Curriculum Handbook 2011-2012
For a PDF version of handbook click here
Contents
END-OF-COURSE ASSESSMENTS (ECAs) CLASS OF 2012 AND AFTER
5056: Fundamentals of Agricultural Science and Business
5088: Agricultural Mechanization I
5088A: Agricultural Mechanization II
5180: Natural Resource Management
0521: Business Technology Assistant
4574: Web Design I (MEDIA LITERACY)
4574A: Web Design II (DIGIDESIGNS)
4574B: Web Design III (DIGIDESIGNS)
1002: English 9 (WORLD STUDIES)
1004: English 10 (MEDIA LITERACY)
1006: English 11 (AMERICAN STUDIES)
1008: English 12 (POLITICAL STUDIES)
1086: Student Publications (DIGIDESIGNS)
5340: Advanced nutrition and foods
5362: Child Development and Parenting
5380: Fashion & Textiles Foundations
5394: Orientation to life and careers
4208: Music Theory and Composition
4200: Applied Music (HS Guitar Class)
4000: Introduction to Two-Dimensional Art (L)
4004: Advanced Two-Dimensional Art (L)
4004: Advanced Two-Dimensional Art II (L)
4004: Advanced Two-Dimensional Art III (L)
4002: Introduction to Three-Dimensional Art (L)
4006: Advanced Three-Dimensional Art (L)
2564: Pre-Calculus/Trigonometry
2562H: Calculus AB, Advanced Placement
3066DC: Chemistry (L), Dual Credit
3108: Integrated Chemistry-Physics (L)
5074: Advanced Life Science, Plants and Soils (L)
3008: Science Research, Independent Study (L)
1540: United States Government (POLITICAL STUDIES)
1514: Economics (POLITICAL STUDIES)
1542: United States History (AMERICAN STUDIES)
1528: Modern World Civilization
1548: World History and Civilization (WORLD STUDIES)
3506: Health and Wellness Education
3542: Physical Education I (L)
3544: Physical Education II (L)
3560: Elective Physical Education (L)
5644: Introduction to Engineering Design
5644P: Principles of Engineering
5644: Engineering Design and Development
4798: Transportation Processes
CAREER AND TECHNICAL EDUCATION
5510: Automotive Services Technology
5580: Building Trades Technology
The
information contained within this book is designed to offer students and
parents some guidelines for planning and pursuing a program of studies that
will lead to high school graduation and prepare students for whatever path they
choose after graduation. You will find graduation requirements set forth
by the State of Indiana and North Daviess Community Schools. Four diploma
types are available, and the requirements for each may be found in the first
two pages of this book.
The main part of this book contains descriptions and requirements for all
courses offered at North Daviess. When planning your schedule, you will
include required courses and elective courses. These elective courses may
be used to complete a selected career sequence, requirements for Academic
Honors or Core 40, or to explore one’s interests.
Current labor market trends
show that some type of postsecondary training will be needed after high
school. This may consist of on-the-job training, apprenticeship programs,
technical school, joining the military, or pursuing a university
education. Therefore, it is imperative that you obtain your high school
diploma. Because each individual is unique with his/her own talents and
circumstances, students must choose which courses are best suited for his/her
needs.
The time to plan for the future is now! Your high school education will
set the stage for the rest of your life. Please use this resource and all
those available to you to better yourself for the future. Your success
depends on you!
Grade Point Average (GPA)
will be calculated giving points on a 4.0 non-weighted scale for grades divided
by total credit attempted. The GPA calculation will be extended to the
third decimal point. If a tie occurs after the third decimal point no tie
breakers will be executed. The calculation for valedictorian and
salutatorian will be made at the end of the seventh semester; however, the final
calculation for GPA on the transcripts will be made at the end of the eighth
semester.
Indiana is currently moving from the current GQE testing program
to End-of-Course Assessments (ECAs). Students in the Class of 2012 and
thereafter, will no longer be required to take the GQE. Students will be
required to take and pass the End-of-Course Assessments in Algebra
I (at the time they take the course, even if in 8th grade) and English
10 in addition to their credit requirements. The students will also be
required to take End-of-Course Assessments in Biology I (a requirement of No
Child Left Behind), Algebra II and English 11 (which will provide information
regarding college readiness. The state is not yet requiring that these
additional ECAs be passed in order to graduate.
As we transition from the current GQE testing program to End-of-Course
Assessments (ECAs) in Algebra 1 and English 10, it
is possible for several different scenarios to occur with regard to these
classes. The following guidance is provided in an effort to help you make
academic decisions on behalf of your students.
Students who do not earn a passing score on the Algebra I and
English 10 ECAs need to discuss their options with their guidance counselor.
There are two ways to receive an Indiana diploma without passing the ECAs.
1. Curriculum GPA:
- Complete the Core 40 requirements with a “C” or higher in all classes.
2. Curriculum Alternatives: ALL MUST BE MET
- Re-take the failed ECA at least one time each year.
- Maintain a 95% attendance rate after the first notification of not passing.
- Take advantage of at least one remediation opportunity per year.
- Obtain a “C” (1.67) average in any four semesters of Language Arts and a “C”
(1.67) average in Mathematics.
- Maintain a “C” (1.67) or better in the 22 core credit hours required for an
Indiana high school diploma.
- Obtain a recommendation from an English and Math teacher stating proficiency
in those subject areas has been met.
- Verification of the above requirements provided by the principal.
• Special Education students must obtain a recommendation from the Case
Conference Committee.
Schedule changes will only be made if one of the following four
conditions applies:
1. Student needs a higher level class because of a college or technical school
requirement.
2. Student has an error on his/her schedule.
3. Student needs to make up a class because of a failure or required credit.
4. Student passed the course in summer school, and the schedule needs to be
adjusted.
Drop/Add requests should be submitted within the first five days of a
semester.
Schedules will not be changed because of teacher assigned or lunch hour.
There are no set entrance requirements for all colleges and universities in the
United States. Each school has its own specific requirements for
admission. If a student is interested in a specific college, he or she
should research the requirements for admission to that college.
In the State of Indiana, Core 40 meets the recommended minimum requirements for
most colleges and universities within the state. It is therefore
recommended that students who are planning to pursue a college education obtain
a Core 40 diploma or higher.
Courses taken and diploma type are not the only factors that admissions staff
consider when looking at college applications. Grade point average (GPA),
class rank, SAT or ACT scores, and recommendations all play a role in deciding
whether or not a student will be accepted for admission. These are all
things to keep in mind throughout your high school career.
During your junior year, you will take the PSAT, or Preliminary Scholastic
Aptitude Test. This test is not only a good way to help prepare for the
SAT, but it may also help you to qualify for scholarships. This test will
also be offered to sophomores in the event that there are extra tests
available. It is recommended that you take the SAT or ACT during the
spring of your junior year. This way you have been able to practice with
the PSAT and have had the opportunity to acquire more knowledge. If your
test scores are low, you may repeat the test during the summer before your
senior year begins or early in the fall of your senior year. College
applications should be completed in the fall of your senior year. It is
extremely important that you pay attention to application and scholarship
deadlines! Financial aid forms (FAFSA) should be completed early in the
second semester of the senior year. This must be received by
the federal government by March 10. By completing all of these tasks,
your chance for success is much greater!
Courses
offered
North Daviess Partnership with Oakland City
A.A. in General Studies
Program of Studies – minimum 64 hours (Grades must be C or Higher to count as
Dual Credit)
Ability to take courses in sequence – will have option of applying for
admissions to Oakland City after 10th grade completion
5056:
Fundamentals of Agricultural Science and Business
Fundamentals of Agricultural Science and Business is a year
long course which is highly recommended as a prerequisite and foundation
for all other agricultural classes. The nature of this course is to provide
students with an introduction to the fundamentals of agricultural science and
business. Topics to be covered include: animal science, plant and soil
science, food science, horticultural science, farm and agribusiness management,
landscape management, natural resources management, agricultural mechanization,
and supervised agricultural experience.
5088:
Agricultural Mechanization I (Oakland
City Course: W 101, 3hrs)
Agricultural Mechanization I is a year long course in
which students develop an understanding of basic principles of selection,
operation, maintenance, and management of agricultural production equipment.
Topics covered include small gas engine repair, arc and gas welding, concrete,
wood, and metal. Students are introduced to career opportunities in
agricultural mechanization and related industries.
5088A:
Agricultural Mechanization II (Oakland City Course: W 103, 3hrs)
Agricultural Mechanization II is a year long course
in which students will take their knowledge from Agricultural Mechanization I
and continue to an advanced level in engines, welding, concrete and electricity.
5008:
Animal Science
Animal Science is a year long course that provides
students with an overview of the field of animal science. All areas which
the students study can be applied to large and small animals. Topics to
be addressed include: anatomy and physiology, genetics, reproduction,
nutrition, aqua culture, careers in animal science, common diseases and parasites,
social and political issues related to the industry, and management practices
for the care and maintenance of animals.
5022:
Farm Management
This is a one semester course which introduces
students to the principles of farm organization and management. It covers
the effects of good/poor management on a farm, economic principles,
decision-making, methods for organizing and planning,
getting started in the farming business, farm record keeping, and landscape
management.
5102:
Food Science
This is a one semester course that provides students
with an overview of food science and its importance. Introduction to
principles of food processing, food chemistry, nutrition, food packaging, food
commodities, food regulations, and careers in the food science industry help
students understand the role which food science plays in the securing of a
safe, nutritious, and adequate food supply.
