | SUPPLEMENTALCTE COURSES | CD10 Adobe Visual Design, BF10 Business Essentials, CC11 Microsoft Excel | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Arts Degree | | Industry-Recognize Credentials:WorkKeys National CareeReadnes Certifcat BsiesRetailrSpecialist | | arxiTdyT arke rkan an Social Media Advertising Supervisor, Direct Consumer Consultant | \*Denotes CTE Concentrator Course This course is designed to introduce students to the dynamic processes and activities in marketing. The experience includes students developing an understanding and skills in the areas of distribution, marketing–information management, market planning, pricing, product/service management, promotion, and selling. Also, students develop an understanding of marketing functions applications and impact on business operations. Strong communication skills are necessary, and English language arts, social studies and mathematics standards are reinforced. Marketing Applications In this course, students will apply an understanding of marketing functions and impact of the functions on business decisions. Through problem solving and critical thinking, students will apply knowledge and skills in the areas of customer relations, economics, financial analysis, channel management, marketing–information management, marketing planning, products and services management, and selling. Relative opportunities are available for students to use technology to acquire and use marketing information. Strong communication skills are necessary and English language arts, arts, and social studies standards are reinforced. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course is a project-based course that develops ICT, career and communication skills in print and graphic design using Adobe tools. This course is aligned to Adobe Photoshop and Illustrator certification. English language arts are reinforced. This course introduces students to topics related to business, finance, management, and marketing to cover business in the global economy, functions of business organization and management, marketing basics, and significance of business financial and risk management. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. CTE Career Cluster \| MARKETING | | | | | | --- | --- | --- | --- | | CTE CAREER PATHWAYSALES CAREER PATHWAY (PRSM) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | MI31Sales I | MI32Sales ll\* | Work-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical or CTE Internship | | SUPPLEMENTALCTE COURSES | MM51 Marketing, BF10 Business Essentials, CS20 Computer Science ICC11 Microsoft Excel | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:Business Administration - Sales Certificate | | CTE Industry-Recognized Credentials: WorkKeys National Career Readiness Certificate | | ris T lAdvisor | \*Denotes CTE Concentrator Course This course will teach students the basic knowledge around the sales profession. Students will explore careers in selling, personal branding, communication skills, customer service, buying behavior, technology, types of selling, product knowledge, and the selling process. Project–based learning, English language arts, mathematics, and social studies standards are reinforced. This course will teach students the basic knowledge around the sales profession. Students will explore careers in selling, personal branding, communication skills, customer service, buying behavior, technology, types of selling, product knowledge, and the selling process. Project–based learning, English language arts, mathematics, and social studies standards are reinforced. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course is designed to introduce students to the dynamic processes and activities in marketing. The experience includes students developing an understanding and skills in the areas of distribution, marketing–information management, market planning, pricing, product/service management, promotion, and selling. Also, Students develop an understanding of marketing functions applications and impact on business operations. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. This course introduces students to topics related to business, finance, management, and marketing to cover business in the global economy, functions of business organization and management, marketing basics, and significance of business financial and risk management. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. This is an introductory course intended to familiarize students with the general concepts and thinking practices of computing, computer science, and information science. Students will learn computing concepts through authentic visual and interactive projects using visual programming languages. Students will focus on the “big CS ideas” in creative ways that emphasize conceptual knowledge and thinking practices rather than on programming alone. The big ideas in CSP include computing as a creative activity, abstraction, facilitating knowledge creation through computing, algorithms, problem-solving, the Internet, and the global impact of computing. Emphasis is placed on problem-solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Art, English language arts, and mathematical concepts are reinforced. CTE Career Cluster \| SCIENCE, TECHNOLOGY, ENGINEERING, & MATHEMATICS | | | | | | --- | --- | --- | --- | | | CTE CAREER PATHWAYDRAFTING ENGINEERING (DREN) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | IC61Drafting I | IV22Drafting II - Engineering\* | IV23 Draftng III- EngineeringWork-Based Learning: CTEApprenticeship, CooperativeEducation (Co-op), Clinical orCTE Internship | | SUPPLEMENTALCTE COURSES | BF10 Business Essentials, CC11 Microsoft Excel | | CAREER &COLLEGE PROMISE | Approved Career & College romise Career Technical ducatin Pathway | | CTE Industry-Recognized Credentials: WorkKeys National Career Readiness Certifcate | | rxisyi DHos Hal Mass Energy Storage Developers | \*Denotes CTE Concentrator Course In this entry–level course, students are introduced to tools used to effectively communicate ideas and concepts found in architecture, manufacturing, engineering, science, and mathematics. Topics include the fundamentals of manual drawing–board drafting techniques, sketching, geometry, and geometric construction drawings. Students will learn the basics of simple and complex techniques used in 2D and 3D computer–aided drafting (CAD), while developing basic leadership skills and goal-setting strategies. This course incorporates the Autodesk digital science, technology, engineering, art, math (STEAM) curriculum and will help prepare students for the Autodesk Certified User certification in AutoCAD. Drafting II – Engineering This course introduces students to the use of graphic tools necessary to communicate, analyze, and understand the ideas and concepts found in areas of engineering, science, and mathematics. Topics include teaming and communication skills, 3D modeling, manufacturing processes, dimensioning and conventional tolerancing, sectional views, auxiliary views, and pattern development using CAD software. Students will demonstrate learning through performances, presentations, demonstrations, applications, processes, and products. This course will help prepare students for the Autodesk Certified User certification in Inventor. Drafting III – Engineering This course introduces students to the use of graphics tools necessary to communicate, analyze, and understand the ideas and concepts found in the areas of engineering, science, and mathematics. Topics include the engineering design process, constraint–based/parametric modeling, threads and fasteners, working drawings, basic geometric dimensioning and tolerancing, and portfolio development. Students will be required to demonstrate learning through performances, presentations, demonstrations, applications, processes, and products. This course will help prepare students for the Autodesk Certified User certification in Inventor. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course introduces students to topics related to business, finance, management, and marketing to cover business in the global economy, functions of business organization and management, marketing basics, and significance of business financial and risk management. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. CTE Career Cluster \| SCIENCE, TECHNOLOGY, ENGINEERING, & MATHEMATICS | | | | | | | --- | --- | --- | --- | --- | | CTE CAREER PATHWAYENGINEERING TECHNOLOGIES (ETEC) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE COURSE 3 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | CL44EngineeringTechnology I | CL45EngineeringTechnology II\* | CL46EngineeringTechnology III | Work-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical or CTEInternship | | SUPPLEMENTALCTE COURSES | GS11 Project Management I, CC11 Microsoft Excel, ME11 Entrepreneurship I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Science Degree | | CTE Industry-Recognized Credentials: WorkKeys National Career Readiness Certificate | | rexisTdayiD Hoe Mass Energy Storage Developers | \*Denotes CTE Concentrator Course Engineering Technology I This course prepares students to understand and apply technological concepts and processes that are the cornerstone of today’s designed world. Students will study the nature of technology, the impacts of technology, and the multiple technological systems that affect daily living. Students will engage in small group and individual activities where they develop innovations, and design, fabricate, and engineer practical solutions to a variety of problems. Technology content, resources, and lab activities will enable students to apply science, mathematics, and other subject areas in authentic situations while reinforcing problem-solving and criticalthinking skills. Engineering Technology II This second-level course explores important fundamentals in the field of engineering. Students will learn the technology and engineering concepts that are necessary to turn their ideas into solutions that will improve everyday life. Exciting hands– on learning activities involving electricity, electromagnetism, design and modeling, and fluid power are just a few of the ways to make learning science and math engaging and fun! Problem-solving and critical-thinking skills will be a focus and reinforced with project–based learning. Engineering Technology III This advanced course provides more opportunities for students to connect technology and engineering content together and apply it to solve real–world problems. More and more jobs demand advanced skills, including the ability to reason, think creatively, make decisions, and work in a team environment. A good understanding of science, technology, engineering, and math and their methods contribute in an essential way. Topics in this course will include electricity, mechanisms, system optimization, technical communication, and project management. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course will introduce students to the principles, concepts, and software applications used in the management of projects. Through project-based learning, students will understand how to use the framework of initiating, planning, executing, monitoring and controlling, and closing a project in authentic situations. The core concepts of scope, time, cost, and integration will be examined during this course. