Career and Technical Education
Curriculum Handbook
A Guide for Students, Parents, Teachers, Counselors, and Administrators
Career & Technical Education
BOARD OF EDUCATION
Linda Schultz, President
Linda P. Bryant, Vice President
Julia C. Bernath • Gail Dean • Catherine Maddox
Linda McCain • Katie Reeves
Robert M. Avossa, Ed.D., Superintendent
Dear Fulton County Students, Parents, and Educators:
The U.S. economy continues to be challenging, our industries are facing more international competition than ever, and
technology is changing at a dizzying pace. Now, more than ever, students need the foundation of a rigorous and relevant
educational experience. Our students should be able to rely on the skills and content knowledge that they build from
Kindergarten through 12th grade to prepare them for success in their next steps…and we want them to enjoy the journey.
The Fulton County School System is dedicated to providing students with college and career awareness activities,
workplace readiness skills, leadership training, and real-life preparation. As a demonstration of our commitment, career
readiness is one of the top three objectives outlined in our district’s Strategic Plan 2017: Building Our Future. It is our goal
that by 2017, 100% of Fulton’s graduates will be work-ready certified by the time they leave our schools.
We offer numerous programs and courses in Career and Technical Education (CTE) that are designed to equip students
to meet the challenging demands of both the workforce and post-secondary education, which includes technical schools
as well as two- and four-year colleges. CTE courses engage students in a learning experience that builds on their
interests and exposes them to opportunities within related career fields. Students are also able to graduate from high
school with industry recognized certifications and other valuable employability skills.
I am excited that you want to learn more about these offerings and all of the benefits of pursuing a quality Career and
Technical Education career pathway. I encourage students to explore their options and graduate with a clear
understanding of the vast array of potential next steps, including four-year college, two-year college, technical college,
apprenticeship programs and skilled entry-level work positions. With CTE pathways, you can get a head start in any of
these directions and benefit along the way from student organizations, competitions, and other applied learning
experiences.
Please take advantage of the resources within this handbook and through our Department of Career & Technical
Education. Preparation for the future requires solid core knowledge, technical proficiency and workplace readiness skills. I
am confident that this guide will help you gain knowledge about Career and Technical Education and provide the
guidance to prepare students for a successful future.
Sincerely,
Robert Avossa, Ed.D.
Superintendent
Fulton County School System
786 Cleveland Avenue
Atlanta, Georgia 30315
404-763-6890 (Phone)
404-763-6798 (Fax)
www.fultonschools.org
786 Cleveland Ave., S.W., Atlanta, Georgia 30315-7299 • 404-768-3600 • www.fultonschools.org
2
Career & Technical Education
BOARD OF EDUCATION
Linda Schultz, President
Linda P. Bryant, Vice President
Julia C. Bernath • Gail Dean • Catherine Maddox
Linda McCain • Katie Reeves
Robert M. Avossa, Ed.D., Superintendent
Dear Fulton County Student:
If you could wake up tomorrow morning and design the high school experience of your dreams, what would it look like?
Would you study topics that interest you? Would you make time to do hands-on work and group projects? Would you
include the chance to try what you have learned and apply your skills to real world problems?
Career & Technical Education (CTE) students do all of this and more – participating in challenging, meaningful pathways
designed to be enjoyable and relevant, so you learn a lot while doing things that matter to you! Each year you have the
opportunity to add to your expertise in a chosen program area, by building real, marketable skills, like taking care of a
sick patient, creating a business plan, or producing and editing a film. One class at a time, CTE teachers will help you
gain greater levels of proficiency and earn experience and credentials valued by employers in your chosen field. From
competitions and leadership positions in student organizations like Future Business Leaders of America, Health
Occupations Students of America and Skills USA, to internships, job shadows and guest speakers, you will be exposed to
career pathways and related college options (majors/programs of study, scholarship opportunities, etc.).
At a time when unemployment is high and a number of employers are struggling to find workers with the necessary skills
to fill available jobs, Career & Technical Education courses offer a very practical way to prepare for your next steps. The
things you learn in your CTE classes tie other subjects, like math, English and science, together in ways that make sense.
You can also immediately apply what you are learning, whether cooking nutritious meals for family gatherings, designing
a school web site, or helping a local business or community organization with their marketing strategy. In addition, what
you learn in CTE can make you eligible for a great part-time job during high school, help you to work your way to and
through college, and inform your career decisions. As you discover what you do and don’t like about a job or industry,
meet people who can mentor and advise you, and build a foundation of skills that employers actually want, you will be in
greater control of your future.