5132:
Horticultural Science (Oakland
City Course: HT 101, 3 hrs)
This is a full year course designed to give students a background in the field
of horticulture and landscaping and its many career opportunities. It
addresses the biology and technology involved in the production, processing,
and marketing of horticultural plants and products. Topics covered include:
reproduction and propagation of plants, plant growth, growth media,
hydroponics, floriculture and floral design, management practices for field and
greenhouse production, interior plantscapes,
marketing concepts, production of herbaceous, woody and nursery stock, fruit,
nut, and vegetable production, and integrated pest management, and
employability skills. Students participate in a variety of activities
including extensive laboratory work usually in a school greenhouse.
5180:
Natural Resource Management (Oakland
City Course: BIO 105, 3hrs)
This is a one semester course that provides students with a background in
natural resource management. Students are introduced to career
opportunities in natural resource management and related industries, the
history of the forest industry and forest policy, the importance and uses of
forest plants, factors which influence the development of forests, forest
improvement and management, proper care and use of forest tools, effects of
management practices on the environment, soil conservation practices, water and
its importance to natural resource management, hazardous waste management,
native wildlife, waterfowl and fish management, surveying and map use,
management of recreational areas, outdoor safety and weather. Taxidermy
will also be explored in this class.
Accounting I is
a business course that introduces the language of business using Generally
Accepted Accounting Principles (GAAP) and procedures for proprietorships and
partnerships using double-entry accounting. Emphasis is placed on
accounting principles as they relate to both manual and automated financial
systems. This course involves understanding, analyzing, and recording
business transactions and preparing, analyzing, and interpreting financial
reports as a basis for decision making. Instructional strategies should
include the use of computers, projects, simulations, case studies, and business
experiences requiring the application of accounting theories and principles.
·
Recommended
Grade Level: 10-12
·
Recommended
Prerequisite: Business Foundations, Algebra I
·
Credits:
A two-credit course over two semesters
·
Counts
as a Directed Elective or Elective for the General, Core 40, Core 40 with
Academic Honors and Core 40 with Technical Honors diplomas
Business Foundations is
an introductory business course that provides the framework for pursuing
additional business courses. This core course acquaints students with
economics, entrepreneurship, management, marketing, law, risk management,
banking, personal finance, and careers in business. The importance and
application of business etiquette and ethics are included. Opportunities
may be provided for the student to participate in job shadowing, job mentoring,
and other field experiences. Instructional strategies may include simulations,
projects, and cooperative ventures between the school and the community.
·
Recommended
Grade Level: 9-10
·
Credits:
A one- or two-credit course over one or two semesters
·
Counts
as a Directed Elective or Elective for the General, Core 40, Core 40 with
Academic Honors and Core 40 with Technical Honors diplomas
0521: Business
Technology Assistant
This course will allow students who are interested in
computer repair, training, and troubleshooting, the opportunity to assist the
technology coordinator and technicians. Training will be offered to the
student who will doing preventive maintenance,
training teachers, developing web pages, troubleshooting, installing software,
and setting up equipment. Students will be working independently with
teachers and staff at both buildings.
4574:
Web Design I (MEDIA LITERACY) (Oakland
City Course: CS 120, 3hrs)
Web Design is a business technology course that provides instruction in the
principles of web design using HTML/XHTML and current/emerging software
programs. Areas of instruction include audience analysis, hierarchy layout and
design techniques, software integration, and publishing. Instructional
strategies may include peer teaching, collaborative instruction, project-based
learning activities, and school and community projects.
4574A:
Web Design II (DIGIDESIGNS) (Oakland
City Course: CS 220, 3hrs)
Web Design II is a career and technical education business course which will
refine the web design skills the student learned in Web Design I. This
class is responsible for the athletic and clubs pages on the North Daviess
Community Schools web site.
4574B:
Web Design III (DIGIDESIGNS)
Web Design III is a career and technical education business course which will
refine the web design skills the student learned in Web Design I. This
class will take over the leadership role in the creation of web pages for the
North Daviess web page.
Cadet teaching provides students in grades 11 and 12 organized exploratory
teaching experiences in grades kindergarten through grade 10. This course
provides a balance of class work relating to: (1) classroom organization, (2)
classroom management, (3) the curriculum and instructional process, (4)
observations of teaching, and (5) instructional experiences. Evaluation
is based upon the cadet teacher's cooperation, day-to-day practical
performance, and daily log sheet. Students must also keep a journal of
their experiences.
1002:
English 9 (WORLD STUDIES) (Oakland
City Course: ENG 201, 3hrs)
Through the integrated study of language, literature, writing, and oral
communication, English 9 students further develop their use of language as a
tool for learning and thinking and as a source of pleasure. Students
practice identifying, analyzing, and composing with different elements, structures,
and genres of written language. Literature instruction
focuses on opportunities to:
The Composition component of language arts requires students
to write for various audiences and purposes while strengthening skills in
paragraph and multi-paragraph writing. These include (1) having a
hierarchy of ideas such as, thesis, supporting points, and specific examples;
(2) the understanding of the paragraph as a formal structure, with a topic
sentence; and (3) the understanding that composition (regardless of type) is an
organized message from an author to a specific, identified audience.
Using technology, students
receive instruction and practice in the writing process. This process
includes: (1) prewriting, including summarizing, analyzing, and evaluating
research; defining a problem or question; and outlining; (2) drafting; (3)
revising, which includes obtaining, evaluating, and using feedback to rewrite
the substance of the document; (4) editing, which includes attending to issues
of spelling, grammar, punctuation, and style using a style manual, such as that
of the Modern Language Association [MLA], Chicago Manual of Style, or American
Psychological Association [APA]; and (5) publishing, which includes overall
presentation, stylistic consistency, and electronic production.
Composition also provides opportunities to create multiple types of writing,
including expository essays of persuasion and literary analysis, and technical
writing assignments in various forms, including business letters, resumes, and
laboratory reports.
Oral communication (speech) emphasizes effective listening and
speaking techniques and provides opportunities for students to integrate other
reading and language arts skills as they learn to express ideas verbally.
Oral communication should incorporate correct grammar, usage, vocabulary,
reading, and composition skills. Student expectations emphasize both
making presentations and being critical participants and listeners.
1004:
English 10 (MEDIA LITERACY) (Oakland
City Course: Eng 202, 3hrs)
Language arts instruction, as with math and other disciplines, is
cumulative. Thus, English 10 reinforces and continues to make full use of
many of the activities and skills of English 9. Beyond these, English 10
adds the following emphasis: (1) consideration of a given canon of literature,
usually American Literature; and (2) increased focus on the self-conscious
choice of comprehension and writing strategies. Literature instruction
focuses on opportunities to:
In addition, students should
be responsible for taking personal time for both instructional and recreational
reading.
The Composition component of language arts provides students
with opportunities to write for various audiences and purposes. Students
identify and employ various elements of good writing in well organized
descriptive, expository, and narrative writings. These elements include:
(1) stating and supporting a point of view or opinion, (2) using transitions
effectively to relate individual points and paragraphs to each other and to the
main idea, (3) creating expository essays of persuasion and literary analysis,
and (4) completing technical writing assignments.
Students use the basic modes of oral and written expression through the
development of effective descriptive and narrative procedures, including focus
and logical organization of ideas. As a part of the writing process,
students; (1) apply and use specialized reading skills in the content areas;
(2) listen attentively and critically for different purposes and take appropriate
notes; (3 ) interpret research by summarizing,
analyzing, evaluating, and making decisions individually as well as in groups;
(4) utilize rating scales and checklists for personal assessment, and (5) use a
variety of technological tools in the learning process.
The formal study of grammar, usage, spelling, and language mechanics is
integrated into the study of writing. Using technology, students receive
instruction and practice in the writing process including prewriting, drafting,
revising, editing, and publishing. Students are encouraged to use one of
the manuals of style such as Modern Language Association [MLA], American
Psychological Association [APA], or the Chicago Manual of Style [CMS].
Oral Communication (speech)
provides students with opportunities to develop greater facility with choosing
and employing different elements of effective oral communication. Student
expectations include: (1) using effective delivery techniques; (2)
communicating responsibly, critically, and confidently on specialized topics
when speaking in public; (3) creating and using technological devises in oral
presentations; (4) using transitional devises effectively and using the proper
style of delivery; (5) using proper social etiquette; and (6) demonstrating the
various types of speeches and developing an effective personal delivery style.
1006:
English 11 (AMERICAN STUDIES) (Oakland
City Course: ENG 215, 3hrs)
Through the integrated study of language, literature, composition, and oral
communication, English 11 students further develop their use of language as a
tool for learning and thinking and as a source of pleasure. In English
11, students move from predominantly analyzing and using the elements of
written language to making judgments based on those analyses. English
11also incorporates a literary canon, much of which is from a culture or time
period different from that of the students – usually a survey of British
Literature or American Literature from different periods. Literature
instruction focuses on opportunities to:
The Composition component of language arts provides students
with opportunities to produce a variety of forms including persuasive writing,
synthesis and analysis of information from a variety of sources, completing
complex forms, describing procedures, giving directions, and using graphic
forms to support a thesis.
Thus, composition in Grade 11 continues to refine students’ abilities to
articulate sophisticated ideas in an organized manner. Increased
sensitivity to context-audiences, purposes, and other environmental
considerations-helps students better communicate their thoughts. In
addition, students develop greater facility with the back-and-forth movement
between analysis and synthesis. That is, students analyze sources with
increasing attention to detail while they synthesize or compose written texts,
using these analyses in accordance with a given purpose such as persuasion,
exposition, descriptions, and so forth.