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. | | | | | | | --- | --- | --- | --- | --- | | CTE CAREER PATHWAYAVIATION (AVIA) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE COURSE 3 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | IL77AerospaceTechnology I | IL78AerospaceTechnology I\* | IK30AviationManufacturing | Work-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical or CTE Internship | | SUPPLEMENTALCTE COURSES | IT1 Automotive Service Fundamentals, IC61 Drafting I, ID10 Drone Technology Fundamentals, CS20Computer Science I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:Aerospace Manufacturing Technology - Aircraft Structures Assembly & Repair DiplomaAviation Electronics (Avionics) Technology DiplomaAviation Management and Career Pilot Technology DiplomaAviation Systems Technology, Airframe Diploma (Spring)Aviation Systems Technology, Powerplant Diploma (Fall)Aviation Systems Technology, General Certificate | | Industry-Recognize Credenials: WorkKey atinal CareeReadness Certte,rframeowerplant Certified Technician, Aviation Maintenance Technician (AMT) Certificate | | CrExisToay :viTnpal T vi Sfe Avionics Engineer, Drone Repair Expert | \*Denotes CTE Concentrator Course Aerospace Technology I This course introduces students to the general aspects of aviation fundamentals, including aviation mathematics, drawings, and blueprints; basic electricity; weight; and balance as well as ground operation on a simulator. Upon successful completion of this course, students will understand and demonstrate aviation concepts and flight principles through real–world scenarios and project–based activities. Aerospace Technology II This course introduces students to many of the general aspects within the aviation industry, such as regulations, fluid lines and fittings, tool usage, riveting sheet metal, flight instruments, and meteorology. Upon successful completion of this course, students will be able to apply and demonstrate aviation concepts and navigational flight through real–world scenarios and project–based activities. Aviation Manufacturing This course will examine concepts and materials used in design, manufacturing, and repair of aircraft metallic structures. Topics include aircraft design, tool usage, metallic structures, riveting, bending, corrosion repair, corrosion prevention, and aircraft repair. Upon successful completion of this course, students will have many of the necessary skills to be employable in an aircraft repair facility with minimal additional training. Automotive Service Fundamentals This course introduces automotive safety, basic automotive terminology, system & component identification, knowledge and introductory skills in hand tools, shop equipment, basic servicing, and use of service information. Also careers and various job opportunities in the automotive repair industry will be discussed. As part of the ASE Education Foundation accreditation requirement, topics are aligned to the Maintenance and Light Repair (MLR) level of accreditation. English language arts are reinforced. This course introduces students to the use of simple and complex graphic tools used to communicate and understand ideas, concepts and trends found in the areas of architecture, manufacturing, engineering, science, and mathematics, sketching and computer assisted design (CAD) skills and techniques. English language arts, mathematics, and science are reinforced. This course will provide student knowledge in the field of aviation related to drone technology. Students will also learn the skills needed to fly basic drones for recreational purposes. English language arts are reinforced. This is an introductory course intended to familiarize students with the general concepts and thinking practices of computing, computer science, and information science. Students will learn computing concepts through authentic visual and interactive projects using visual programming languages. Students will focus on the “big CS ideas” in creative ways that emphasize conceptual knowledge and thinking practices rather than on programming alone. The big ideas in CSP include computing as a creative activity, abstraction, facilitating knowledge creation through computing, algorithms, problem-solving, the Internet, and the global impact of computing. Emphasis is placed on problem-solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Art, English language arts, and mathematical concepts are reinforced. CTE Career Cluster \| TRANSPORTATION, DISTRIBUTION, & LOGISTICS | | | | | | | --- | --- | --- | --- | --- | | CTE CAREER PATHWAYAUTOMOTIVE SERVICES (AUTO) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE COURSE 3 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | IT11Automotive ServiceFundamentals | IT16Automotive Service I | IT17Automotive Service II\* | IT18 AutomotiveService IIIWork-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical or CTEInternship | | SUPPLEMENTALCTE COURSES | IT30 Collision Repair Fundamentals, CC11 Microsoft Excel, ME11 Entrepreneurship I, CS20 ComputerScience I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:Automotive Systems Technology DiplomaAutomotive Systems Technology - Brakes CertificateAutomotive Systems Technology - General Option CertificateAutomotive Systems Technology - Undercar Certificate | | Indusy-Rc reenlWoryatal areRea rtayLeve CerASE Entry-Level Certification- Electrical/Electronic Systems | | T Automation Auditor | Automotive Service Fundamentals This course introduces basic automotive skills and job opportunities in the auto repair industry. As part of the NATEF accreditation, topics are aligned to the Maintenance and Light Repair (MLR) requirements, which include automotive service and safety, tools and equipment, general engine components and repair, combustion and ignition systems, cylinder head and valve trains, and lubrication and cooling systems as well as manual and automatic transmission components, diagnosis, and repair. Automotive Service I This course develops automotive knowledge and skills in performing scheduled automotive maintenance, servicing and basic testing of brakes, electrical systems, drivetrain, engine, HVAC, and steering and suspension systems while emphasizing hands–on experience. As part of the NATEF accreditation, topics are aligned to MLR requirements. Strong communication skills are necessary, and English language arts standards are reinforced. Work–based learning strategies appropriate for this course include job shadowing. SkillsUSA competitive events, community service, and leadership activities will provide the opportunity to apply essential standards and workplacereadiness skills through authentic experiences. Automotive Service II Develop advanced knowledge and skills in vehicle system repair and/or replacement of components in the brakes, electrical systems, drivetrain, engine, HVAC, and steering and suspension systems while emphasizing hands–on experience. As part of the NATEF accreditation, topics are aligned to the MLR requirements. Strong communication skills are necessary, and English language arts standards are reinforced. This course helps prepare students for the Automotive Service Excellence (ASE) certification in Maintenance and Light Repair (MLR–G1). SkillsUSA competitive events, community service, and leadership activities will provide the opportunity to apply essential standards and workplace-readiness skills through authentic experiences. Automotive Service III In this course, students will continue to increase skills and knowledge in vehicle servicing, testing, repair, and diagnosis of brakes, electrical systems, drivetrain, engine, HVAC, and steering and suspension systems while emphasizing hands– on experience. As part of the NATEF accreditation, topics are aligned to the MLR requirements. Strong communication skills are necessary, and English language arts and mathematics standards are reinforced. This course helps prepare students for the ASE certification in MLR–G1. SkillsUSA competitive events, community service, and leadership activities will provide the opportunity to apply essential standards and workplace-readiness skills through authentic experiences. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course is designed to introduce students to safety, basic collision repair terminology, system and component identification, knowledge and introductory skills in hand tools, shop equipment, basic servicing, and use of service information. Also career and various job opportunities in the collision repair industry will be covered. English language arts and science are reinforced. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. This is an introductory course intended to familiarize students with the general concepts and thinking practices of computing, computer science, and information science. Students will learn computing concepts through authentic visual and interactive projects using visual programming languages. Students will focus on the “big CS ideas” in creative ways that emphasize conceptual knowledge and thinking practices rather than on programming alone. The big ideas in CSP include computing as a creative activity, abstraction, facilitating knowledge creation through computing, algorithms, problem-solving, the Internet, and the global impact of computing. Emphasis is placed on problem-solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Art, English language arts, and mathematical concepts are reinforced. CTE Career Cluster \| TRANSPORTATION, DISTRIBUTION, & LOGISTICS | | | | | | | --- | --- | --- | --- | --- | | | CTE CAREER PATHWAYCOLLISION REPAIR (COLL) | | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE COURSE 3 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | IT30Collision RepairFundamentals | IT31Collision Repair I | IT32Collision Repair II -Non-Structural\*orIT33Collision Repair II -Refinishing\* | Work-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical orCTE Internship | | SUPPLEMENTALCTE COURSES | CC11 Microsoft Excel, ME11 Entrepreneurship I, CS20 Computer Science I | | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:Collision Repair & Refinishing Technology DiplomaCollision Repair & Refinishing Technology Certificate | | Industy-RczCedelsWorkKe atalCareeaie fae I-ARationSTechnician | \*Denotes CTE Concentrator Course Collision Repair Fundamentals This course introduces safety, basic collision repair terminology, system and component identification, knowledge about and introductory skills in hand tools and shop equipment, basic servicing, and use of service information. Careers and various job opportunities in the collision repair industry will also be discussed. Strong communication skills are necessary, and English language arts standards are reinforced. Work–based learning strategies appropriate for this course include job shadowing. Apprenticeships and cooperative education are not available for this course. SkillsUSA competitive events, community service, and leadership activities will provide the opportunity to apply essential standards and workplace-readiness skills through authentic experiences. Collision Repair I This course focuses on nonstructural repairs to automobiles. Using curriculum materials from the industry–recognized ICAR organization, students will learn about trim and hardware, material identification, steel cosmetic straightening and plastic repair, moveable glass replacement, and bolted– on parts replacement. Work–based learning strategies appropriate for this course include apprenticeship, cooperative education, entrepreneurship, internship, and job shadowing. SkillsUSA competitive events, community service, and leadership activities will provide the opportunity to apply essential standards and workplace-readiness skills through authentic experiences. Collision Repair II Nonstructural This course continues the focus on nonstructural repairs to automobiles. Using curriculum materials from the industry– recognized ICAR organization, students will learn additional information about trim and hardware, material identification, steel cosmetic straightening and plastic repair, moveable glass replacement, and bolted–on parts replacement. Work– based learning strategies appropriate for this course include apprenticeship, cooperative education, entrepreneurship, internship, and job shadowing. SkillsUSA competitive events, community service, and leadership activities will provide the opportunity to apply essential standards and workplacereadiness skills through authentic experiences. This course focuses on refinishing automobiles. Using curriculum from the industry-recognized ICAR organization, students will learn about repairing and priming vehicles and vehicle parts; using and maintaining a spray gun; mixing, storing, and disposing of hazardous materials; understanding the corrosion protection process; and buffing, and detailing a refinished vehicle. Work–based learning strategies appropriate for this course include apprenticeship, cooperative education, entrepreneurship, internship, and job shadowing. SkillsUSA competitive events, community service, and leadership activities will provide the opportunity to apply essential standards and workplace-readiness skills through authentic experiences. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. This is an introductory course intended to familiarize students with the general concepts and thinking practices of computing, computer science, and information science. Students will learn computing concepts through authentic visual and interactive projects using visual programming languages. Students will focus on the “big CS ideas” in creative ways that emphasize conceptual knowledge and thinking practices rather than on programming alone. The big ideas in CSP include computing as a creative activity, abstraction, facilitating knowledge creation through computing, algorithms, problem-solving, the Internet, and the global impact of computing. Emphasis is placed on problem-solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Art, English language arts, and mathematical concepts are reinforced. | | | | | | | --- | --- | --- | --- | --- | | DIESE | CTE CAREER PATHWAYDIESEL TECHNOLOGY (DISL) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE COURSE 3 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | IL50Diesel Technology I | IL51Diesel Technology II\* | IL52Diesel Technology III | Work-Based Learning:CTE Apprenticeship,CTE Mentorship,Clinical orCTE Internship | | SUPPLEMENTALCTE COURSES | BF10 Business Essentials, CC11 Microsoft Excel, ME11 Entrepreneurship I, CS20 Computer Science I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:Diesel & Heavy Equipment Technology Certificate | | ndsyRezealWoraalCr aTc Truck Equipment (E1-E3) and Medium and Heavy Truck (T1-T8) | | aree Exist TodaynTo:Deel Tnicn,Heav Eu Operatoavg/urfa utOperators, Self-Driving Truck Mechanic | \*Denotes CTE Concentrator Course Diesel Technology I High–tech diesel engines are found in trucks, heavy equipment, RVs, buses, and automobiles. Through proper safety applications, tools, and leadership development, students will apply the knowledge and skills needed to repair electrical, brakes, and suspension systems. Hands–on activities will include working on actual vehicles, engines, and simulated trainers to enhance the classroom experience. Students will develop a basic understanding of engine operation and electronic–controlled engines using computer diagnostic software. Diesel Technology II This course emphasizes the necessary advanced skills to troubleshoot and repair complex electronic-controlled engines using computer diagnostic software. Through proper safety and tool use, specific instruction is provided to troubleshoot and repair diesel engines. Topics include disassembly and assembly of engines, electrically controlled systems, and power trains used in heavy–duty trucks, buses, and heavy equipment. Students will prepare for ASE technician certification in Truck Equipment (E1–E3) as well as the Medium and Heavy Truck (T1–T8) certification. See [www.ase.com](http://www.ase.com/) for additional information on ASE. Diesel Technology III Students in this course will examine advanced diesel engine concepts that involve engine block rebuild techniques, cylinder heads, and valve trains as well as engine block inspections and service. Students will practice proper welding and fabrication procedures and understand how hydraulic systems are an integral part of today’s heavy-duty and off–road vehicles. Students will prepare for ASE technician certification in Truck Equipment (E1–E3) as well as the Medium and Heavy Truck (T1–T8) certification. See [www.ase.com](http://www.ase.com/) for additional information on ASE. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course introduces students to topics related to business, finance, management, and marketing to cover business in the global economy, functions of business organization and management, marketing basics, and significance of business financial and risk management. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. This is an introductory course intended to familiarize students with the general concepts and thinking practices of computing, computer science, and information science. Students will learn computing concepts through authentic visual and interactive projects using visual programming languages. Students will focus on the “big CS ideas” in creative ways that emphasize conceptual knowledge and thinking practices rather than on programming alone. The big ideas in CSP include computing as a creative activity, abstraction, facilitating knowledge creation through computing, algorithms, problem-solving, the Internet, and the global impact of computing. Emphasis is placed on problem-solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Art, English language arts, and mathematical concepts are reinforced. Students attending the Academy of Biomedical Technology and Specialized Health Sciences at the Academy at Smith will use the equipment and tools of medical researchers to explore and find solutions to some of today’s most pressing medical challenges. Mentorship from industry professionals is an expected element of each student’s program of study. Students are expected to graduate with industry credentials and professional, technical, and research skills, as well as college credits, making this an appealing school for students wishing to continue education in the medical field. Majors in this academy include PLTW Biotechnology Research and Development, Pharmacy Technician, and Counseling and Mental Health. Students in the Signature Career Academies matriculate with their cohort through grades 9–12.  | | | | | | | --- | --- | --- | --- | --- | | | CTE CAREER PATHWAYPLTW BIOTECHNOLOGY RESEARCHAND DEVELOPMENT (PLWB) | | PATHWAYCOMPLETER | CTE COURSE9TH GRADE | CTE COURSE10TH GRADE | CTE COURSE11TH GRADE | CTE COURSE12TH GRADE | | CTECONCENTRATOR | HP70PLTW Principles ofBiomedical Sciences | HP71PLTW Human BodySystems | HP72PLTW MedicalInterventions\* | HP73PLTW BiomedicalInnovationsWork-Based Learning:CTE Apprenticeship,CTE Mentorship, orCTE Internship | | SUPPLEMENTALCTE COURSES | HU10 Foundations of Health Sciences, HU40 Health Science I, HU42 Health Science II above supplemental courses are essential or Block Schedules and should be taken n sequenialorder.) | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Science Degree | | yBeHlCertification | | re Exis Today T n Exupe Bby Des Body ohi oRancher, Lip Designer | \*Denotes CTE Concentrator Course PLTW Principles of Biomedical Sciences This course allows students to apply their knowledge and skills to answer questions or solve problems related to biomedical sciences. Students design innovative solutions to the healthcare challenges of the 21st century. Students work on independent projects and may work with a mentor in the healthcare industry. Strong communication skills are necessary, and English language arts and science standards are reinforced. PLTW Human Body Systems In this course students examine the human body systems, design experiments, and use data acquisition software to monitor body functions and often play the role of the biomedical professional. Strong communication skills are necessary, and English language arts and science standards are reinforced. PLTW Medical Interventions This course allows students to investigate the interventions involved in the prevention, diagnosis, and treatment of disease. It is a how–to manual for maintaining overall health. Strong communication skills are necessary, and English language arts and science standards are reinforced. PLTW Principles of Biomedical Sciences This course allows students to apply their knowledge and skills to answer questions or solve problems related to biomedical sciences. Students will design innovative solutions to the healthcare challenges of the 21st century. Students will work on independent projects and may work with a mentor in the healthcare industry. Foundations of Health Science This course is designed to assist potential healthcare workers in their role and function as health team members. Topics include medical terminology, the history of healthcare, healthcare agencies, ethics, legal responsibilities, health careers, holistic health, healthcare trends, cultural awareness, communication, medical math, leadership, and career decisionmaking. Strong communication skills are necessary, and English language arts and science standards are reinforced. Community service and leadership activities will provide the opportunity to apply essential standards and workplacereadiness skills through authentic experiences. This course focuses on human anatomy, physiology, human body diseases and disorders, and biomedical therapies. Students will learn about healthcare careers within the context of human body systems. Projects, teamwork, and demonstrations serve as instructional strategies that reinforce the curriculum content. Strong communication skills are necessary, and English language arts, and science standards are reinforced. This course is designed to help students expand their understanding of financing and trends of healthcare agencies, fundamentals of wellness, legal and ethical issues, concepts of teamwork, and effective communication. Students will learn healthcare skills, including current CPR and first aid training for healthcare professionals. Strong communication skills are necessary, and English language arts, and science standards are reinforced. | | | | | | --- | --- | --- | --- | | CTE CAREER PATHWAYPHARMACY TECHNICIAN (PHTC) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE COURSE12TH GRADE | | CTECONCENTRATOR | HU40Health Science I | HU42Health Science II\* | HH32Pharmacy TechnicianWork-Based Learning:CTE Apprenticeship, CTEMentorship, or CTE Internship | | SUPPLEMENTALCTE COURSES | HL17 Pharmacolgy Fundamentals I, HP70 PLTW Principles of Biomedical Sciences, HP71 PLTW HumanBody Systems, HP72 PLTW Medical Interventions(The above supplemental courses are essential for Block Schedules and should be taken in sequentialorder.) | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Science Degree | | H eCertification; North Carolina Nurse Aide I; Cpht Certifed Pharmacy Technician | | areers xistToday nTomorw:Registed urid;haracyTecnn Healhre plConsultant, Cradle to Grave Lifecycle Manager, Genetic Modification Designer, Organ Agent | \*Denotes CTE Concentrator Course Health Science I This course focuses on human anatomy, physiology, human body diseases and disorders, and biomedical therapies. Students will learn about healthcare careers within the context of human body systems. Projects, teamwork, and demonstrations serve as instructional strategies that reinforce the curriculum content. Strong communication skills are necessary, and English language arts, and science standards are reinforced. Health Science II This course is designed to help students expand their understanding of financing and trends of healthcare agencies, fundamentals of wellness, legal and ethical issues, concepts of teamwork, and effective communication. Students will learn healthcare skills, including current CPR and first aid training for healthcare professionals. Strong communication skills are necessary, and English language arts, and science standards are reinforced. Pharmacy Technician This course has self–paced, online instruction designed to prepare high school seniors for a pharmacy technician career. Topics included in this course are federal law, medication used in major body systems, calculations, and pharmacy operations. Mathematics is reinforced in this course. Pharmacology Fundamentals I This course offers an introduction to pharmacology including effects, legal issues, and safety of medication administration. It focuses on responsibilities, accountability, routes of administration, body system reactions, contraindications, and