The Fulton County School System recognizes the need for age-appropriate career preparation activities, and CTE options
available at each high school and middle school are designed to equip you to meet the demands of both the workforce and
post-secondary education. Please take advantage of the resources available within this handbook and through our
Department of Career & Technical Education to find the pathways offered at your school, get more details on highlights
of each program area, and locate contacts needed for additional information.
Your future is ahead of you…and it is in your hands!
Sincerely,
Kirstyn Martin
Executive Director of CTE, Fulton County Schools
786 Cleveland Ave., S.W., Atlanta, Georgia 30315-7299 • 404-768-3600 • www.fultonschools.org
3
Career & Technical Education
786 Cleveland Avenue, SW
Atlanta, GA 30315
404-768-3600
School Board Members
Linda Schultz, President, District 1
Linda Bryant, Vice-President, District 4
Katie Reeves, District 2
Gail Dean, District 3
Linda McCain, District 5
Catherine Maddox, District 6
Julia Bernath, District 7
Robert M. Avossa, Ed.D., Superintendent
Scott Muri, Ph.D., Deputy Superintendent
Academics
Kirstyn Martin, Executive Director of Career Preparation and Technical Education
Career & Technical Education, Fulton Institute of Technology, Smaller Learning Communities, and
Virtual and Extended Learning
Patrick Joyce, Career and Technical Education Analyst
Tonya H. Eaton, Work-Based Learning Administrator
Larry Wallace, Project Manager Smaller Learning Communities
Vacant, Coordinator of Technology, Virtual and Extended Learning
Mary Tibbs, Departmental Specialist I
Harriet Graves, Professional Assistant III CTE/SLC
Patricia Jones, Professional Assistant III CTE/Virtual and Extended Learning
Equal opportunity employer and service provider
Reasonable accommodations and modifications made for the disabled. 404-763-4585 TTY 1-800-255-0135
4
Career & Technical Education
Table of Contents
What You Should Know .................................................................................................................... 6-7
Career Concentrations/Pathways .......................................................................................................8
Agriculture and Environmental Sciences .................................................................................... 9-12
Architecture, Construction, Communication and Transportation.................................... 13-22
Business and Computer Science ............................................................................................... 23-30
Culinary Arts .................................................................................................................................... 31-33
Education ........................................................................................................................................... 34-37
Engineering and Technology ....................................................................................................... 38-41
Family and Consumer Sciences................................................................................................... 42-43
Government and Public Safety .................................................................................................... 44-51
Healthcare Science......................................................................................................................... 52-63
Marketing, Sales and Service ...................................................................................................... 64-68
Supplemental Courses................................................................................................................... 69-71
CTE Foundational Skills ................................................................................................................... 72
Career and Technical Intervention Specialist (CTI)........................................................... 73-74
Career and Related Education (CRE) ................................................................................... 75-77
Fulton Institute of Technology (FIT)............................................................................................... 78
Smaller Learning Communities (SLC) .................................................................................... 79-80
Transition Career Partnership (TCP) ............................................................................................ 81
Non-Traditional Occupations ............................................................................................................ 82
Resources .................................................................................................................................................. 83
Career Planning Guide................................................................................................................... 84-88
Currently Offered CTE Course Sequences by High School .................................. 89-113
Currently Offered CTE Course Sequence by Middle School .............................. 114-132
5
Career & Technical Education
What You Should Know About Career and Technical Education
What is Career and Technical Education?
Career and Technical Education (CTE) offers a vast number of courses and programs that prepare students for the high demand skills
needed for a wide range of careers. These careers may require varying levels of education—from high school and postsecondary
certificates to two and four year college degrees. CTE is designed to prepare high school students to transition successfully to
postsecondary education and to help them acquire the skills and knowledge needed to find gainful employment. Career and Technical
Education is offered in Fulton County middle and high schools.
What is a Career Pathway?
A Career Pathway includes a coherent sequence of three or four required courses. Completion of this rigorous content, which is
aligned with industry standards, leads to college and work readiness in a focused area of student interest. Typically, completion of a
pathway also prepares a student to sit for an end of pathway exam, resulting in an industry-recognized credential.
Why Should A Student Take CTE Courses?
CTE courses will get students on the fast track to their future. Whatever plans a student may have after high school, CTE courses and
career pathways will give him/her a head start in many technical and professional careers. When you include these courses as part of
their regular high school schedule, a student will:





Attend project-based classes that give hands-on experience in their chosen field.
Learn whether they like doing the work in that chosen field
Discover gaps that need to be filled in coursework to meet job skill and/or graduation requirements
Be challenged and gain skills that can be used wherever life takes them
Take what they’ve learned and apply it in the working world
As students complete steps in working toward their goals, they will find that they are no longer as uncertain about what to do after
graduation. Students will have a better sense of what they want to do and where they are going, and be equipped with a plan that takes
them there.