The formal study of grammar, usage, spelling, and language mechanics is
integrated into the study of writing. Using technology, students receive
instruction and practice in the writing process including prewriting, drafting,
revising, editing, and publishing. Students are encouraged to use one of
the manuals of style such as Modern Language Association [MLA], American
Psychological Association [APA], or the Chicago Manual of Style [CMS].
Oral Communication (speech)
continues to emphasize effective listening and speaking techniques. This
includes providing opportunities for students to integrate other reading and
language arts skills as they incorporate correct, grammar, usage, vocabulary,
reading, and composition skills while learning to express ideas verbally.
Grade 11 increasingly calls attention to the contexts in which oral
communication takes place. Student expectations include: (1)
communicating in academic and non-academic language environments; (2)
communicating responsibly, critically, and confidently on specialized topics
when speaking in public; (3) analyzing speech in terms of socio-cultural values,
attitudes, and assumptions; (4) enhancing speaking with appropriate nonverbal
cues; (5) adapting to physical, professional, and student speeches on content
and delivery; and (7) demonstrating a basic knowledge of parliamentary
procedure.
1008:
English 12 (POLITICAL STUDIES)
Semester 1:(Oakland
City Course: ENG 101, 3hrs)
Semester 2:(Oakland
City Course: ENG 102, 3hrs)
Grade 12 continues to refine students’ ability and desire to learn and
communicate about language and literature. While students developed
judgments informed by keen literary analysis in Grades 9-11, in Grade 12 they
practice explaining and defending their readings to others. In addition,
the emphasis on different cultural contexts is intensified in a focus on world
literature. To negotiate these texts, students learn to identify and
communicate about the broad themes, trends, and cultural issues present in
world literature. Literature instruction focuses on opportunities to:
The Composition component of English 12 continues to provide
students with opportunities to hone their writing. Writing at this stage
has: (1) a clearly identified audience, (2) a well articulated purpose and
thesis, and (3) a structured body that fulfills its stated purpose and supports
its thesis in a way accessible to its audience. Writing at this stage is
also well informed by careful research and intelligent analysis.
Using technology, students are able to produce polished final documents.
Polished writing requires following through with all phases of the writing
process (prewriting, drafting, revising, editing, and publishing), at which all
students should be proficient. All writing should meet the four criteria
outlined above and have been through all stages of the process just described,
including persuasive writing, synthesis and analysis of information from a
variety of sources, and reflective essays.
Students are also able to complete complex forms, describe procedures, give
directions, and use graphic forms to support a thesis. The formal study
of grammar, usage, spelling, and language mechanics is integrated into the
study of writing. Students are encouraged to use one of the manuals of
style such as Modern Language Association [MLA], American Psychological
Association [APA], or the Chicago Manual of Style [CMS].
Oral Communication (speech)
continues to emphasize the organization of ideas, awareness of audience, and
sensitivity to context in carefully researched and well organized
speeches. Student expectations include: (1) presenting facts and
arguments effectively; (2) analyzing speeches in terms of socio-cultural
values, attitudes, and assumptions; (3) recognizing when another does not
understand the message being delivered; (4) utilizing Aristotle’s three modes
of proof; (5) utilizing elementary logic such as deductive, inductive, causal,
and analogical forms of reasoning; and (6) expressing and defending, with
evidence, one’s thesis.
1086:
Student Publications (DIGIDESIGNS) (Oakland City Course: ENG 406y, 1hrs)
This course involves the production of the yearbook, offering opportunities in
writing, photography, teamwork and technology. All phases of yearbook
development—copywriting, designing, photography and desktop publishing, are
included. Students further develop communication skills through contacts
with businesses and school community in selling advertisements and yearbook
subscriptions. Additionally, students grow in responsibility,
independence, leadership and teamwork.
1022:
Biblical Literature (Oakland
City Course: BIB 205, 3hrs)
Get ready to explore The Bible, a collection of books that have had a profound
impact on the history of the world and the way we live today. In Biblical
Literature, students will have the opportunity to do a close reading of the New
Testament, and to relate these writings to literature and history. One
primary source we will use is the King James Version, but other sources are
welcome to supplement our readings. As a class, we will attempt to learn
the mysteries of this language and to relate it to the events of our time.
4242:
Theatre Arts
So you wanna be an
actor? Or maybe the front of the stage isn’t for you, but you enjoy
working behind the scenes. If you fall into either of these categories,
then this is the class that you have been waiting for! Students in Drama
will explore a full semester of excitement by learning through a project-based
learning style that existed before the PBL label was given. We will learn
about the basics of theatre, and students will have the opportunity to choose a
specialty area to apply to a live show in front of an audience. Areas
studied will include acting, directing, stage management, stagecraft, lighting,
sound, costume, and makeup. As a class, we will decide the details of the
show.
5342:
Nutrition & Wellness (Oakland
City Course: CA 125, 3hrs)
Foods, Nutrition and Wellness enables students to realize the components and lifelong
benefits of sound nutrition and wellness practices and empowers them to apply
these principles in their everyday lives. Topics include impact of daily
nutrition and wellness practices on long-term health and wellness; physical,
social, and psychological aspects of healthy nutrition and wellness choices;
planning for wellness and fitness/selection and preparation of nutritious meals
and snacks; safety, sanitation, storage, and recycling processes and issues
associated with nutrition and wellness; and impacts of technology on nutrition
and wellness career paths. Laboratory experiences will emphasize both
nutrition and wellness practices.
Advanced Nutrition and Foods
is a sequential course that builds on concepts from Nutrition and Wellness or
Culinary Arts Foundations. This course addresses more complex concepts in nutrition
and foods, with emphasis on contemporary issues, or on advanced special topics
such as International, Regional, and/or Cultural Foods; Food Science,
Nutrition, or Dietetics; or with emphasis on a particular aspect of the food
industry, such as Baking, Catering, or Entrepreneurial Endeavors. Higher order
thinking, communication, leadership and management processes will be integrated
in classroom and laboratory activities. Topics include: In-depth study of daily
nutrition and wellness throughout the life span; Acquiring, organizing, and
evaluating information about foods and nutrition; Selecting and preparing
nutritious meals; Safety and sanitation in food production; Meal planning and
preparation for specific economic, psychological, and nutritional needs;
Community and world food concerns, including scarcity and hunger; Advanced
impacts of science and technology on nutrition, food, and related tools and
equipment; Exploring careers in nutrition and food industries. Laboratory
experiences with advanced applications are required. School-based
entrepreneurial enterprises, field-based observations/experiences or
internships, and service learning activities are recommended.
·
Recommended
Grade Level: Grade 10 and up
·
Recommended
Prerequisites: Nutrition and Wellness or permission of instructor
·
Credits:
One-semester or two-semester course, one credit per semester - course may be
repeated for up to four semesters to accommodate a variety of special topics in
advanced nutrition and foods
·
A
Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors
diploma elective and directed elective course
5362:
Child Development and Parenting
Child Development and
Parenting addresses the knowledge, skills, attitudes, and behaviors
associated with supporting and promoting optimal growth and development of
infants and children. A project-based approach that utilizes higher order
thinking, communication, leadership, and management processes is recommended in
order to integrate suggested topics into the study of child development and
parenting. The focus is on research-based nurturing and parenting practices and
skills, including brain development research, that support positive development
of children. Topics include consideration of the roles, responsibilities and
challenges of parenthood; human sexuality; adolescent pregnancy; prenatal
development; preparation for birth; the birth process; meeting the physical,
social, emotional, intellectual, moral, and cultural growth and developmental
needs of infants and children; impacts of heredity, environment, and family and
societal crisis on development of the child; meeting children's needs for food,
clothing, shelter, and care giving; caring for children with special needs;
parental resources, services, and agencies; and career awareness. Applications
through authentic settings such as volunteer experiences, internships, and
service learning are encouraged. This course is recommended for all students
regardless of their career cluster or pathway to build basic parenting skills
and is especially appropriate for students with interest in human services and
education-related careers.
5380:
Fashion & Textiles Foundations
Textiles and fashion technologies: Addresses knowledge and skills related
to design, production, acquisition, and distribution in the textiles and
fashion areas. The class covers consumer options for fashion, textiles;
care and maintenance of textile products, equipment and tools; and construction
and alteration skills. Students will use different methods to apply
designs to fabrics and will construct projects (wearing apparel and household,
craft item.)
Orientation to Life and Careers
addresses essential knowledge, skills, and behaviors all students need to live
successfully in today’s world. A project-based approach that utilizes
higher order thinking, communication, leadership, and management processes is
recommended in order to integrate suggested topics into the study of life and
careers. The focus of the course is the impact of today’s choices on
tomorrow’s possibilities. Topics to be addressed include higher order
thinking, communication, leadership, and management processes; exploration of
personal aptitudes, interests, principles, and goals; life and career
exploration and planning; examining multiple life roles and responsibilities as
individuals and family members; planning and building employability skills;
transferring school skills to life and work; decision making and organizational
skills; and managing personal resources. The opportunity for ninth
graders to develop Four-Year Course Plans can be included, based on local
curriculum needs. Four-Year Plans should be developed with counselor
participation. Personal and career portfolios should be developed or
upgraded with the cooperation of others, especially the business and/or
language arts teachers. This is a foundational course designed to teach
knowledge and life skills that are essential for ALL high school students
regardless of their career cluster or pathway.