side effects of medication. Students will be able to compute dosage calculations ordered by physicians/ prescribing practitioners. English, math, and teamwork skills are reinforced throughout the course. PLTW Principles of Biomedical Sciences This course allows students to apply their knowledge and skills to answer questions or solve problems related to biomedical sciences. Students design innovative solutions to the healthcare challenges of the 21st century. Students work on independent projects and may work with a mentor in the healthcare industry. Strong communication skills are necessary, and English language arts, and science standards are reinforced. In this course, students examine the human body systems, design experiments, and use data acquisition software to monitor body functions and often play the role of the biomedical professional. Strong communication skills are necessary, and English language arts, and science standards are reinforced. This course allows students to investigate the interventions involved in the prevention, diagnosis, and treatment of disease. It is a how–to manual for maintaining overall health. Strong communication skills are necessary, and English language arts, and science standards are reinforced. CTE Career Cluster \| HUMAN SERVICES | | | | | | --- | --- | --- | --- | | CTE CAREER PATHWAYCOUNSELING AND MENTAL HEALTH (CMHC) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE CAREER PATHWAYMAJOR | | CTECONCENTRATOR | FC13Counseling andMental Health I | FC14Counseling andMental Health IlI\* | Work-Based Learning:CTE Apprenticeship, CTEMentorship, or CTE Internship | | SUPPLEMENTALCTE COURSES | HU40 Health Science I, HU42 Health Science IIabove supplemental courses are essential or Block Schedules and should be taken in sequentialorder.) | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Arts Degree | | nCl BlA nuHeaCertification | | Carxisoa B Heal ecuepyoiQuantified Self-Assessment Auditor | \*Denotes CTE Concentrator Course Counseling and Mental Health I This course is designed to introduce students to the counseling and mental health field through understanding how to create healthy, respectful, and caring relationships across the lifespan. Emphasis is placed on understanding mental health, family and friend dynamics, effective communication, and healthy intrapersonal and interpersonal relationships. English/language arts, social studies, and technology standards are reinforced. Family, Career and Community Leaders of America (FCCLA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace-readiness skills through authentic experiences. Counseling and Mental Health II Students in this course will gain a deeper understanding for the counseling and mental health field and factors that affect mental health. Emphasis is placed on understanding the human brain and psyche, theories of development, mental disorders, treatment options, and teen violence issues. Activities engage students in exploring various counseling and mental health careers, while building essential life literacy skills they can apply in their own lives to achieve optimal well-being. English/language arts, social studies, science, technology, and interpersonal relationships are reinforced. Work–based learning strategies appropriate for this course include service-learning and job shadowing. Family, Career and Community Leaders of America (FCCLA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplacereadiness skills through authentic experiences. Students attending the Academy of Computer and Information Science at Dorothy Kearns Academy will explore emerging areas of technology, such as ethical hacking and data analytics. Students are expected to graduate with a series of industry certifications, professional and technical skills, and college credits, making them ready to enter one of the fastest-growing, highest-paid professions available. Experiences provided through our industry partners will help students connect learning to the real challenges faced by computer scientists. Majors in this academy include Cybersecurity and Artificial Intelligence. This academy has an assigned attendance zone. Students in the Signature Career Academies matriculate with their cohort through grades 9–12.  | | | | | | | --- | --- | --- | --- | --- | | CTE CAREER PATHWAYCYBERSECURITY (CBSY) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE COURSE 3 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | CI35PLTW CybersecurityorCI20 NetworkAdministration I | CI30Cybersecurity I | CI31Cybersecurity II\*orCI21 NetworkAdministration II\* | Work-Based Learning:CTE Apprenticeship,CTE Mentorship, orCTE Internship | | SUPPLEMENTALCTE COURSES | CS20 Computer Science I, CS21 Computer Science II or OA02 AP Computer Science, CI00 CompTIA ITFundamentals (The previous supplemental courses are essential for Block Schedules and should betaken in sequential order.) | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:Cyber Crime and Digital Forensics Certificate | | Industry-Recognizd Credentials: CompTIAIT undametals; CompTAA+1001; CompSecurity+; CertidCybersecurity Assoc-PCCSA+ | | arexistToday nd Tm: yber al gee mbe Sotplt,Intellectual Property Associate, Data Stream Organizer | \*Denotes CTE Concentrator Course PLTW Cybersecurity PLTW Cybersecurity introduces the tools and concepts of cybersecurity and encourages students to create solutions that allow people to share computing resources while protecting privacy. Nationally, computational resources are vulnerable and frequently attacked; in PLTW Cybersecurity, students solve problems by understanding and closing these vulnerabilities. This course raises students’ knowledge of and commitment to ethical computing behavior. It also aims to develop students’ skills as consumers, friends, citizens, and employees who can effectively contribute to communities with a dependable cyberinfrastructure that moves and processes information safely. Strong communication skills are necessary and English language arts, mathematics, and science standards are reinforced. Deploy ethernet solutions and configure wireless technologies. Explore basic networking concepts including networking services, physical connections, and cloud connectivity. Monitor networks to ensure business continuity. Gain the knowledge, skills, and industry credential for careers in the Network Administration pathway. Establish the core knowledge for jobs in cybersecurity. Secure and monitor enterprise networked environments. Detect potential threats and risks found when devices are connected online. Gain the knowledge, skills, and industry credential for careers in the Network Security pathway. Cybersecurity II Identify, analyze, and respond to security events and threats. Enhance security settings on devices to meet U.S. Department of Defense Standards. Monitor and secure hybrid environments, including cloud, mobile, and IoT. Gain the knowledge, skills, and industry credential for careers in the Network Security pathway. Explore security concepts and network attacks to harden networks against threats. Troubleshoot common cable, connectivity, and software issues. Optimize networks to ensure business continuity. Gain the knowledge, skills, and industry credential for careers in the Network Administration pathway. Career Management Focus on leadership, career development and management, essential employability skills, and career exploration through hands-on experiences. Develop an understanding of personal learning styles, speaking skills development, and team management skills. Build understanding of the National Career Development Guidelines, including communications skills, personal management, and teamwork. Gain the knowledge and skills for careers in all CTE pathways. Computer Science Principles I is an introductory course intended to familiarize students with the general concepts and thinking practices of computing, computer science, and information science. Students will learn computing concepts through authentic visual and interactive projects using visual programming languages. Students will focus on the “big CS ideas” in creative ways that emphasize conceptual knowledge and thinking practices, rather than on programming alone. The big ideas in CSP include computing as a creative activity, abstraction, facilitating knowledge creation through computing, algorithms, problem solving, the internet, and the global impact of computing. Emphasis is placed on problem solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Strong communication skills are necessary, and English language arts, mathematics, and science standards are reinforced. This second-level introductory course in computer science (based on The Beauty and Joy of Computing) builds on the foundation of Computer Science Principles I. This course offers a more in–depth examination of the “big CS ideas” including a broad range of foundational topics such as programming, algorithms, the internet, big data, digital privacy and security, and the societal impacts of computing. Emphasis is placed on problem solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Students will extend their programming skills to include more complex constructs including objects and data abstraction. As an option, performance tasks may be included to obtain AP credit. This course is designed for students to develop knowledge and skills required to identify and explain the basics of computing, IT infrastructure, application and software, software development, database fundamentals, and security. The course is also designed for students to develop the ability to demonstrate knowledge and skills to install software, establish basic network connectivity, identify or prevent basic security risks, explain troubleshooting theory, and provide preventative maintenance for devices. This second-level introductory course in computer science (based on The Beauty and Joy of Computing) builds on the foundation of Computer Science Principles I. This course offers a more in–depth examination of the “big CS ideas” including a broad range of foundational topics such as programming, algorithms, the internet, big data, digital privacy and security, and the societal impacts of computing. Emphasis is placed on problem solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Students will extend their programming skills to include more complex constructs including objects and data abstraction. As an option, performance tasks may be included to obtain AP credit. | | | | | | | --- | --- | --- | --- | --- | | | CTE CAREER PATHWAYARTIFICIAL INTELLIGENCE (AI) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE COURSE 3 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | CS20Computer Science I | CA10Artificial Intelligence I | ArtificialIntelligence I\* | Work-Based Learning:CTE Apprenticeship,CTE Mentorship, orCTE Internship | | SUPPLEMENTALCTE COURSES | CS21 Computer Science II or, OA02 AP Computer Science, CI00 CompTIA IT Fundamentals, CP10Python Programming, ED45 Career ManagementThe above supplemental courses are essential for Block Schedules and should be taken in sequentialorder.) | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Science Degree | | Industy-Recizreenas:38oUsi ythol IntelEngineering (AIE) | | rxiTeal oplDeve aLearning Engineer, Robotic Earthworm Drivers | \*Denotes CTE Concentrator Course Computer Science I Computer Science Principles I is an introductory course intended to familiarize students with the general concepts and thinking practices of computing, computer science, and information science. Students will learn computing concepts through authentic visual and interactive projects using visual programming languages. Students will focus on the “big CS ideas” in creative ways that emphasize conceptual knowledge and thinking practices, rather than on programming alone. The big ideas in CSP include computing as a creative activity, abstraction, facilitating knowledge creation through computing, algorithms, problem solving, the internet, and the global impact of computing. Emphasis is placed on problem solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Strong communication skills are necessary, and English language arts, science standards, and mathematical standards are reinforced. Artificial Intelligence I This course explores the foundations of Artificial Intelligence in society and the workplace, including programming, data science, mathematical reasoning, and real-world applications of Artificial Intelligence. Students will learn the foundational skills to understand how to interact and develop Artificial Intelligence solutions in various settings. English language arts, mathematics, and science are reinforced. Artificial Intelligence II Artificial intelligence, or AI, enables computer systems to perform tasks that normally require human intelligence, such as visual perception, speech recognition, and decision–making. In this class, students will explore how and what types of data can be collected for AI systems, and how computers can “learn” from these data and use what is learned to help interpret the world and make decisions. Students will identify and explore the implications of AI systems currently in everyday use in areas such as social media, mapping software, and financial institutions and consider the emerging areas where AI will be applied. Topics also include how AI has been portrayed in popular culture, how AI systems interact with humans, and the ethical considerations surrounding potential societal harm from inappropriately designed, trained, and/or applied AI systems. Students have opportunities to experiment and compute as they explore and solve problems associated with AI. Career Management Focus on leadership, career development and management, essential employability skills, and career exploration through hands-on experiences. Develop an understanding of personal learning styles, speaking skills development, and team management skills. Build understanding of the National Career Development Guidelines, including communications skills, personal management, and teamwork. Gain the knowledge and skills for careers in all CTE pathways. This second-level introductory course in computer science (based on The Beauty and Joy of Computing) builds on the foundation of Computer Science Principles I. This course offers a more in–depth examination of the “big CS ideas” including a broad range of foundational topics such as programming, algorithms, the internet, big data, digital privacy and security, and the societal impacts of computing. Emphasis is placed on problem solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Students will extend their programming skills to include more complex constructs including objects and data abstraction. As an option, performance tasks may be included to obtain AP credit. This second-level introductory course in computer science (based on The Beauty and Joy of Computing) builds on the foundation of Computer Science Principles I. This course offers a more in–depth examination of the “big CS ideas,” including a broad range of foundational topics such as programming, algorithms, the internet, big data, digital privacy and security, and the societal impacts of computing. Emphasis is placed on problem solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Students will extend their programming skills to include more complex constructs, including objects and data abstraction. As an option, performance tasks may be included to obtain AP credit. Students attending the Academy of Computer and Information Science at Northeast Guilford High School will learn to interact with computers and computer systems through coding, networking, and data analytics. Students are expected to graduate with a series of industry certifications, professional and technical skills, and college credits, making them ready to enter one of the fastest-growing, highest-paid professions in the world. Experiences provided through our industry partners will help students connect learning to the real challenges faced by computer scientists. Majors in this academy include Cybersecurity and Artificial Intelligence. This academy has an assigned attendance zone. Students in the Signature Career Academies matriculate with their cohort through grades 9–12.  | | | | | | | --- | --- | --- | --- | --- | | | CTE CAREER PATHWAYCYBERSECURITY (CBSY) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE COURSE 3 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | CI35PLTW Cybersecurity | BN31Network Security I | BN32Network Security II\* | Work-Based Learning:CTE Apprenticeship,CTE Mentorship, orCTE Internship | | SUPPLEMENTALCTE COURSES | CS20 Computer Science I, CS21 Computer Science II or OA02 AP Computer Science, CI00 CompTIA ITFundamentals The previous supplemental courses are essential for Block Schedules and should etaken in sequential order.) | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:Cyber Crime and Digital Forensics Certifcate | | Industry-Recognized Credentials:CompTA Fundametals; CompTAA001 Comp Security+CertifdCybersecurity Assoc-PCCSA | | aree xistiTodynTooyberryalgie mbe SoftaApliatinInformation Technology Specialist, Cloud Security Operations Engineer | \*Denotes CTE Concentrator Course PLTW Cybersecurity PLTW Cybersecurity introduces the tools and concepts of cybersecurity and encourages students to create solutions that allow people to share computing resources while protecting privacy. Nationally, computational resources are vulnerable and frequently attacked; in PLTW Cybersecurity, students solve problems by understanding and closing these vulnerabilities. This course raises students’ knowledge of and commitment to ethical computing behavior. It also aims to develop students’ skills as consumers, friends, citizens, and employees who can effectively contribute to communities with a dependable cyberinfrastructure that moves and processes information safely. Strong communication skills are necessary and English language arts, mathematics, and science standards are reinforced. Network Security I This course is designed to provide students with a solid foundation in Network Security. The experience includes students focusing on threats, attacks and vulnerabilities, technologies and tools, and architecture and design. Strong communication skills are necessary and English language arts, mathematics, science, and social studies standards are reinforced. Network Security II This course is designed to prepare students are prepared with the skills and knowledge to install, configure, and troubleshoot computer networks. The experience includes students focusing on the identifying and accessing management, risk management, and cryptography and PKI. Strong communication skills are necessary and English language arts, mathematics, science, and social studies standards are reinforced. Computer Science I Computer Science Principles I is an introductory course intended to familiarize students with the general concepts and thinking practices of computing, computer science, and information science. Students will learn computing concepts through authentic visual and interactive projects using visual programming languages. Students will focus on the “big CS ideas” in creative ways that emphasize conceptual knowledge and thinking practices, rather than on programming alone. The big ideas in CSP include computing as a creative activity, abstraction, facilitating knowledge creation through computing, algorithms, problem solving, the internet, and the global impact of computing. Emphasis is placed on problem solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Strong communication skills are necessary, and English language arts, mathematics, and science standards are reinforced. This second-level introductory course in computer science (based on The Beauty and Joy of Computing) builds on the foundation of Computer Science Principles I. This course offers a more in–depth examination of the “big CS ideas” including a broad range of foundational topics such as programming, algorithms, the internet, big data, digital privacy and security, and the societal impacts of computing. Emphasis is placed on problem solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Students will extend their programming skills to include more complex constructs including objects and data abstraction. As an option, performance tasks may be included to obtain AP credit. This course is designed for students to develop knowledge and skills required to identify and explain the basics of computing, IT infrastructure, application and software, software development, database fundamentals, and security. The course is also designed for students to develop the ability to demonstrate knowledge and skills to install software, establish basic network connectivity, identify or prevent basic security risks, explain troubleshooting theory, and provide preventative maintenance for devices. This second-level introductory course in computer science (based on The Beauty and Joy of Computing) builds on the foundation of Computer Science Principles I. This course offers a more in–depth examination of the “big CS ideas” including a broad range of foundational topics such as programming, algorithms, the internet, big data, digital privacy and security, and the societal impacts of computing. Emphasis is placed on problem solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Students will extend their programming skills to include more complex constructs including objects and data abstraction. As an option, performance tasks may be included to obtain AP credit. | | | | | | | --- | --- | --- | --- | --- | | CTE CAREER PATHWAYARTIFICIAL INTELLIGENCE (AI) | | PATHWAYCOMPLETER | CTE COURSE 1 | CTE COURSE 2 | CTE COURSE 3 | CTE CAREERPATHWAY MAJOR | | CTECONCENTRATOR | CS20Computer Science I | CA10Artificial Intelligence I | Artifcial Intelligence Il\* | Work-Based Learning:CTE Apprenticeship,CTE Mentorship, orCTE Internship | | SUPPLEMENTALCTE COURSES | CS21 Computer Science I or OA02 AP Computer Science, CI00 CompTIA IT Fundamentals, CP10Python Programming Ie abovesupplemental courses are essential or Block Schedules andshould be taken n sequentialorder.) | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Science Degree | | C Industry-Recognize CredentialsTA 88trductionrogramig Usiyhon;rtifcial IntellEngineering (AIE) | | arexisToda nTSota Devee lal opersalSustainability Integration Expert, Robotic Earthworm Drivers | \*Denotes CTE Concentrator Course Computer Science I An introductory course intended to familiarize students with the general concepts and thinking practices of computing, computer science, and information science. Students will learn computing concepts through authentic visual and interactive projects using visual programming languages. Students will focus on the “big CS ideas” in creative ways that emphasize conceptual knowledge and thinking practices, rather than on programming alone. The big ideas in CSP include computing as a creative activity, abstraction, facilitating knowledge creation through computing, algorithms, problem solving, the internet, and the global impact of computing. Emphasis is placed on problem solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Art, English language arts, and mathematical standards are reinforced. Artificial Intelligence I This course explores the foundations of Artificial Intelligence in society and the workplace, including programming, data science, mathematical reasoning, and real-world applications of Artificial Intelligence. Students will learn the foundational skills to understand how to interact and develop Artificial Intelligence solutions in various settings. English language arts, mathematics, and science are reinforced. Artificial Intelligence II Artificial Intelligence, or AI, enables computer systems to perform tasks that normally require human intelligence, such as visual perception, speech recognition, logical reasoning, and decision-making. In this class students will explore how and what types of data can be collected for AI systems, how computers can “learn” from these data and use what is learned to help interpret the world and make