Optimal Benefit s for Students
In the classroom, students learn concepts and theories dealing with a broad spectrum of topics related to the particular concentration
area being studied. There, concepts and theories are carried through to their application. Students are taught hands-on skills that
ensure that the skills are practical and usable.
Instruction
and Lab
Activities
CTSO
Participation
Career
Related
Education
In each pathway, classroom instruction is followed by application in the laboratory. Laboratory instruction may be put to use in the
Work-Based Learning component (see page 78 for description) of the program in a student’s 11th and/or 12th grade year. Career and
Technical Student Organizations, provide an avenue to learn teamwork and develop leadership skills. The optimal benefit of each
program is received when a student is an active participant in all three parts of the program. A program that includes all three
components has a ―
balanced approach‖ and is providing optimal opportunities for all students.
6
Career & Technical Education
What You Should Know About College Credit Now
HOPE
Grant
Accel
Early
College
Articulation
Dual
Enrollment
Joint Enrollment
Move On
When
Ready
Gateway
To
College
Residential
The image to the left shows several
avenues for students seeking collegelevel credit and exposure while in high
school. The primary opportunities
which Fulton County Schools
students take advantage of are detailed
below.
What is Accel?
A lottery funded Dual Enrollment program
administered by the Georgia Student Finance
Commission. Provides the opportunity for
eligible juniors and seniors to take certain
courses from postsecondary institutions that
count for high school graduation credit and
post-secondary credit.
What is Dual Enrollment (HOPE)?
A program through which high school students take courses from an eligible state public or private postsecondary institution while
still enrolled as a high school student and receive credit both at the high school and at the post-secondary institution. Dual Enrollment
can be administered in high school classrooms, on a college campus or through a distance learning provider.
What is “Move on When Ready”?
House Bill 149 (Move on When Ready) is a dual enrollment arrangement whereby an eligible student entering eleventh or twelfth
grade who spent the prior school year in attendance at a public high school in Georgia may take all of his or her courses at or through
an eligible post-secondary institution (college, university or public technical college) or a virtual course approved by the State Board
of Education and receive secondary credit from his or her high school with the goal of completing graduation and high school diploma
requirements.
What is Articulation?
The articulation process allows students to receive credit at the postsecondary institution rather than duplicating coursework already
taken at the high school level. Secondary course standards are aligned with post-secondary course standards and students earn credit
for both courses. However, students must pass the college course exemption exam and be accepted into the post-secondary institution
upon earning the college credit.
What is Joint Enrollment?
A process through which high school students take courses at a state public or private post-secondary institution while still enrolled as
a high school student. Students receive college credit only at the post-secondary institution.
For more information select “dual enrollment” from Site Index by Subject at www.doe.k12.ga.us
7
Career & Technical Education
Career Concentrations/Pathways
Career Concentrations represent the current eleven broad groupings of occupations and industries organized
around common elements aligned with the Federal 16 Career Clusters (www.careerclusters.org). These
concentrations also provide a way for schools to organize instruction and student experiences around categories
that encompass virtually all occupations from entry through professional levels.
Georgia’s concentrations are directly linked to the Governor’s Strategic Industries: Aerospace, Agribusiness,
Energy and Environment, Healthcare and Eldercare, Life Sciences and Logistics and Transportation. The
eleven categories, coupled with rigorous pathway curriculum and assessment, ensure that all students, based on
their career goals and interest, have the opportunities to attain knowledge, skills and attitudes needed in a
selected career pathway.
Georgia’s eleven career concentrations are:
Agriculture
Architecture, Construction, Communications & Transportation
Arts & Humanities
Business & Computer Science
Culinary Arts
Education
Engineering & Technology
Family & Consumer Sciences
Healthcare
Government & Public Safety
Marketing, Sales & Services
How are Career Concentrations Related to Career Pathways?
Each Career Concentration is made up of multiple pathways. For example, within the Agriculture
concentration, pathways offered at Fulton County Schools include Agriscience and Horticulture.
The Career Pathways (sequences of required courses) lead to college and work readiness within a subset of a
career concentration.
Fulton County Schools offers pathways in all eleven career concentration areas.
8
Agriculture and Environmental Sciences
Future Farmers of America
Career Pathways available in
Agriculture and Environmental
Sciences:
\
Agriscience
Plant Science/Horticulture
(
C
areer, Technical and Agricultural Education’s
Agriculture program combines agricultural
technical skills with rigorous coursework,
leadership training, and an exploration of the
ethical and philosophical issues related to genetic
engineering and other current agricultural topics.