·
Recommended
Grade Level: Grade 9 and up
·
Recommended
Prerequisites: None
·
Credits:
One-semester or two-semester course, one credit per semester
·
Counts
as a Directed Elective or Elective for the General, Core 40, Core 40 with
Academic Honors and Core 40 with Technical Honors diplomas
·
One
of the six FACS courses from which students may choose three to fulfill the
required Health and Wellness credit - see State Rule 511 IAC 6-7-6 (6)
·
One
of the two courses from which schools must choose one to teach at a minimum of
once every year in order to qualify for state vocational funding - see State
Rule 511 IAC 6.1-5.1-10.1 (c)
4170:
Advanced Concert Band (Oakland
City Course: MUS 455, 1hrs)
Advanced concert band is a performing instrumental group and is open to any student
in high school who currently plays a brass, woodwind or percussion instrument.
Scales, ability to sight read, playing basic rhythms, playing in tune,
individuals tone, and articulation are factors considered essential.
Students are required to participate in performance opportunities outside of
the school day that support and extend learning in the classroom.
Throughout the school year the band will perform at concerts, contests,
parades, and other extra-curricular events, including football and basketball
games.
4188:
Advanced Chorus (Oakland
City Course: MUS 109, 1hrs)
This elective class is open to all students in Grades 9-12 who want to learn
how to read and perform vocal music. Course work includes written and
oral requirements which involve study in the areas of performance, history,
theory, and music reading skills. Participation in concerts and contests
is mandatory. Previous experience in music is helpful, but a positive
attitude toward work and learning are the only requirements.
4208:
Music Theory and Composition (Oakland
City Course: MUS 111, 3hrs)
Students taking this course develop skills in the analysis of music and
theoretical concepts. Students: develop ear training and dictation
skills, understand chordal and harmonic structures
and analysis, understand modes and scales, study
a wide variety of musical styles, study traditional music notation and
sound sources as tools for musical composition, and receive detailed
instruction in other basic elements of music, and study music history. Students
have the opportunity to experience live performances, by professionals, during
and outside of the school day.
4200:
Applied Music (HS Guitar Class) (Oakland City Course: MUS 235, 3hrs)
Applied Music offers high school students the opportunity to receive small
group or private instruction designed to develop performance skills.
Instruction is designed so that students are enabled to connect, examine,
imagine, define, try, extend, refine, and integrate music study into other
subject areas. A variety of music methods and repertoire is utilized to
refine students’ abilities in listening, analyzing, interpreting, and performing.
4000:
Introduction to Two-Dimensional Art (L)
Introduction to Two-Dimensional Art
is a course based on the Indiana Academic Standards for Visual Art. Students
taking this course engage in sequential learning experiences that encompass art
history, art criticism, aesthetics, production, and integrated studies and lead
to the creation of portfolio quality works. Students explore historical and
cultural background and connections; analyze, interpret, theorize, and make
informed judgments about artwork and the nature of art; create two-dimensional
works of art, reflect upon the outcomes, and revise their work; relate art to
other disciplines and discover opportunities for integration; and incorporate
literacy and presentational skills. They identify ways to utilize and support
art museums, galleries, studios, and community resources.
·
Recommended Grade
Level: 9, 10, 11, or 12
·
Credits: a 1-semester
course for 1 credit
·
Fulfills requirement
for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
·
Counts
as a Directed Elective or Elective for the General, Core 40, Core 40 with
Academic Honors and Core 40 with Technical Honors diplomas
4004:
Advanced Two-Dimensional Art (L) (Oakland
City course ART 110, 3 hours)
Advanced Two-Dimensional Art is a course based on the Indiana Academic Standards for Visual Art. Students in this course build on the sequential learning experiences of Introduction to Two-Dimensional Art that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create two-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources.
·
Recommended Grade
Level: 9, 10, 11, or 12
·
Recommended
Prerequisites: Introduction to Two-Dimensional Art (L)
·
Fulfills requirement
for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
4004: Advanced
Two-Dimensional Art II (L)
Advanced Two-Dimensional Art is a course based on the Indiana Academic Standards for Visual Art. Students in this course build on the sequential learning experiences of Introduction to Two-Dimensional Art and Advanced Two-Dimensional Art that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create two-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources.
·
Recommended Grade
Level: 10, 11, or 12
·
Recommended
Prerequisites: Introduction to Two-Dimensional Art (L)
·
Laboratory course
·
Fulfills requirement for
1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
Credits: a 1-semester course for 1 credit. The nature of
this course allows for successive semesters of instruction at an advanced level
provided that defined proficiencies and content standards are utilized.
·
Counts
as a Directed Elective or Elective for the General, Core 40, Core 40 with
Academic Honors and Core 40 with Technical Honors diplomas
4004:
Advanced Two-Dimensional Art III (L)
Advanced Two-Dimensional Art
is a course based on the Indiana Academic Standards for Visual Art. Students in
this course build on the sequential learning experiences of Introduction to
Two-Dimensional Art, Advanced Two-Dimensional Art, and Advanced Two-Dimensional
Art II that encompass art history, art criticism, aesthetics, and production
and lead to the creation of portfolio quality works. Students explore
historical and cultural background and connections; analyze, interpret,
theorize, and make informed judgments about artwork and the nature of art;
create two-dimensional works of art, reflect upon the outcomes, and revise
their work; relate art to other disciplines and discover opportunities for
integration; and incorporate literacy and presentational skills. They identify
ways to utilize and support art museums, galleries, studios, and community
resources.
·
Recommended Grade
Level: 10, 11, or 12
·
Recommended
Prerequisites: Introduction to Two-Dimensional Art (L), Advanced
Two-Dimensional Art (L), Advanced Two-Dimensional Art II (L)
·
Laboratory course
·
Fulfills requirement
for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
Drawing is
a course based on the Indiana Academic Standards for Visual Art. Students in
drawing engage in sequential learning experiences that encompass art history,
art criticism, aesthetics, and production and lead to the creation of portfolio
quality works. Students create drawings utilizing processes such as sketching,
rendering, contour, gesture, and perspective drawing and use a variety of media
such as pencil, chalk, pastels, charcoal, and pen and ink. They reflect upon
and refine their work; explore cultural and historical connections; analyze,
interpret, theorize, and make informed judgments about artwork and the nature
of art; relate art to other disciplines and discover opportunities for
integration; and incorporate literacy and presentational skills. Students
utilize the resources of art museums, galleries, and studios, and identify
art-related careers.
·
Recommended Grade
Level: 11 or 12
·
Recommended
Prerequisites: Introduction to Two-Dimensional Art (L)
·
Laboratory course
·
Credits: a 1-semester course
for 1 credit. The nature of this course allows for successive semesters of
instruction at an advanced level provided that defined proficiencies and
content standards are utilized.
·
Fulfills requirement
for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
·
Counts
as a Directed Elective or Elective for the General, Core 40, Core 40 with
Academic Honors and Core 40 with Technical Honors diplomas
Painting
is a course based on the Indiana Academic Standards for Visual Art. Students
taking painting engage in sequential learning experiences that encompass art
history, art criticism, aesthetics, and production that lead to the creation of
portfolio quality works. Students create abstract and realistic paintings,
using a variety of materials such as mixed media, watercolor, oil, and acrylics
as well as techniques such as stippling, gouache, wash, and impasto. They
reflect upon and refine their work; explore cultural and historical
connections; analyze, interpret, theorize, and make informed judgments about
artwork and the nature of art; relate art to other disciplines and discover
opportunities for integration; and incorporate literacy and presentational
skills. Students utilize the resources of art museums, galleries, and studios,
and identify art-related careers.
·
Recommended Grade
Level: 11 or 12
·
Recommended
Prerequisites: Introduction to Two-Dimensional Art (L)
·
Laboratory course
·
Credits: a 1-semester
course for 1 credit. The nature of this course allows for successive semesters
of instruction at an advanced level provided that defined proficiencies and
content standards are utilized.
·
Fulfills requirement
for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
·
Counts
as a Directed Elective or Elective for the General, Core 40, Core 40 with
Academic Honors and Core 40 with Technical Honors diplomas
4002: Introduction to Three-Dimensional Art (L)
Introduction to Three-Dimensional Art is a course based on the Indiana Academic Standards for Visual Art. Students taking this course engage in sequential learning experiences that encompass art history, art criticism, aesthetics, production, and integrated studies and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create three-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources.
·
Recommended Grade
Level: 10, 11, or 12
·
Recommended
Prerequisites: Introduction to Two-Dimensional Art (L)
·
Laboratory course
·
Credits: a 1-semester
course for 1 credit
·
Fulfills requirement
for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
·
Counts
as a Directed Elective or Elective for the General, Core 40, Core 40 with
Academic Honors and Core 40 with Technical Honors diplomas
4006:
Advanced Three-Dimensional Art (L) (Oakland
City course ART 111, 3 hours)
Advanced Three-Dimensional Art
is a course based on the Indiana Academic Standards for Visual Art. Students in
this course build on the sequential learning experiences of Introduction to Three-Dimensional
Art that encompass art history, art criticism, aesthetics, and production and
lead to the creation of portfolio quality works. Students explore historical
and cultural background and connections; analyze, interpret, theorize, and make
informed judgments about artwork and the nature of art; create
three-dimensional works of art, reflect upon the outcomes, and revise their
work; relate art to other disciplines and discover opportunities for
integration; and incorporate literacy and presentational skills. They identify
ways to utilize and support art museums, galleries, studios, and community
resources.