decisions. Students will identify and explore the implications of AI systems currently in everyday use in areas such as business, social media, law, finance, and consider the emerging areas where AI can be applied. Topics also include how AI systems interact with humans, and the ethical considerations surrounding potential societal harm from inappropriately designed, trained, and/or applied AI systems. Students have opportunities to experiment and compute as they explore and solve problems associated with AI using physical computing algorithms, and sensors. Computer Science II This second-level introductory course in computer science (based on The Beauty and Joy of Computing) builds on the foundation of Computer Science Principles I. This course offers a more in–depth examination of the “big CS ideas,” including a broad range of foundational topics such as programming, algorithms, the internet, big data, digital privacy and security, and the societal impacts of computing. Emphasis is placed on problem solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Students will extend their programming skills to include more complex constructs, including objects and data abstraction. As an option, performance tasks may be included to obtain AP credit. This second-level introductory course in computer science (based on The Beauty and Joy of Computing) builds on the foundation of Computer Science Principles I. This course offers a more in–depth examination of the “big CS ideas,” including a broad range of foundational topics such as programming, algorithms, the internet, big data, digital privacy and security, and the societal impacts of computing. Emphasis is placed on problem solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Students will extend their programming skills to include more complex constructs, including objects and data abstraction. As an option, performance tasks may be included to obtain AP credit. This course is designed for students to develop knowledge and skills required to identify and explain the basics of computing, IT infrastructure, application and software, software development, database fundamentals, and security. The course is also designed for students to develop the ability to demonstrate knowledge and skills to install software, establish basic network connectivity, identify or prevent basic security risks, explain troubleshooting theory, and provide preventative maintenance for devices. This course is designed to introduce Python as a beginning course (not intended for experienced programmers). The course is designed for students to learn and practice coding in an online environment that requires only a modern web browser and internet connection. No special software is required to complete this course. The course includes video content, practice labs, and coding projects. Mathematical standards are reinforced. Students attending the Academy of Advanced Manufacturing and Engineering at Ben L. Smith High School will study technologies of designing, improving, and producing products. Students complete their junior and senior year CTE courses on the site of an industry partner or at Guilford Technical Community College, depending on each student’s customized program of study. Students are expected to graduate with industry credentials, professional and technical skills, and college credits, making them more marketable to colleges and employers than many non–academy peers. Majors in this academy include Integrated Production Technology and PLTW Engineering. This academy has an assigned attendance zone. Students in the Signature Career Academies matriculate with their cohort through grades 9–12.  CTE Career Cluster \| SCIENCE, TECHNOLOGY, ENGINEERING, & MATHEMATICS | | | | | | | --- | --- | --- | --- | --- | | CTE CAREER PATHWAYPLTW ENGINEERING (PLWE) | | PATHWAYCOMPLETER | CTE COURSE9TH GRADE | CTE COURSE10TH GRADE | CTE COURSE11TH GRADE | CTE COURSE12TH GRADE | | CTECONCENTRATOR | CE10PLTW Introduction toEngineering Design | CE11PLTW Principles ofEngineering | CE18PLTW EnvironmentalSustainability\*orTP22 PLTWComputer IntegratedManufacturing | CE16 PLTW CapstoneCTE Apprenticeship,CTE Mentorship, or CTEInternship | | SUPPLEMENTALCTE COURSES | CC11 Microsoft Excel, ME11 Entrepreneurship I, BF10 Business Essentials, CS20 Computer Science I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:Computer Integrated Machining Diploma | | CTE Industry-RecognizeCredentalsSHA10-Hourndustry Certatio optinal cdentialffere | | CTE Careers Existing Today and Tomorrow: Mechanical Enginee, CAD Designer, Product Developer; SystemsTransitionists, Efficiency Optimizer, Mass Energy Storage Developer | PLTW Introduction to Engineering Design Students dig deep into the engineering design process, applying math, science, and engineering standards to hands– on projects. They work both individually and in teams to design solutions to a variety of problems using 3D modeling software and use an engineering notebook to document their work. .PLTW Principles of Engineering Through problems that engage and challenge, students explore a broad range of engineering topics, including mechanisms, the strength of structures and materials, and automation. Students develop skills in problem solving, research, and design while learning strategies for design process documentation, collaboration, and presentation. PLTW Environmental Sustainability Students investigate and design solutions in response to real–world challenges related to clean and abundant drinking water, food supply issues, and renewable energy. Applying their knowledge through hands–on activities and simulations, students research and design potential solutions to these trueto–life challenges PLTW Computer Integrated Manufacturing In this specialization Project Lead the Way (PLTW) Pathway to Engineering (PTE) course, students discover and explore manufacturing processes, product design, robotics, and automation, and then they apply what they have learned to design solutions for real-world manufacturing problems. Art, English language arts, mathematics and science are reinforced. In this specialization Project Lead the Way (PLTW) Pathway to Engineering (PTE) course, students discover and explore manufacturing processes, product design, robotics, and automation, and then they apply what they have learned to design solutions for real-world manufacturing problems. Art, English language arts, mathematics and science are reinforced. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course introduces students to topics related to business, finance, management, and marketing to cover business in the global economy, functions of business organization and management, marketing basics, and significance of business financial and risk management. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. This is an introductory course intended to familiarize students with the general concepts and thinking practices of computing, computer science, and information science. Students will learn computing concepts through authentic visual and interactive projects using visual programming languages. Students will focus on the “big CS ideas” in creative ways that emphasize conceptual knowledge and thinking practices rather than on programming alone. The big ideas in CSP include computing as a creative activity, abstraction, facilitating knowledge creation through computing, algorithms, problem-solving, the Internet, and the global impact of computing. Emphasis is placed on problem-solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Art, English language arts, and mathematical concepts are reinforced. | | | | | | | --- | --- | --- | --- | --- | | CTE CAREER PATHWAYSREB INTEGRATED PRODUCTIONS (INPT) | | PATHWAYCOMPLETER | CTE COURSE9TH GRADE | CTE COURSE10TH GRADE | CTE COURSE11TH GRADE | CTE COURSE12TH GRADE | | CTECONCENTRATOR | IM11AdvancedManufacturing I | IM12AdvancedManufacturing II\* | TR13 SREBAC MechatronicSystems for AdvancedProduction | Work-Based Learning:CTE Apprenticeship,CTE Mentorship, orCTE Internship | | SUPPLEMENTALCTE COURSES | CC11 Microsoft Excel, ME11 Entrepreneurship , BF10 Business Essentials, CS20 Computer Science I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:Mechatronics Engineering Technology Entry Level Technician Certificate | | C Industry-Recognized Credentials:I Certifed LabVIEWAssociate Developer LAD); OSHA10-Hour IndustryCertification (optional credential offered anytime) | | re Exist Tay nT: Eecl giutagie, Cram Opti,Mechatronics Hardware Engineer | \*Denotes CTE Concentrator Course Advanced Manufacturing I This course will engage students in the use of modern technologies in the design and improvement of products. Students will use 3D CAD software in the creation and analysis process. Students will document designs using standards set by industry for design documentation. Students will implement methods of green production and just–in–time component supply, which allow for the lowest-cost and highest-quality products. Students will design and troubleshoot data acquisition, programmable logic control, process monitoring, automation, and robotic systems. Students will incorporate sensing and vision systems, utilizing cameras and sensors to control automated systems. Advanced Manufacturing II In this course, students will apply the technologies that are found in modern, clean production environments. Students study effective and energy efficient control of pumping, conveyors, piping, and pneumatic and hydraulic control systems. Students apply total quality management to production design to assure quality. Students also focus on properties of materials and material testing, creating documentation to support designs, examining properties and justifying material selections based on properties. Students learn that old products become the new raw materials for new products. Students will design cost-effective work cells incorporating automation and robotics to improve quality of final products. The advanced production in this course depends on the use and coordination of information, automation, network systems, vision, and sensing systems. Students will design and create mechatronic systems and automated tooling to accomplish these advanced tasks. Students produce authentic documentation about their cyber-mechanical systems and the integration with data to control and monitor processes. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course introduces students to topics related to business, finance, management, and marketing to cover business in the global economy, functions of business organization and management, marketing basics, and significance of business financial and risk management. Strong communication skills are necessary, and English language arts, mathematics, and social studies standards are reinforced. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. This is an introductory course intended to familiarize students with the general concepts and thinking practices of computing, computer science, and information science. Students will learn computing concepts through authentic visual and interactive projects using visual programming languages. Students will focus on the “big CS ideas” in creative ways that emphasize conceptual knowledge and thinking practices rather than on programming alone. The big ideas in CSP include computing as a creative activity, abstraction, facilitating knowledge creation through computing, algorithms, problem-solving, the Internet, and the global impact of computing. Emphasis is placed on problem-solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Art, English language arts, and mathematical concepts are reinforced. Students attending the Academy of Transportation, Distribution, and Logistics at Western Guilford High School will study innovations in planning; management; and movement of people, materials, and goods by road, pipeline, air, rail, and water. Students learn in a simulated work environment. Students are expected to graduate with industry credentials, professional and technical skills, and college credits, making them more marketable to colleges and employers than many non–academy peers. Majors in this academy include: Global Logistics and Supply Chain Management and Drone Technology. Students in the Signature Career Academies matriculate with their cohort through grad  CTE Career Cluster \| TRANSPORTATION, DISTRIBUTION & LOGISTICS | | | | | | | --- | --- | --- | --- | --- | | | CTE CAREER PATHWAYDRONE TECHNOLOGY (DRON) | | PATHWAYCOMPLETER | CTE COURSE9TH GRADE | CTE COURSE10TH GRADE | CTE COURSE11TH GRADE | CTE COURSE12TH GRADE | | CTECONCENTRATOR | ID10 DroneTechnologyFundamentals | CS20Computer SciencePrinciples I | ID11Drone Technology I | ID12Drone Technology II\*Work-Based Learning:CTE Apprenticeship,CTE Mentorship, orCTE Internship | | SUPPLEMENTALCTE COURSES | CP10 Python Programming I, CC11 Microsoft Excel, ME11 Entrepreneurship I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:College Transfer Pathway Leading to the Associate in Science Degree | | CInusy-Ri reel:FA 7UAS nNCD CUAS Permit, Esri Drone2Map, NFPA 2400, USI Visual Line of Sight Systems Operations (VSO) | | r xis dy Do oc D e Drone Traffic Optimizer | Drone Technology Fundamentals This course will provide students knowledge in the field of aviation related to drone technology. Students will also learn the skills needed to fly basic drones for recreational purposes. English language arts are reinforced. Computer Science I Computer Science I is an introductory course intended to familiarize students with the general concepts and thinking practices of computing, computer science, and information science. Students will learn computing concepts through authentic visual and interactive projects using visual programming languages. Students will focus on the “big CS ideas” in creative ways that emphasize conceptual knowledge and thinking practices, rather than on programming alone. The big ideas in CSP include computing as a creative activity, abstraction, facilitating knowledge creation through computing, algorithms, problem solving, the internet, and the global impact of computing. Emphasis is placed on problem solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Art, English language arts, and mathematical concepts are reinforced. Drone Technology I This course is the second-level course building on the skill students learned in the first course regarding FAA 14 CFR part 107 (The Small UAS Rule), officially known as “Part 107 Remote Pilot Certificate” is covered. The Small UAS rule adds a new part 107 to Title 14 Code of Federal Regulations (14 CFR) to allow for routine civil operation of small Unmanned Aircraft Systems (UAS) in the National Airspace System (NAS) and provide safety rules for those operations. This course is also designed for an introduction to basic flight of drones to include manual flight and flight and mapping software. Strong communication skills are necessary and English language arts standards are reinforced. Drone Technology II This course is currently in development but will be the third level course building on the skills students learn in levels one and two utilizing the flight of drones to include manual flight and flight and mapping software. Strong communication skills are necessary and English language arts standards are reinforced. Students in Microsoft Imagine Academies benefit from world class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. Mathematical standards are reinforced. This course is designed to introduce Python as a beginning course (not intended for experienced programmers). The course is designed for students to learn and practice coding in an online environment that requires only a modern web browser and Internet connection. No special software is required to complete this course. The course includes video content, practice labs, and coding projects. Mathematics is reinforced. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. | | | | | | | --- | --- | --- | --- | --- | | CTE CAREER PATHWAYGLOBAL LOGISTICS & SUPPLY CHAIN MANAGEMENT (GLSC) | | PATHWAYCOMPLETER | CTE COURSE9TH GRADE | CTE COURSE10TH GRADE | CTE COURSE11TH GRADE | CTE COURSE12TH GRADE | | CTECONCENTRATOR | IE41 SREBAC Introduction toLogistics | IE42 SREBAC Functional Areas inLogistics\* | IE43 SREBAC Global LogisticsManagement | IE44 SREBAC Logistics andSupply ChainManagementCTE Apprenticeship,CTE Mentorship, orCTE Internship | | SUPPLEMENTALCTE COURSES | ID10 Drone Technology Fundamentals, CS20 Computer Science Principles I, CC11 Microsoft Excel,ME11 Entrepreneurship I | | CAREER &COLLEGE PROMISE | Recommended Career & College Promise (CCP) Pathway:Supply Chain Management DiplomaSupply Chain Management - SAP CertificateSupply Chain Management Certificate | | oTupCTSCA-EM Equipment Maintenance, CTSCA-ER Equipment Repair, CTSCA-NR Network Repair | | Caree xistiTodaynTorae plc upeior, Logisgie Supply ChaTransportation Manager, Automated Traffic Architect, Driverless Operating System Engineer | \*Denotes CTE Concentrator Course SREB AC Introduction to Logistics This course engages students in solving contextual problems related to the concepts of supply chains, warehouse location, contingency planning, insourcing and outsourcing, and expanding existing supply chains. These concepts form the basis of global logistics and supply chain management and help students understand how professionals examine options to maximize the use of resources across distribution networks. SREB AC Functional Areas in Logistics This course compels students to explore deeper understandings of the concepts they discovered in the previous course as they navigate projects on warehouse design, inventory management, transportation optimization, information technology, emergency responsiveness, and the supply chain for manufacturing. Students use their experiences in this course to discover ways that professionals minimize the outlay of resources while improving efficiency and ability in the global market. SREB AC Global Logistics Management This advanced course offers challenging projects that require students to look at the global implications of the industry in more earnest as they experiment with decisions over intermodal transportation, route selection, international shipping regulations, emergency preparedness, cultural awareness, business ethics and international trade restrictions related to a distribution strategy. Students develop their understanding of the industry in this course and truly build their awareness of the challenges of doing business in a world with multiple borders that must be traversed. This advanced course allows students to see the implications of all the concepts they learned in the previous three courses as they consider environmental impact, selecting business partners in a global and domestic chain, information technology and decisions regarding e-commerce. Students explore the ongoing need to balance dependability and resource outlay in meeting customer demands around the world. Projects will expand students’ decision-making skills as they tackle issues related to transportation, distribution networks and manufacturing. Course enrollment limited to 20 to ensure safety in laboratory settings. Students in Microsoft Imagine Academy benefit from world– class Microsoft curriculum and cutting–edge software tools to tackle real–world challenges in the classroom environment. This class is designed to prepare students for successful completion of the Microsoft Office Specialist Excel Core and Excel Expert exams. They will know and demonstrate the correct application of the principal spreadsheet features of Excel. Candidates will create and edit a workbook with multiple sheets and use a graphic element to represent data visually. Workbook examples include professional–looking budgets, financial statements, team performance charts, sales invoices, and data entry logs. Career possibilities may include accountants, financial analysts, data analysts, commercial bankers, and others. This course will provide student knowledge in the field of aviation related to drone technology. Students will also learn the skills needed to fly basic drones for recreational purposes. English language arts are reinforced. In this course, students evaluate the concepts of going into business for themselves and working for or operating a small business. They become acquainted with channel management, pricing, product/service management, and promotion. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students will be introduced to the Lean Canvas Business Model (LCBM) throughout the course. A performance-based measurement will be used in this course to assess student learning. English language arts and social studies are reinforced. This is an introductory course intended to familiarize students with the general concepts and thinking practices of computing, computer science, and information science. Students will learn computing concepts through authentic visual and interactive projects using visual programming languages. Students will focus on the “big CS ideas” in creative ways that emphasize conceptual knowledge and thinking practices rather than on programming alone. The big ideas in CSP include computing as a creative activity, abstraction, facilitating knowledge creation through computing, algorithms, problem-solving, the Internet, and the global impact of computing. Emphasis is placed on problem-solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Art, English language arts, and mathematical concepts are reinforced. Work–based learning strategies allow schools to go beyond the classroom and into the community to utilize the expertise of business and industry in helping students develop technical competencies. The essential component of work–based learning is connecting classroom instruction to practical application as students prepare for continuing education in technical fields. Cooperative education, apprenticeships, and internships are methods of work–based learning that provide students enrolled in CTE courses an opportunity to extend their education beyond the walls of a classroom. Cooperative education is a method of instruction where technical classroom instruction is combined with paid employment directly related to the classroom instruction. Both experiences must be planned and supervised by the school and the employer so that each contributes to the student’s career objective/major and employability. Written cooperative agreements showing the instruction to be provided are developed by the school and employer providing the training. School credit is received for both the on-the-job training and classroom components. Students must submit an application to the cooperative education (co–op) teacher prior to spring registration for determination of appropriate co–op placement. Without the teacher’s prior approval, students cannot be enrolled in cooperative education. The teacher–coordinator will assist the student in determining appropriate paid employment related to the course of study, locating appropriate job prospects, and setting up interviews, but it is the student’s responsibility find and accept appropriate employment and maintain employment throughout the course of study. Students must be juniors and at least 16 years of age to participate in a cooperative work experience and will be most successful in this opportunity if they have completed at least one course in a CTE Career Cluster prior to seeking enrollment in a cooperative education class. Students must provide their own transportation to the on-the-job training site. An individual training plan based on the student’s career goal and a training agreement outlining all responsibilities and signed by the student, parent, employer, teacher– coordinator, and principal must be on file for each cooperative education student. Students earn credit upon meeting the combined classroom and employment requirements. Students enrolled in a course with the co–op method earn two credits: a combination of the coursework and the approved supervised work experience. Students must pass both phases of the course (class and the co–op work experience) to receive a passing