The Agriculture program consists of three
components:



classroom/ laboratory experiences,
the Supervised Agricultural Experience
Program (SAEP) which will allow students
to apply what they have learned in the
classroom in real world practical jobs and
experiences,
and
the
Career
Technical
Student
Organization, FFA, which provides cocurricular activities that build public
speaking
skills,
personal
growth,
teamwork and leadership skills.
Agriculture nurtures leaders in every field
imaginable. Students completing an agriculture
career pathway will have solid skills in areas
related to agriscience, biotechnology, turf
management, landscaping, food science, forestry,
environmental science, agricultural engineering,
and agribusiness management. Georgia’s strong
dependence on Agriculture will only continue to
expand
the
Agriculture-related
career
opportunities for many years.
Georgia FFA ranks in the top five for membership
in the nation. Members develop their potential
for premier leadership, personal growth, and
career success through agriculture education.
Today’s FFA encompasses more than 300 careers
in everything from agriscience to biotechnology
to turf grass management.
Opportunities in Agriculture and
Environmental Sciences
Occupation Specialties
Education
Average
Salary
Post-secondary Biological
Science teacher
Doctoral Degree
$78,043
Environmental Engineer
Bachelor’s Degree $65,749
Environmental Compliance Long Term On the $51,667
Inspector
Job Training
Aquaculture Manager
Bachelor’s Degree $56,285
Forest and Conservation
Technician
Associate’s Degree $37,565
Zoologist and Wildlife
Biologist
Bachelor’s Degree $49,858
Soil and Plant Scientist
Bachelor’s Degree $56,077
Landscape Architect
Bachelor’s Degree $73,195
Manager of Landscaping/
Work Experience $36,483
Lawn Service/Groundskeeping
workers
9
Agriculture and Environmental Sciences
Creekside High School Plant Science/Horticulture Program
Above: students grew Geraniums from plugs to
mature plants
Right: Plants grown indoors or in the greenhouse
adjust to outdoor conditions prior to planting in
garden. This transition period is called “hardening
off” which is done in the shade house.
Left: A crop of Poinsettias and Pansies grown by
students
10
Agriculture and Environmental Sciences
Agriscience
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Capstone
Course Title
Course Number
Course Abbreviation
*Basic Agriculture Science
and Technology
*Animal Science
Technology/Biotechnology
*Plant Science and
Biotechnology
Work-Based Learning
02.4710000
AG-BAS
02.4210000
AG-ASB
02.4410000
AG-PSB
02.7114000/02.7115000
WBL
*Required for Pathway Completion
Basic Agriculture Science and Technology
This course is designed as an introductory or support course for the Agriscience Pathway Program of Study. The
course introduces the major areas of scientific agricultural production and research; presents problem solving lessons
and introductory skills and knowledge in agricultural science and agri-related technologies. Classroom and
laboratory activities are supplemented through supervised agricultural experiences and leadership programs and
activities.
Animal Science Technology/Biotechnology (4th Science Credit)
As part of the Agriscience pathway program of study, this course is designed to introduce students to the scientific
principles that underlie the breeding and husbandry of agricultural animals, and the production, processing, and
distribution of agricultural animal products. Introduces scientific principles applied to the animal industry; covers
reproduction, production technology, processing, and distribution of agricultural animal products. Classroom and
laboratory activities are supplemented through supervised agricultural experiences and leadership programs and
activities.
Plant Science and Biotechnology (4th Science Credit)
Plant Science and Biotechnology is a basic component of the Agriscience pathway. This course introduces students
to the scientific theories, principles, and practices involved in the production and management of plants for food,
livestock feed, fiber, conservation and ornamental use. Classroom and laboratory activities are supplemented through
supervised agricultural experiences and leadership programs and activities.
Creekside
11
Agriculture and Environmental Sciences
Plant Science/Horticulture
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Capstone
Course Title
*Basic Agriculture Science
and Technology
*General Horticulture and
Plant Science
*Nursery and Landscape
Work-Based Learning
*Required for Pathway Completion
Course Number
Course Abbreviation
02.4710000
AG-BAS
01.4610000
AG-GH/PS
01.4700000
01.7114000/01.7115000
AG-NL
WBL
Basic Agriculture Science and Technology
This course is designed as an introductory or support course for the Agriscience Pathway Program of Study. The
course introduces the major areas of scientific agricultural production and research; presents problem solving lessons
and introductory skills and knowledge in agricultural science and agri-related technologies. Classroom and
laboratory activities are supplemented through supervised agricultural experiences and leadership programs and
activities.
General Horticulture and Plant Science (4th Science Credit)
This course is designed as an introduction for the Horticulture/Plant Science Pathway Program of Study. The course
introduces the major concepts of plant and horticulture science. Classroom and laboratory activities are
supplemented through supervised agricultural experiences and leadership programs and activities.