·
Recommended Grade
Level: 10, 11, or 12
·
Recommended
Prerequisites: Introduction to Two-Dimensional Art (L), Introduction to Three-Dimensional
Art (L)
·
Laboratory course
·
Credits: a 1-semester
course for 1 credit. The nature of this course allows for successive semesters
of instruction at an advanced level provided that defined proficiencies and
content standards are utilized
·
Fulfills requirement
for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
·
Counts
as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic
Honors and Core 40 with Technical Honors diplomas
Sculpture
is a course based on the Indiana Academic Standards for Visual Art. Students in
sculpture engage in sequential learning experiences that encompass art history,
art criticism, aesthetics, and production. Using materials such as plaster,
clay, metal, paper, wax, and plastic, students create portfolio quality works.
Students at this level produce works for their portfolios that demonstrate a
sincere desire to explore a variety of ideas and problems. They create
realistic and abstract sculptures utilizing subtractive and additive processes
of carving, modeling, construction, and assembling. They reflect upon and
refine their work; explore cultural and historical connections; analyze,
interpret, theorize, and make informed judgments about artwork and the nature
of art; relate art to other disciplines and discover opportunities for
integration; and incorporate literacy and presentational skills. Students
utilize the resources of art museums, galleries, and studios, and identify
art-related careers.
·
Recommended Grade
Level: 11 or 12
·
Recommended
Prerequisites: Introduction to Two-Dimensional Art (L), Introduction to
Three-Dimensional Art (L)
·
Laboratory course
·
Credits: a 1-semester
course for 1 credit. The nature of this course allows for successive semesters
of instruction at an advanced level provided that defined proficiencies and
content standards are utilized.
·
Fulfills requirement
for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
·
Counts
as a Directed Elective or Elective for the General, Core 40, Core 40 with
Academic Honors and Core 40 with Technical Honors diplomas
Ceramics
is a course based on the Indiana Academic Standards for Visual Art. Students in
ceramics engage in sequential learning experiences that encompass art history,
art criticism, aesthetics, and production and lead to the creation of portfolio
quality works. Students create works of art in clay utilizing the processes of
hand building, molds, wheel throwing, slip and glaze techniques, and the firing
processes. They reflect upon and refine their work; explore cultural and
historical connections; analyze, interpret, theorize, and make informed
judgments about artwork and the nature of art; relate art to other disciplines
and discover opportunities for integration; and incorporate literacy and
presentational skills. Students utilize the resources of art museums, galleries,
and studios, and identify art-related careers.
·
Recommended Grade
Level: 11 or 12
·
Recommended
Prerequisites: Introduction to Two-Dimensional Art (L), Introduction to
Three-Dimensional Art (L)
·
Laboratory course
·
Credits: a 1-semester
course for 1 credit. The nature of this course allows for successive semesters
of instruction at an advanced level provided that defined proficiencies and
content standards are utilized
·
Fulfills requirement
for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
·
Counts
as a Directed Elective or Elective for the General, Core 40, Core 40 with
Academic Honors and Core 40 with Technical Honors diplomas
Photography is a course based on the Indiana Academic Standards for Visual Art. Students in photography engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works, creating photographs, films, and videos utilizing a variety of digital tools and dark room processes. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers.
·
Recommended Grade
Level: 10, 11, or 12
·
Recommended
Prerequisites: Introduction to Two-Dimensional Art (L)
·
Laboratory course
·
Credits: a 1-semester
course for 1 credit. The nature of this course allows for successive semesters of
instruction at an advanced level provided that defined proficiencies and
content standards are utilized.
·
Fulfills requirement
for 1 of 2 Fine Arts credits for Core 40 with Academic Honors diploma
·
Counts
as a Directed Elective or Elective for the General, Core 40, Core 40 with
Academic Honors and Core 40 with Technical Honors diplomas
2120:
Spanish I
Spanish I provides instruction enabling students to discuss the many reasons
for learning languages and to develop an understanding of the people who speak
them. Students are able to apply effective strategies for language learning and
show a willingness to experience various aspects of the cultures.
Students are able to: make routine requests in the classroom and in public
places; understand and use appropriate forms of address in courtesy
expressions; ask and answer simple questions and participate in brief guided
conversations related to their needs and interests; read isolated words and
phrases in a situational context, such as menus, signs, and schedules;
comprehend brief written directions and information; read short narrative texts
on simple topics; and write familiar words and phrases in appropriate contexts
and respond in writing to various stimuli. Additionally, students
learn: about nonverbal communication, such as gestures and body language; about
awareness of current events in the cultures; the major holidays and
geographical features of the countries being studied; greeting and leave taking
behaviors in a variety of social situations.
2122:
Spanish II
Spanish II enables students to participate in classroom and extracurricular
activities related to the language studied as well as to participate in conversations
dealing with daily activities and personal interests. Students are able
to: ask questions regarding routine activities; participate in conversations on
a variety of topics; relate a simple narrative about a personal experience or
event; interact in a variety of situations to meet personal needs; understand
main ideas and facts from simple texts over familiar topics; read aloud with
appropriate intonation and pronunciation; and write briefly in response to
given situations. Additionally, students become: familiar with major
geographical features, historical events, and political structures of the country(ies) being studied; and
familiar with different aspects of the culture, including architecture,
literature and music.
2124:
Spanish III (Oakland
City Course: SPAN 101, 4hrs)
Spanish III provides instruction enabling students to understand and appreciate
other cultures by comparing social behaviors and values of people using the languages
being learned. Students are willing to initiate and participate in discussions
concerning these cultures. In addition, students are able to: respond to
factual and interpretive questions and interact in a variety of social
situations; read for comprehension from a variety of authentic materials; read
short literary selections of poetry, plays, and short stories; complete
authentic forms and documents and take notes that require familiar vocabulary
and structures; write paraphrases, summaries, and brief compositions; describe
different aspects of the culture, using the foreign language where appropriate;
and seek help in a crisis situation and participate appropriately at special
family occasions.
2126:
Spanish IV (Oakland
City Course: SPAN 102, 4hrs)
Spanish IV enables students to participate in classroom and extra-curricular
activities related to the language studied. Students are willing to participate
in conversations with native and advanced non-native speakers, either in their
community or in the school. This course also enables students to: respond
to factual and interpretive questions, interact in complex social situations,
and express opinions and make judgments; give presentations on cultural topics
including: (1) traditions, (2) historical and contemporary events, and (3)
major historical and artistic figures; paraphrase or restate what someone else
has said; read for comprehension from a variety of longer authentic materials,
such as newspapers and magazine articles, novels, and essays, as well as make
judgments about what is read; write well-organized compositions on a given
topic; and begin using the language creatively in writing simple poetry
and prose.Students are also: aware of the
relationship between various art forms in at least one major historical period;
aware of the major literary, musical, and artistic periods and genres of at
least one of the cultures in which the language is spoken; and able to adjust
speech appropriate to the situation and audience.
2020:
French I
This course introduces the student to language
learning and the culture of the French speaking world by means of Project Based
Learning. Students will have an opportunity to explore the many reasons
for learning French and develop an understanding of the people who speak it and
how this all relates to 21st century learning skills and our global
society. Students will apply effective learning strategies for language
acquisition while increasing their personal skills to make them successful in
life beyond high school. Students will partake in various experiences
related to the French culture and how it can be brought into our own
culture. Within the context of this course and the projects completed,
the students will have the opportunity to achieve these tasks in the French
language:
*respond to and give oral directions and commands to make routine request in
the classroom and in public areas
*understand and use appropriate forms of address in courtesy expressions and be
able to tell about daily routines and events
*ask and answer simple questions and participate in brief structured
conversations related to their needs and interests
*read isolated words and phrases in provided contexts, such as menus, signs,
and schedules
*comprehend brief written directions and information
*read short narrative texts on simple topics; and
*write familiar words and phrases in appropriate contexts and respond in
writing to various stimuli
Students will also learn:
*about awareness of current events in cultures
*the major holidays and geographical features of the countries to be studied
*greeting and leave taking behaviors in a variety of social situations
*appropriate way to respond to introductions and use courtesy behaviors
*appropriate etiquette in a variety of social settings.
2022:
French II
This course gives students the chance to participate
in classroom and extracurricular activities related to the language studied as
well as to participate in conversations dealing with daily activities and
personal interests. This will all be accomplished in a classroom environment
that will employ Project Based Learning. Students will continue to
explore the many reasons for learning French and develop an understanding of
the people who speak it and how this all relates to 21st century learning
skills and our global society. Students will continue to apply effective
learning strategies for language acquisition while increasing their personal
skills to make them successful in life beyond high school. Students will
partake in various experiences related to the French culture and how it can be
brought into our own culture. Within the context of this course and the
projects completed, the students will have the opportunity to achieve these
tasks in the French language:
Students will be able to:
*ask questions regarding routine activities.
*participate in conversations on a variety of topics
*relate a simple narrative about a personal experience or event
*interact in a variety of situations to meet personal needs, such as asking
permission, asking for or responding to an offer of help, and expressing
preferences in everyday life
*understand main ideas and facts from simple texts over familiar topics
*read aloud with appropriate intonation and pronunciation
*write briefly in response to given situations, for example postcards, personal
notes, phone messages, and directions, as well as write letters using
culturally appropriate format and style
Students will also become:
*familiar with major geographical features, historical events, and political
structures of the countries being studied
*familiar with different aspects of the culture, including the visual arts,
architecture, literature and music, using the foreign language where
appropriate
*able to extend and respond to hospitality as a host or guest
*aware of time expectations, such as arriving for appointments and social
engagements.