grade and two units of credit. They may not receive just one unit of credit for the work experience. Based on employers’ requests, students should have a 2.0 GPA and no more than 10 absences for the previous school year. Prior to registration, interested students will complete an interest form and submit it to the teacher–coordinator. The guidance department will refer interested students to the teacher–coordinator. The teacher–coordinator will meet with each interested student to determine career and job information. The teacher–coordinator will develop a list of students approved to enroll in the cooperative method of instruction and submit the list of students to guidance. Apprenticeship is an industry–driven training program, based on nationally recognized standards, that typically takes from two to five years to complete. Apprenticeships are registered with the North Carolina Department of Labor (NCDOL) and represent a partnership among business, industry, education, parents, youth apprentices, and the NCDOL. Students enrolled in selected CTE courses have the option of beginning an apprenticeship while in high school and continuing the training and postsecondary education after graduation until mastery of the competencies have been achieved. Upon mastery of competencies, the NCDOL will provide the apprentice with a nationally recognized journeyman certificate. Opportunities are based on availability and willingness of local business to provide this training. Students must be high school seniors, at least 16 years of age, and able to provide their own transportation to the work site. (Some employers and occupations require that students be 17–18 years of age.) Students must be completing a CTE course of study in a Career Cluster directly related to the apprenticeable occupation and planning to continue the apprenticeship and the required related postsecondary instruction after graduation. Students must have a minimum of a 2.0 grade point average with a C or better in Math I and the CTE courses directly related to the apprenticeship; however, each CTE Business Advisory Council may require additional academic and attendance standards for apprentices to be employed within their industry. Many businesses require a criminal background check, drug testing, fingerprinting, and/or a physical examination in addition to academic and attendance requirements. Students receiving high school credit for an apprenticeship must work a minimum of 135 hours each semester and continue to make progress toward mastery of the competencies outlined in the apprenticeship standards. Students enrolling in an apprenticeship during the first semester are expected to maintain the apprenticeship for the entire school year. Students must obtain a work permit and abide by the workplace policies of the employer as well as the policies of GCS. Students interested in an apprenticeship opportunity should apply during the spring of their junior year and must interview and be hired by a CTE Business Partner prior to registering for an apprenticeship. Applications for apprenticeship can be obtained from the Career and College Manager (CCM) at your school. Internships are work-based experiences that provide paid or unpaid work site training to students enrolled in a Career and Technical Education program of study. Internships provide hands-on training in a specific career area, enhance classroom learning, and help create a connection between school and careers. Student interns can earn high school credit for the experience. Interns must document 135 hours (150 hours on a traditional schedule) of work site training to receive one school credit for the internship experience. Internships always have a predetermined finish date. During the school year, internships typically last one semester (18 weeks) and can be scheduled in either the fall or spring semester. Summer internships generally last only six weeks because school is not in session and students can work more hours during the day. The ultimate purpose of the English language arts curriculum is for students to gain the language skills they need to communicate effectively as individuals and as contributing members of a global society. The North Carolina Standard Course of Study sets grade– level English language arts (ELA) requirements for grades K–8 and grade bands 9–10 and 11–12. The expectations are organized into the strands of reading, writing, speaking/ listening, and language. The reading standards establish a staircase of increasing complexity regarding what students must be able to read and comprehend to meet the demands of college- and career-level texts. The writing standards promote writing throughout the grade levels by fostering the ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence. The speaking and listening standards require that students be able to understand, evaluate, and present increasingly complex information, ideas, and evidence. The language standards include vocabulary and convention standards. Although language standards are identified in a separate strand, the language skills should not be introduced and implemented in isolation but should be used and developed throughout reading, writing, speaking, and listening. The North Carolina Standard Course of Study provides opportunities for students to regularly explore complex texts, use evidence from texts to support analysis, and build content knowledge through nonfiction texts. The scope and sequence of literature for North Carolina high school students allows for a literary experience that carries not only a global perspective but also an opportunity to view US literature and literary nonfiction with a global lens. Literary nonfiction (a type of informational text) uses artistic and literary techniques often associated with fiction or poetry to report on actual persons, events, or places. | English | English Electives | | English I | Honors Essentials for College Writing | | Honors English I | Grammar and Composition | | Pre-AP English I | Creative Writing I, II | | English II | Honors Creative Writing III | | Honors English II | Journalism/Newspaper | | Pre-AP English II | Journalism/Yearbook | | English III | Honors Journalism/Newspaper | | Honors English III | Honors Journalism/Yearbook | | AP English Language & Composition | Multicultural Literature | | IB English III | Speech/Debate | | English IV | Honors Speech/Debate | | Honors English IV | Survey of Bible Literature | | AP English Literature & Composition | | | IB English IV | | English I provides a foundational study of literary genres (novels, short stories, poetry, drama, literary nonfiction). Honors English I provides a deeper study of literary genres (novels, short stories, poetry, drama, literary nonfiction). The broad scope of literature and the depth in which students study literary genres will create the opportunity for independent study and advanced analysis. Pre–AP English I prepares students for success in high school Advanced Placement courses through content immersion, a focus on in–depth analysis of rhetorical strategies, examination of literary genres, and development of process– oriented writing skills. Students will receive Honors credit for the completion of this course. English II is an academic world literature course that introduces students to a wide range of global texts through reading, writing, speaking, and listening across genres. Honors English II provides a deep study of world literature that advances student reflection on a wide range of global texts through reading, writing, speaking, and listening across genres. The broad scope of literature and the depth in which students explore these global perspectives will create the opportunity for independent study and advanced analysis. This course may serve as a prerequisite for the IB program. Pre–AP English II prepares students for success in our high school Advanced Placement program through development of close reading strategies for critical analysis and appreciation of the author’s craft. Students engage in an in–depth review of literary and rhetorical devices. The course expands writing skills to include nuanced use of language and structure for argument and analysis. Students will receive Honors credit for the completion of this course. English III is an in–depth study of US literature and US literary nonfiction, especially foundational works and documents from the 17th century through the early 20th century. A study of the techniques of research will precede the creation of a documented research paper or project. Honors English III offers rigorous instruction in the study of US literature and US literary nonfiction, emphasizing the foundational works and documents from the 17th century through the early 20th century. It probes the literature of the past and present to discover the best in exposition, description, narration, and argumentation. A study of the techniques of research will precede the creation of a documented research paper or project. The broad scope of literature and the depth at which students study various genres will create the opportunity for independent study and advanced analysis. AP English Language and Composition is a college-level course that prepares students for the Advanced Placement English Language and Composition exam. Students practice skills of critical reading of prose written in a variety of rhetorical contexts and for a variety of purposes and audiences. Students will also analyze the way genre conventions and the resources of language contribute to effectiveness in writing. Students meeting prerequisites have open access to AP courses. IB English III is the first of a two–year course of study in which students develop an ability to comprehend and analyze mature literature, foster an understanding and appreciation of the writer’s craft in literature, and gain an international perspective. Students will refine skills in expository composition, primarily in the forms of comparative analysis and commentary. IB English III and IV must be completed to receive weighted credit. Students meeting the prerequisites have open access to IB courses. English IV completes the global perspective initiated in English II. The primary focus is on analytical reading and writing. Students explore a broad scope of literature and interrogate texts to develop reading, writing, speaking, and listening skills that will prepare them for college and/or career success. Some students will qualify for CCRG-enriched curriculum, which will promote remediation–free placement into the NC Community College System (NCCCS). Honors English IV emphasizes preparation for college English and offers a rigorous, advanced level of study of European literature and important US documents and literature (texts influenced by European philosophy or action). The primary focus is on analytical reading and writing. The broad scope of literature and the depth in which students study various genres create the opportunity for independent study and advanced analysis. Some students will qualify for CCRG-enriched curriculum, which will promote remediation–free placement into the NC Community College System (NCCCS). AP English Literature and Composition is a college–level course that prepares students for the Advanced Placement English Literature and Composition exam. Students will read carefully and critically analyze imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. Additionally, students will hone their composition skills as they respond to, analyze, and evaluate the author’s craft. Students meeting prerequisites have open access to AP courses. IB English IV is the second of a two–year course of study in which students analyze mature literature from various cultures and acquire an understanding and appreciation of the writer’s craft in literature. Students refine skills in expository composition, primarily in the forms of comparative analysis and commentary. This course leads to the IB English HL exam. Students must take the IB English exam to receive course credit. Students meeting the prerequisites have open access to IB courses.