Nursery and Landscape
This course is designed to provide students with the basic skills and knowledge utilized by the green industry in
nursery production and management and landscape design and management. Classroom and laboratory activities are
supplemented through supervised agricultural experiences and leadership programs and activities.
Supplemental Course: Floriculture Production and Management (see pg.69)
Creekside
12
Architecture, Construction, Communication and Transportation
Career Pathways available in
Architecture, Construction,
Communication and Transportation:
Aircraft Support
Architectural Drawing and Design
Broadcast/Video Production
 Graphic Design (Visual and Communication
Design Technology)
 Transportation Logistical Support
(Automotive Service Technology)
(
A
rchitecture, Construction, Communications,
and Transportation (ACCT) program area
offers students many opportunities to
prepare for their future career. Beginning with a
challenging curriculum that includes relevant
academic
standards
integration,
hands-on
projects, career related education availabilities,
and certification options; students enrolling in
one of the many Architecture, Construction,
Communication
and
Transportation
Career
Pathways will graduate prepared for their future.
The
program’s
classroom
and
laboratory
experiences enable students to gain essential
skills preparing them for careers in plumbing,
carpentry,
electrical,
masonry,
Heating,
Ventilation,
Air-Conditioning,
Refrigeration
(HVACR), aircraft support*, flight operations,
architectural drawing and design*, metals,
automotive
service
technologies*,
graphic
design*,
broadcast/video
production*,
and
graphic communications*. ACCT students have
the opportunity to participate in Georgia
SkillsUSA, a co-curricular experience for students
to further develop leadership skills, build
relationships between academic and technical
skills, and participate in state and national
activities requiring higher order thinking and
problem solving skills.
*Fulton County Schools offering
SkillsUSA Georgia members participate in local,
state, and national activities sponsored by
Architecture, Construction, Communication, and
Transportation, and Health Care Science courses
and programs. Members develop leadership and
workplace skills and earn recognition through
activities, conferences, and competitions. More
than 6,000 SkillsUSA Georgia members compete
in some 70 contests offered at the regional and
state level and culminating in the SkillsUSA
championships. www.skillsusageorgia.org
Opportunities in Architecture,
Construction, Communications and
Transportation
Average
Salary
Occupation Specialties
Education
Aircraft Mechanic
Post-secondary
$53,190
Vocational Award
Avionics Technician
Post-secondary
$46,322
Vocational Award
Aerospace Engineer
Bachelor’s Degree $89,610
Architect
Bachelor’s Degree $71,989
Construction Manager
Bachelor’s Degree $75,171
Commercial Pilot
Post-secondary
$71,418
Vocational Award
Automotive Service
Technician Mechanic
Post-secondary
$34,549
Vocational Award
Bus & Truck Mechanic
Diesel Engine Specialist
Post-secondary
$36,504
Vocational Award
Electrician
Long Term On
the Job Training
Vocational teacher
Post-secondary School
Bachelor’s Degree $44,637
or Higher + Work Experience
$39,458
13
Architecture, Construction, Communication and Transportation
Creekside High School Aviation Program
An old Radial Aircraft Engine
Students toured the Diamond Jet traveling mock-up.
Students are attaching a wing assembly to a Cessna 172.
14
Architecture, Construction, Communication and Transportation
Chattahoochee High School Automotive Program
Above: Automotive Chassis student cleaning brake system
with non toxic chemical fountain
Left: Automotive Chassis students lifting vehicle on two post
lift
2nd year automotive students completing engine oil change
15
Architecture, Construction, Communication and Transportation
Chattahoochee Students Show Creativity in Graphic Design Program
Alyson Carrol, student, created this artwork for the cover of
The Career and Technical Education brochure at Chattahoochee High School
Courtney Heinlein, student—CTE brochure
Mandy Collins, student—CTE brochure
16
Architecture, Construction, Communication and Transportation
Broadcast and Video Production Program at Johns Creek HS
BVP 1 & 2 students are working with the field studio
taping the chorus concert as a live multi-camera
production.
BVP 1 Student is working on the JCHS
news show editing on the Apple
computer.
BVP 1 student is practicing with the camcorder on her
first hands-on composition project.