2024:
French III (Oakland
City Course: FRN 101, 4hrs)
This course will provide instruction allowing the students to understand and
appreciate other cultures by comparing social behaviors and values of people
using the languages being learned and making use of Project Based
Learning. Students will continue the opportunity
to explore the many reasons for learning French and develop an understanding of
the people who speak it and how this all relates to 21st century learning
skills and our global society. Students will apply effective learning
strategies for language acquisition while increasing their personal skills to
make them successful in life beyond high school. Students will partake in
various experiences related to the French culture and how it can be brought
into our own culture. Within the context of this course and the projects
completed, the students will have the opportunity to achieve these tasks in the
French language:
*Respond to factual and interpretive questions and interact in a variety of
social situations, such as expressing regrets, condolences, and complaints, and
using more than rote memory formula phrases
*Read for comprehension from a variety of authentic materials, such as
advertisements in newspapers and magazines, cartoons, and personal
correspondence
*Read short literary selections of poetry, plays, and short stories
*Complete authentic forms and documents and take notes that require familiar
vocabulary and structures
*Describe different aspects of the culture, using foreign language where
appropriate, including major historical events, political structures, values
systems, visual arts, architecture, literature, and music
*Seek help in a crisis situation and participate appropriately at special
family occasions such as birthdays, weddings, funerals, and anniversaries
2026:
French IV (Oakland
City Course: FRN 102, 4hrs)
This course will enable students to participate in classroom and
extra-curricular activities related to the French, such as making presentations
to other classes, teaching younger students, and taking leadership roles in
language club while making use of Project Based Learning. Students will
be able to converse with native and non-native speakers of French, either in
the community or at school. This course will continue to help
students in developing 21st century learning skills and assist students with
being prepared to enter our global society. Within the context of this course
and the projects completed, the students will have the opportunity to achieve
these tasks in the French language:
*Respond to factual and interpretive questions, interact in complex social
situations, and express opinions and make judgments
*Give presentations on cultural topics including: traditions, historical and
contemporary events, and major historical and artistic figures
*Paraphrase or restate what others have said
*Read for comprehension from a variety of longer authentic materials, such as
newspaper and magazine articles, novels, essays, as well as make judgments
about what is read
*Write well-organized compositions on a given-topic
*Begin using the language creatively in writing simple poetry and prose
Students will also be:
*aware of the relationship between various art forms in at least one major
historical period
*aware of the major literary, musical, and artistic periods and genres of at
least one of the cultures in which the language is spoken
*able to adjust speech appropriately to the situation and audience
*able to participate appropriately in a variety of specific circumstances which
could include public meetings, attending concerts, and using public
transportation
2520:
Algebra I (Oakland
City Course: MATH 101, 3hrs)
In Algebra I, students will be introduced to functions, rules of exponents,
graphing equations and inequalities, solving systems of equations and
inequalities, basic math operations of polynomials, and solving quadratic
functions using a variety of methods. Concepts will be taught using
project based learning with the five school learning outcomes (content
literacy, written communication, oral communication, collaboration, and work
ethic) used as evaluation tools.
2522:
Algebra II
(Oakland City Course: MATH 115, 3hrs)
In Algebra II, students will be introduced to linear and absolute value
equations, complex numbers, quadratic equations and functions, polynomial
equations and functions, exponential and logarithmic equations, sequences and
series, and combinatorics and probability using
various methods. Concepts will be taught using project based learning
with the five school learning outcomes (content literacy, written
communication, oral communication, collaboration, and work ethic) used as
evaluation tools.
2532:
Geometry
In geometry, students will explore ideas related to points, lines, angles, planes,
polygons, quadrilaterals, triangles, circles, polyhedral and other
solids. There will be a focus on inductive reasoning and formal proofs.
4512:
Business Math
Business math is designed to develop the ability to solve real world problems
in order to become productive citizens and workers in a technological
society. Areas of study to be included are number relationships and
operations; patterns and algebra; measurements; and statistics and
probability. Problem-solving applications will be used to analyze and
solve business problems for such areas as taxation; savings and investments;
payroll records; cash management; financial statements; purchases; sales;
inventory records; and depreciation.
2564:
Pre-Calculus/Trigonometry (Oakland
City Course: MATH 120, 3hrs)
Students taking this course will learn about relations, basic functions,
logarithmic functions, exponential functions, trigonometric functions,
trigonometric identities, trigonometric equations, polar coordinates, complex
numbers, sequences, series, and data analysis. **A TI-82 graphing calculator is
required.
2562H:
Calculus AB, Advanced Placement
Calculus AB, Advanced Placementis a course that
provides students with the content established by the College Board.
Topics include: (1) functions, graphs, and limits: analysis of graphs, limits
of functions, asymptotic and unbounded behavior, continuity as a property of
functions (2) derivatives: concepts of the derivative, derivative at a point,
derivative as a function, second derivatives, application and computation of
derivatives, and (3) integrals: interpretations and properties of definite
integrals, applications of integrals, fundamental theorem of calculus,
techniques of antidifferentiation, and numerical
approximations to definite integrals. The use of graphing technology is
required. A comprehensive description of this course can be found on the
College Board AP Central Course Description web page at:
http://apcentral.collegeboard.com/apc/public/courses/descriptions/index.html
2562:
Calculus
(Oakland City course: MATH 216, 4 hours)
This is a high school level calculus course that will develop a student’s
understanding of both derivatives and integrals of algebraic, trigonometric,
and logarithmic functions.
3024:
Biology I (L) (Oakland
City Course: BIO 101, 3hrs)
Biology I provides, through
regular laboratory and field investigations, a study of the structures and functions
of living organisms and their interactions with their environment. At a
minimum, this study explores the functions and processes of cells, tissues,
organs, and systems within various species of living organisms and the roles
and interdependencies of organisms within populations, communities, ecosystems,
and the biosphere. Students have opportunities to: (1) gain an understanding of
the history of the development of biological knowledge, (2) explore the uses of
biology in various careers, and (3) investigate biological questions and
problems related to personal needs and social issues.
3026:
Biology II (L) (Oakland
City Course: BIO 111, 4hrs)
Prerequisites: Demonstrated competency in writing, reading, and computation
through appropriate assessment or successful completion of Biology I &
Chemistry I with a 'C' or better. Introduces the basic
concepts of life. Includes discussion of cellular and organismal biology, genetics, evolution, ecology, and
interaction among all living organisms. It addresses applications of
biology to society.
3064:
Chemistry I (L)
Chemistry I allows students to synthesize useful models of the structure of
matter and the mechanisms of its interactions through laboratory investigations
of matter and chemical reactions. Students have opportunities to: (1) gain an
understanding of the history of chemistry, (2) explore the uses of chemistry in
various careers, (3) investigate chemical questions and problems related to
personal needs and social issues, and (4) learn and practice laboratory safety.
Chemistry II provides for
extended laboratory and literature investigations of the chemical reactions of
matter in living and nonliving materials. This course stresses the unifying
themes of chemistry, the development of physical and mathematical models of
matter and its interactions, and the methods of scientific inquiry.
3066DC:
Chemistry (L), Dual Credit (Oakland
City Course: CHEM 101, 5hrs)
Laws and principles of chemistry including stoichiometry,
gas laws, atomic and molecular structure, nomenclature and equation writing and
balancing. Numerical problems and relationships and introduced whenever
quantitative treatment is possible.
3108:
Integrated Chemistry-Physics (L)
Integrated Chemistry-Physics introduces the fundamental concepts of scientific
inquiry, the structure of matter, chemical reactions, forces, motion, and the
interactions between energy and matter. This course will serve students as a
laboratory-based introduction to possible future course work in chemistry or
physics while ensuring a mastery of the basics of each discipline. The ultimate
goal of the course is to produce scientifically literate citizens capable of
using their knowledge of physical science to solve real-world problems and to
make personal, social, and ethical decisions that have consequences beyond the
classroom walls.
3084:
Physics (L)
(Oakland City Course: PHY 101, 4hrs)
Physics I aids students in synthesizing the fundamental concepts and principles
concerning matter and energy through the laboratory study of mechanics, wave
motion, heat, light, electricity, magnetism, electromagnetism, and atomic and
nuclear physics. Students have opportunities to: (1) acquire an awareness of
the history of physics and its role in the birth of technology, (2) explore the
uses of its models, theories, and laws in various careers, and (3) investigate
physics questions and problems related to personal needs and social issues.
5074:
Advanced Life Science, Plants and Soils (L) (Oakland City
Course: BIO 220, 4hrs)
Advanced Life Science, Plant and Soil, is a standards-based, interdisciplinary
science course that integrates the study of advanced biology, chemistry, and
earth science in an agricultural context. Students enrolled in this
course formulate, design, and implement agriculturally-based laboratory and
field investigations as an essential course component. These extended
laboratory and literature investigations focus on the chemical reactions of
matter in living and nonliving materials while stressing the unifying themes of
chemistry and the development of physical and mathematical models of matter and
its interactions. Using the principles of scientific inquiry, students
examine the internal structures, functions, genetics, and processes of living
plant organisms and their interaction with the environmental. Students
completing this course will be able to apply the principles of scientific
inquiry to solve problems related to both biology and chemistry in the context
of highly advanced agricultural applications of plants and soils.
Students having completed one year of Biology and one year of Chemistry and are
in the upper 50% of their class may apply for dual credit from Purdue
University. Students may make this choice at the end of the first
semester. Students would receive four college credits for Botany 210.