17
Architecture, Construction, Communication and Transportation
Aircraft Support
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Level 4
Capstone
Course Title
*Fundamentals of Aviation
*Aviation Maintenance I
*Aviation Maintenance II
Aviation Maintenance III
Work-Based Learning
*Required for Pathway Completion
Course Number
Course Abbreviation
47.4610000
47.4620000
47.4630000
47.4640000
47.7114000/47.7115000
ACT-FA
ACT-AMI
ACT-AMII
ACT-AMIII
WBL
Fundamentals of Aviation
This course is the foundation course for both the Aircraft Support and Flight Operations Pathways. Students will
build a solid knowledge base in the history of aviation, the principles of flight and navigation, the aerospace
community and aviation meteorology. Classroom and laboratory activities assure a thorough understanding of the
aviation environment. The course will help students make an informed pathway decision upon completion.
Leadership development activities through the Civil Air Patrol (CAP), the Experimental Aircraft Association (EAA)
and industry mentorship will prepare students with a competitive edge for the global marketplace.
Aviation Maintenance I
Aviation Maintenance I is the second course of a four-year term of study. Students will build a solid knowledge base
in the basics of aircraft maintenance, performance, and design. Classroom and laboratory activities assure a thorough
understanding of the aviation environment.
Aviation Maintenance II
Aviation Maintenance II is the third course of a four-year term of study. Students continue to build and expand their
solid knowledge base in the basics of aircraft maintenance, performance and design. Classroom and laboratory
activities assure a thorough understanding of the aviation environment.
Aviation Maintenance III
Aviation Maintenance III is the fourth course of a four-year term of study. Students continue to build and expand
their knowledge base in the basics of aircraft maintenance and focus on aircraft engines, overhaul and inspection
procedures.
Creekside
18
Architecture, Construction, Communication and Transportation
Architectural Drawing and Design
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Capstone
Course Title
Course Number
Course Abbreviation
*Introduction to Engineering
Drawing and Design
*Architectural Drawing and
Design I
*Architectural Drawing and
Design II
Work-Based Learning
48.4410000
ACT-IED
48..4450000
ACT-ADDI
48.4460000
ACT-ADDII
48.7114000/48.7115000
WBL
*Required for Pathway Completion
Introduction to Engineering Drawing and Design
Introduction to Engineering Drawing and Design is a foundation course that serves as an introduction to the drafting
and design field and is a prerequisite to all other courses in the Engineering Drawing and Design program. Emphasis
is placed on safety, geometric construction, fundamentals of Computer-Aided Drafting and multi-view drawings.
Students learn drafting techniques through the study of geometric construction at which time they are introduced to
computer-aided drafting and design.
Architectural Drawing and Design I
Architectural Drawing and Design I is a one credit course that introduces students to the basic terminology,
concepts, and principles of architectural design. Emphasis is placed on house designs, floor plans, roof designs,
elevations (interior and exterior), schedules and foundations.
Architectural Drawing and Design II
Architectural Drawing and Design II is a one credit course that builds on the skills developed in Architectural
Drawing and Design I. Emphasis is placed on schedules, plumbing, heating and air, graphic presentations, plot/site
plans, specifications and building estimations. While the term computer-aided design (CAD) does not appear in each
competency, CAD tools and software should be used extensively throughout the course.
Note
The standards are aligned with the drafting and design standards in Georgia’s technical colleges, thus helping
students qualify for advanced placement should they continue their education at the postsecondary level. Further,
the standards are aligned with the national standards of the American Design Drafting Association (ADDA).
Students who successfully complete this and other drafting courses should be prepared to take the Drafter
Certification Examination from the ADDA.
Alpharetta, Cambridge, Chattahoochee, Johns Creek, Northview, Roswell, and Westlake
19
Architecture, Construction, Communication and Transportation
Broadcast and Video Production
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Capstone
Course Title
Course Number
Course Abbreviation
*Broadcast/Video Production I
*Broadcast/Video Production II
*Broadcast/Video Production
III
Work-Based Learning
10.4111000
10.4121000
10.4131000
ACCT-BVP1
ACCT-BVP2
ACCT-BVP3
10.7114000/10.7115000
WBL
*Required for Pathway Completion
Broadcast/Video Production I
This one credit course is the first in a pathway that prepares the student for employment or entry into a
postsecondary education program in the Broadcast/Video Production career field. Topics covered may include, but
are not limited to: history of mass media, terminology, safety, basic equipment, script writing, production teams,
production and programming, set production, lighting, recording and editing, studio production and professional
ethics. Skills USA, the Georgia Scholastic Press Association, Technology Student Association (TSA) and Student
Television Network are examples of, but not limited to, appropriate organizations for providing leadership training
and/or for reinforcing specific career and technical skills and may be considered an integral part of the instructional
program. All material covered in BVP1 will be utilized in subsequent courses.