The cost to receive college credit in 2008 was $340.00 which is a savings of
over $700.00.
3008:
Science Research, Independent Study (L)
Science Research, Independent Study is a course that provides students with
unique opportunities for independent, in-depth study of one or more specific
scientific problems. Students develop a familiarity with the laboratory
procedures used in a given educational, research, or industrial setting or a
variety of such settings. Students enrolled in this course will complete
a science fair project to be exhibited at a regional science fair and/or state
science symposium, an end-of-course project, such as a scientific research
paper, or some other suitable presentation of their findings.
1540:
United States Government (POLITICAL STUDIES) (Oakland City Course:
GOV 101, 3hrs)
This course provides an opportunity for the student to explore the governing
process, to study in depth the elements of political theory and all levels of
governmental structures. The course consists of a study of the U.S.
Constitution and its basis for governing, the legislative, executive and
judicial processes, and the different functions of local, state, and national
government. REQUIRED OF ALL STUDENTS FOR GRADUATION.
1514:
Economics (POLITICAL STUDIES) (Oakland
City Course: ECON 202, 3hrs)
This is the study of man's efforts to overcome scarcity of goods. Through
lecture and discussion, economic ideas, production, money and credit, prices, governmental
regulation, international problems, stabilization, and personal economics are
studied. REQUIRED OF ALL STUDENTS FOR GRADUATION.
1542:
United States History (AMERICAN STUDIES)
Semester 1: (Oakland City
Course: HIS 241, 3hrs)
Semester 2: (Oakland City
Course: HIS 242, 3hrs)
U.S. History is a requirement
for graduation from high school in the state of Indiana. U.S. History
allows the student the discovery, exploration, settlement, and growth of the
United States. It includes a survey of political, social, and economic
progress to the present time. The primary emphasis will be on 20th
century American history. REQUIRED OF ALL STUDENTS FOR
GRADUATION.
(Oakland City Course: HIST
201, 3hrs)
Indiana Studies is an
integrated program comparing and contrasting state and national development in
the areas of politics, , history, and culture. The
course uses Indiana history as a basis for understanding current policies,
practices, and state legislative procedures. Students acquire motivation to
participate in the political process as concerned citizens. This course also
includes the study of state and national constitutions from a historical
perspective and as a current foundation of government. The examination of
individual leaders and their roles in a democratic society should be included.
Selections from Indiana arts and literature might also be analyzed for insights
into historical events and cultural expressions.
1528: Modern
World Civilization
(Oakland City Course: HIS
103, 3hrs)
Modern World Civilizationprovides an in-depth look at the twentieth
century world. It is a study of different cultures as they exist in the world
today, including a comparative analysis of the various types of governmental,
economic, and social systems. International relationships are examined partly
from the viewpoint of national interest, including the successes and failures
of diplomacy.
1548:
World History and Civilization (WORLD STUDIES)
World History(Oakland
City Course: HIS 101, 3hrs)
English 9 (Oakland City
Course: ENG 201, 3hrs)
World History is a full year
course. It emphasizes events and developments in the past that greatly
affected large numbers of people across broad areas of the earth and that
significantly influenced peoples and places in subsequent eras. Some key
events and developments pertain primarily to particular people and place;
others, by contrast, involve transcultural
interactions and exchanges between various peoples and places in different
parts of the world. Students are expected to practice skills and processes
of historical thinking and inquiry that involve chronological thinking,
comprehension, analysis and interpretation, research, issues-analysis, and
decision-making. They are expected to compare and contrast events and
developments involving diverse peoples and civilizations in different regions
of the world. Students are expected to examine examples of continuity and
change, universality and particularity, and unity and diversity among various
peoples and cultures from the past to the present. Finally, students are
expected to apply content knowledge to the practice of thinking and inquiry
skills and processes. There should be continuous and pervasive
interactions of processes and content, skills and substance, in the teaching
and learning of history.
(Oakland City Course: PSY
101, 3hrs)
Psychology is the scientific
study of mental processes and behavior. The Standards have been divided
into six content areas. These areas include: Scientific Methods,
Developmental, Cognitive, Personality, Assessment and Mental Health,
Socio-cultural and Biological Bases of Behavior. In the Scientific Methods
area, research methods and ethical considerations are discussed.
Developmental psychology takes a life span approach to physical, cognitive,
language, emotional, social, and moral development. Cognitive
aspects of psychology focuses on learning, memory, information
processing, and language. Personality, Assessment and Mental Health
topics include psychological disorders, treatment, personality, and
assessment. Socio-cultural dimensions of behavior deal with topics such
as conformity, obedience, perceptions, attitudes, and the influence of the
group on the individual. The Biological Bases focuses on the way the
brain and nervous system functions, including topics such as sensation,
perception motivation, and emotion.
This class will examine the basic principles of Psychology. Students will
spend a lot of time throughout the course examining and explaining human
behavior. Course will look at the different psychological
approaches and how they each offer unique ways of understanding human behavior and
the mind.
(Oakland City Course: Soc
201, 3hrs)
Sociology provides
opportunities for students to study human social behavior from a group
perspective. The sociological perspective is a distinct method of
studying recurring patterns in people’s attitudes and actions and how these
patterns vary across time, among cultures, and in social groups. Students
will describe the development of sociology as a social science and identify
methods and strategies of research. Students will analyze a range of
social problems in today’s world and examine the role of the individual as a
member of the community.
This class examines the basic principles of Sociology. It focuses on the
influence society has on groups and individual’s behaviors. Students will
take a closer look at social institutions (education, religion, and family),
crime/deviance, culture, socialization, and social structure. A major
part of the course will be devoted to students understanding the three
sociological perspectives examined in the class (functionalist, interactionalist, and conflict).
1538:
Topics in History-“From
Elvis to YouTube: A Cultural History of America from 1950 to Today”
This course will begin with the rise of Elvis
Presley in the 1950s and continue into the 21st Century with the
ultimate goal of exploring the relationships between America’s rise as a world
power and it’s direct affect on the culture of its
citizens. Topics covered will include (but not be limited to): landing on
the moon, 1960s counterculture, Watergate, 1980s consumerism, the rise of
computers, and living in a digital world. Students will watch important movies
and documentaries as well as read important articles to provide context to this
vibrant period in American History. Additionally, students will have
writing opportunities and chances to discuss class materials.
1538:
Topics in History
Topics In History provides students the
opportunity to study specific historical eras, events, or concepts.
Development of historical research skills using primary and secondary sources
is emphasized. The course focuses on one or more topics or themes related
to United States or world history. Examples of topics might include: (1)
twentieth- century conflict, (2) the American West, (3) the history of the
United States Constitution, and (4) democracy in history.
3506:
Health and Wellness Education (Oakland
City Course: PE 210, 3hrs)
Students enrolled in health
education will be provided with a basis to continue methods of developing
knowledge, concepts, skills, behaviors, and attitudes related to health and
well being. Major content areas included in the curriculum are growth and
development, mental and emotional health, personal health, intentional and
unintentional injury, health promotion, and disease prevention. Other
content areas will meet the standards set forth by the state of Indiana.
Students will also explore the effects of health behaviors on an individual's
quality of life, understand that health is a lifetime commitment and be able to
analyze risk factors and health decisions that promote health and prevent
disease, as well as become competent in the area of being a good health
consumer. REQUIRED OF ALL STUDENTS FOR GRADUATION.
3542:
Physical Education I (L)
Students who are enrolled in physical education I (L) will study with an
emphasis on health related fitness and developmental skills and habits.
Along with skill development will be the application of rules, strategies, and
different movement forms. The different movement forms will come under
the categories of health related fitness, team sports, outdoor pursuits, and
recreational games. Evaluation will come in the form of skill and written
tests. REQUIRED OF ALL STUDENTS FOR GRADUATION.
3544:
Physical Education II (L)
Students who are enrolled in physical education II will learn to set up
programs that will teach them to personally commit themselves to a lifetime of
activity and fitness. They learn the importance of finding an activity
that they enjoy, will challenge them, and will provide some social
interaction. Students will have the opportunity to learn to achieve and
maintain levels of personal fitness through fitness knowledge and concepts that
will last a lifetime.
The different forms of movement will come under the categories of health
related fitness, aerobic exercise, aquatics, individual and dual sports, and
aquatics. Evaluation will come in the form of skill and written tests. REQUIRED OF ALL STUDENTS FOR GRADUATION.
3560:
Elective Physical Education (L) (Oakland City course: PE 201, 2 hours)
Students who are enrolled in a physical education elective will pursue the
concepts of health related fitness activities, team sports, individual and dual
sports, aquatics, and outdoor pursuits. They will also learn the
principles of sport and exercise in relation to the human body. At this
level, skills and attitudes will be refined to promote lifetime fitness habits.
Technology Education
provides learning activities to develop interpersonal, mathematical, scientific
skill, and social dimensions to prepare students to become more productive citizens
in a rapidly changing technological society. The courses encourage
students to develop the knowledge, problem solving skills, and techniques that
can be applied to future careers and educational pursuits. They will
learn to use tools, machines and computers to produce product/services.
5644:
Introduction to Engineering Design (PROJECT LEAD THE WAY) (Oakland City Course: DFT
103, 3hrs)
An introductory course which develops student problem solving skills with
emphasis placed on the development of three-dimensional solid models.
Students will work from sketching simple geometric shapes to applying a solid
modeling computer software package. They will learn a problem solving
design process and how it is used in industry to manufacture a product.