Broadcast/Video Production II
This one credit course is the second in a series to prepare for a career in Broadcast/Video production and/or to
transfer to a postsecondary program for further study. Topics include: Planning, Writing, Directing and Editing a
Production; Field Equipment Functions; Operational Set-Up and Maintenance; Advanced Editing Operations; Studio
Productions; Performance; Audio/Video Control Systems; Production Graphics; Career Opportunities; and
Professional Ethics. Skills USA, the Georgia Scholastic Press Association, Technology Student Association (TSA)
and Student Television Network are examples of, but not limited to, appropriate organizations for providing
leadership training and/or for reinforcing specific career and technical skills and may be considered an integral part
of the instructional program. All material covered in BVP1 and BVP2 will be utilized in subsequent courses.
Broadcast/Video Production III
This one credit transition course is designed to facilitate student-led broadcasts/videos under the guidance of the
instructor. Students work cooperatively and independently in all phases of broadcast/video production. Skills USA,
the Georgia Scholastic Press Association, Technology Student Association (TSA), and Student Television Network
are examples of, but not limited to, appropriate organizations for providing leadership training and/or for reinforcing
specific career and technical skills and may be considered an integral part of the instructional program. All material
covered in BVP1, BVP2 and BVP3 will be utilized in subsequent courses.
Alpharetta, Cambridge, Centennial, Johns Creek, McClarin, Northview, Riverwood, Roswell, Tri-Cities, and 20
Westlake
Architecture, Construction, Communication and Transportation
Graphic Design
(Visual and Communication Design Technology)
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Capstone
Course Title
*Introduction to Graphics and
Design
*Graphic Design and
Production
*Advanced Graphic Design
Work-Based Learning
*Required for Pathway Completion
Course Number
Course Abbreviation
48.4610000
ACCT-IGD
48.4620000
ACCT-GDP
48.5280000
48.7114000/48.7115000
ACCT-AGD
WBL
Introduction to Graphics and Design
The goal of this course is to provide all students with an introduction to the principles of graphic communications
and design and its place in the world. In this course, high school students can acquire a fundamental understanding
of the graphic communications and design world. They can learn the theories behind creating aesthetically pleasing
designs and how to work with consumers. Exposure to career possibilities and discussion of ethical issues relating to
graphic communications and design should also be important threads in this course.
Graphic Communications is defined as the processes and industries that create, develop, produce, and disseminate
products utilizing or incorporating words or pictorial images to convey information, ideas, and feelings. GC products
facilitate learning, enjoyment, motivation, and commerce. Graphic Communications includes the family of market
segments embracing the technologies of printing, publishing, packaging, electronic imaging, and their allied
industries; they are often referred to as the graphic arts, print, or imaging industries.
Graphic design is the process of communicating visually using typography and images to present information.
Graphic design practice embraces a range of cognitive skills, aesthetics, and crafts, including typography, visual arts,
and page layout. Like other forms of design, graphic design often refers to both the process (designing) by which the
communication is created and the products (designs) which are generated.
Graphic Design and Production
This course focuses on the procedures commonly used in the graphic communication and design industries. Students
will gain experience in creative problem solving and the practical implementation of those solutions across multiple
areas of graphic communications.
Advanced Graphic Design
Students will continue to explore the principles of design and layout procedures as they relate to graphic design.
Content will cover electronic systems and software programs used in graphic design, page composition, image
conversion, and digital printing. Knowledge and skills in digital design and imaging will be enhanced through
experiences that simulate the graphic design industry and school based and work-based learning opportunities.
Portfolio: The student will explore and develop the graphic design portfolio and resume in electronic, print, and
photographic form.
Chattahoochee, Langston Hughes, North Springs, and Tri-Cities
21
Architecture, Construction, Communication and Transportation
Transportation Logistical Support
(Automotive Service Technology)
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Level 4
Capstone
Course Title
Course Number
Course Abbreviation
*Foundations of Transportation
and Logistics
*Electrical-Electronic Systems
and Design
*Chassis System and Design
Transportation Logistics
Internship
Work-Based Learning
47.4710000
ACT-FTL
47.4760000
ACT-ESD
47.4770000
47.4750000
ACT-CSD
ACT-TLI
47.7114000/47.7115000
WBL
*Required for Pathway Completion
Foundations of Transportation & Logistics
Foundations of Transportation & Logistics is the beginning course for the Transportation Logistical Pathway. It is
also appropriate for students enrolled in any career pathway who plan to own and operate their own businesses. The
course will help students build a strong knowledge base and develop skills related to logistics in the transportation
sector.
Electrical/ Electronic Systems and Design
Electrical/ Electronic Systems and Design is the second course in the Transportation Logistical Pathway. The course
will help students build a strong scientific knowledge base and develop skills related to electrical and electronics in
the logistics and transportation sector.