The Computer Aided Design system (CAD) will also be used to analyze and
evaluate the product design. The techniques learned, and equipment used,
is state of the art and are currently being used by
engineers throughout the United States.
5644P:
Principles of Engineering (PROJECT
LEAD THE WAY) (Oakland City Course: DFT 203, 3hrs)
Principles of Engineering is a broad-based survey course designed to help
students understand the field of engineering and engineering technology and its
career possibilities. Students will develop engineering problem solving
skills that are involved in postsecondary education programs and engineering
careers. They will also learn how engineers address concerns about the
social and political consequences of technological change.
5538 :
Digital Electronics
(PROJECT LEAD THE WAY) (Oakland City Course: DFT
102, 3hrs)
Digital Electronicsis a course of study in applied
digital logic that encompasses the design and application of electronic
circuits and devices found in video games, watches, calculators, digital
cameras, and thousands of other devices. Instruction includes the application
of engineering and scientific principles as well as the use of Boolean algebra
to solve design problems. Using computer software that reflects current
industry standards, activities should provide opportunities for students to
design, construct, test, and analyze simple and complex digital circuitry.
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4780:
Communication Systems
The course will offer a broad exposure to the field of communication and
develop more effective communication skills. The students will produce
graphic and electronic media as they explore techniques used to apply
technology in communicating information and ideas. Students will learn
the basics of radio, television, and digital photography.
4790:
Communication Processes
This course will introduce you to all aspects of radio
broadcasting and television production. You will learn how D.J.'s and
technicians do their jobs behind the scenes. Further, if your dream is to
either be a producer, camera person or a newscaster, this is for you. The mock
school television station will be set up to record and broadcast announcements,
highlights of sporting events or other important community news.
4782:
Construction Systems
This is a one semester course. This course is an
introduction to the construction industry. Students will explore techniques
used to apply technology in producing residential, commercial, and industrial
buildings and a variety of civil structures. All areas of construction
materials and processes will be covered from site selection through
occupancy. Lab activities will include project idea development,
research, reduced scale or full size construction.
4792:
Construction Processes
This is a one semester course. Students will learn the business operation
areas of construction. As a group they will form a construction company
and develop a construction project that considers the business aspects as well
as the construction of a project.
4784:
Manufacturing Systems
This is a one semester course. This introduces
the students to manufacturing technology and its relationship with society,
individuals, and the environment. They will also have managed activities which
are used to develop, produce, use and assess production technology.
Students will look at the technical process of manufacturing a product in a
formed group, custom, or intermittent production. These products can be
made of metal, plastic, wood, or other materials. They will learn to use
the machines related to woods and metals.
4796:
Manufacturing Processes
This is a one semester course. Students will look at
the technical process of manufacturing of a product in custom or intermittent
production. These products can be made of metal, plastic, wood or other
materials. They will also learn the processes used to obtain resources
and change them into industrial materials and finished industrial and consumer
products.
4786:
Transportation Systems
This is a one semester course. This course explores
the application of tools, materials, and energy in designing, producing, using
and assessing transportation systems. The student will also apply
research techniques, creative problem solving skills, and technological
principals in identifying, testing, and communicating solutions to problems or
opportunities. Students will study/apply the techniques in technology to
move people and cargo in vehicles on land water, air and space. This
course may include the following projects: Super mileage car, Hovercraft,
Solar vehicle or other related activities.
4798:
Transportation Processes
This is a one semester course. This course explores
the technological processes used to move people and cargo in vehicles and by other
means on land and in water, air, and space. This course is broken into 2 parts,
focusing on the movement of parts (cargo and freight), and people (driver,
passengers, crew, etc.) This course will include projects related to
water transportation and air transportation.
(Must have passed Construction Systems and
Construction Processes)
As technologies become more powerful and integrated
across societies, the ability to forsee the social,
economic, and environmental consequences of their development has become
increasingly critical. Emphasis is put on the supervision of completing
different construction projects, researching the different trends of
construction as it relates to more efficient structures. The class and lab
activities have been structured to allow students to focus on their roles in
management and control of technology.
(Must
have passed Manufacturing Systems and Manufacturing Processes)
With the global desire for new products and
services, enterprises strive to meet these human needs with quality goods,
structures, and services. In a competitive marketplace, today’s enterprises must
be developed and operated in an efficient manner. That is the goal of
Technology Enterprise class…structuring, supervise the making of a product to
sell in a real life enterprise in a classroom environment. The students will
realize the many problems related to a enterprise in
its organization, management, and operation.
(Must have passed Transportation Systems and
Transportation Processes)
With the expansion of Transportation in moving goods
more efficiently, this class focus is on the study of the most economical ways
to move products from one place to the other. This course will focus on real
world problems and opportunities related to transportation. Students will take
part in the development of the Super Mileage Team, developing strategies,
designs, marketing and management of team members. There will also be projects
related to how Transportation effects the environment and devising effective
solutions.
General Admission
Requirements
Admission to Twin Rivers Career and Technical Education Area programs will be
dependent upon several factors. In general, each student will be expected
to have:
1. A sincere interest in Career-Technical Education.
2. A permissive academic schedule.
3. Proper attitude toward school and work.
4. Good health
5. Ability to meet specific requirements of a
particular course.
6. COMPLETED THE 10TH GRADE!
7. Proper attitude toward strict class rules and regulations.
8. Parental permission and school counselor recommendation.
**9. Have a means of own transportation.
**10. MUST HAVE A GOOD ATTENDANCE RECORD.
Twin Rivers Career &
Technical Education Area Programs
5510:
Automotive Services Technology
CIP Code: 47.0604
Automotive Services Technology includes classroom and laboratory
experiences that incorporate training in service and repair work on all types
of automotive vehicles. Included in the course is training in the use of
service/repair information and a variety of hand and power tools. Instruction
and practice provides opportunities for students to diagnose malfunctions,
disassemble units, perform parts inspections, and repair and replace
parts. Course content should address NATEF/ ASE standards leading to
certification in one or more of the following areas: steering and
suspension; brakes; engine performance; manual transmissions and differential;
automatic transmissions; electrical systems; air conditioning; and, engine
repair. Mathematical skills will be reinforced through precision measuring
activities and cost estimation/calculation activities. Scientific
principles taught and reinforced in this course include the study of viscosity,
friction, thermal expansion, and compound solutions. Written and oral
skills will also be emphasized to help students communicate with customers,
colleagues, and supervisors.
5580:
Building Trades Technology
CIP Codes: 46.0201 (Carpenter); 46.0101 (Mason/Tile Setter); 46.0503
(Plumber) 46.0302 (Electrician); 49.0202 (Construction Equipment Operator)
Building Trades Technology includes classroom and laboratory experiences
concerned with the erection, installation, maintenance, and repair of
buildings, homes, and other structures using
assorted materials such as metal, wood, stone, brick, glass, concrete, or
composite materials.
Instruction covers a variety of activities such as cost estimating; cutting,
fitting, fastening, and finishing various materials; the uses of a variety of
hand and power tools; and, blueprint reading and following technical
specifications. Knowledge concerning the physical properties of materials
should also be emphasized. Instruction in plastering, masonry, tile
setting, dry wall installation, plumbing, residential wiring and roofing should
be covered in the course of study. Additional areas of instruction can
include operation and maintenance of heavy equipment used in the construction
industry and processes used for digging, grading, clearing, and
excavating. Students will develop accurate and precise measuring skills
and an advanced understanding of volume and area calculations as well as the
advanced mathematical skills required for construction of rafters, stair
stringers, and complex angles. Estimation skills will be strengthened
through activities such as ordering of materials and planning construction
jobs. Scientific principles will be reinforced through weight load
exercises, span length determinations, and the study of relative
strength. Reading skills as well as oral and written communication skills
will also be emphasized to ensure students’ abilities to accurately interpret
instructions and provide information to customers and colleagues.
5802:
Cosmetology
CIP Code: 12.0401
Cosmetology includes classroom and practical experiences concerned with a
variety of
beauty treatments, including the beautification of hair and skin care.
Instruction includes training in giving shampoos, rinses, and scalp treatments;
hair styling, setting, cutting, dyeing, tinting,
bleaching, and fitting wigs; permanent waving; facials; manicuring; and, hand
and arm massaging. Scientific knowledge related to bacteriology, anatomy,
hygiene, and sanitation will be emphasized. Additional instruction in the
areas of small business (salon) management, record keeping, and customer
relations should also be provided in this course. Instruction should be
designed to qualify students for the licensing examination.
5282:
Health Careers
CIP Code: 51.xxxx – Determined by course content
Health Careers content includes a core of entry level skills common to one
specific health career such as patient nursing care, dental care, animal care,
medical laboratory, and public health. Course content includes an
introduction to health care systems, anatomy, physiology, and medical
terminology. Included are leadership skills developed through membership in the
student youth organization, HOSA. During the second semester, instruction is
integrated with core entry-level skills. The concept of coping with illness is
also introduced. In addition, this course includes work ethics and job seeking
skills such as job applications, resumes, and interviews. An in-school
laboratory provides hands-on, simulated experiences.
The instructor and the students should move from the local school to the actual
health care clinical setting for pre-planned, educational experiences which are
to be coordinated and evaluated by the school. The pre-planned activities
provide an opportunity for the students to apply the knowledge, skills, and
attitudes learned in the classroom. Actual instruction and supervision, usually
provided on a one-to-one basis, is given by qualified health practitioners in
the clinical setting, based on pre-determined specific learning competencies.