Chassis System and Design (Brake & Steering)
Chassis System and Design (Brake & Steering) is a course for the Transportation Logistical Support Pathway. The
course will help students build a strong scientific knowledge base and develop skills related to vehicle chassis
systems in the logistics and transportation sector.
Transportation Logistics Internship
The Transportation Logistics Internship is an elective course for both transportation logistical pathways. The course
will help students build a strong knowledge base and develop management skills as they study forms of business
ownership, functions of management, budgeting and finance, technology, communications, legislation, leadership
and teamwork, marketing and economics.
Supplemental Course: Engine Performance Concepts (see pg. 69)
Chattahoochee and Langston Hughes
22
Business and Computer Science
Future Business Leaders of America
Career Pathways available in
Business and Computer Science:






Cisco Networking Academy
Computing
Financial Management Accounting
Financial Management Services
Interactive Media
Small Business Development
C
areer,
Technical
and
Agricultural
Education’s Business and Computer Science
program offers students the chance to learn
about finance, accounting, legal operations
of business, administrative support, information
management, small business development,
international business, and computing, which
involves programming and technical support.
Students learn first hand how to implement
successful business plans and manage people,
budgets, and products. Students will work with
the latest technological tools and innovative
curriculum in hands-on learning projects that
include
web
page
production,
managing
databases, and writing programming code to
name a few. Students will also master standards
pertaining to ethical and privacy issues related to
computers, business, finances, and the Internet.
The Business and Computer Science program
consists of three components:



classroom/laboratory experiences,
work-based learning opportunities that
relate directly to classroom instruction,
and
the
Career
Technical
Student
Organization, Future Business Leaders of
America, which provides co-curricular
activities that build teamwork and
leadership skills.
FBLA is the organization for middle and high
school students in Business and Computer
Science. FBLA gives students opportunities to
develop leadership and career skills while
preparing for careers in business and businessrelated fields. Through its various projects and
competitive events program, FBLA provides
leadership development training for its members
to become successful leaders in schools,
communities,
and
future
careers.
www.georgiafbla.org
Opportunities in Business and Computer
Science
Occupation Specialties
Education
Advertising and Promotion
Manager
Chief Executive
Bachelor’s Degree
Employment, Recruitment,
And Placement Specialist
Average
Salary
$76,898
Bachelor’s Degree $155,168
Work Experience
Bachelor’s Degree $50,877
Accountant/Auditor
Bachelor’s Degree
$54, 330
Bookkeeping/Accounting/
Auditing Clerk
On the Job
Training
$29,619
Financial Analyst
Bachelor’s Degree $80,787
Computer and Information
Systems Manager
Bachelor’s Degree $101,400
Work Experience
Computer Programmer
Bachelor’s Degree $73,674
Computer Software Engineer Bachelor’s Degree $77,022
Graphic Designer
Bachelor’s Degree $44,034
Computer Specialist
Associate’s Degree $55,640
Multimedia Artist/Animator Bachelor’s Degree
$44,554
23
Business and Computer Science
Developing Tomorrow’s Business
Leaders in Fulton……
Northview High School
Stephanie McCall, Advisor
Riverwood High School
Sheri Smith, Advisor
nd
2 Place
rd
3 Place
th
4 Place
Business Plan (advancing to nationals)
Entrepreneurship (advancing to
nationals in this category)
Partnership with Business
American Enterprise
Sandtown Middle School
Alicia Coffie (Crabapple), Nicole Champion
(Langston Hughes), and Deborah Mitchell, Advisors
Sandtown’s FBLA chapter was the first middle school
chapter to compete at the region or state level. Their
chapter was recognized for having the largest
membership in the region. Congratulations to Region 7
winners and their sponsors.
Northview students placed in the following
categories:
st
1 place
Internet Application Programming
Global Business
nd
2 Place
Word Processing I, Desktop Application
Programming, Internet Application
Programming
rd
3 Place
Business Math, Desktop Application
Programming, Internet Application
Programming, Web Development
th
4 Place
Introduction to Technology Concepts
th
5 Place
Public Speaking
th
9 Place
Introduction to Technology Concepts
th
10 Place
Technology Concepts
24
Business and Computer Science
Cisco Networking Academy
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Capstone
Course Title
*Information Technology
Essentials CISCO
*Networking Systems
CISCO
*Industry Recognized
Certifications
Work-Based Learning
*Required for Pathway Completion
Course Number
Course Abbreviation
11.4140009
BCS--ITE
11.4220009
BCS--NTS
Certification Exam
CCENT
11.7114000/11.7115000
WBL
Information Technology Essentials CISCO
Upon Completion of this course students have an understanding of networking basics including:
Setting up computer systems
Planning and installing small networks
Troubleshooting networks and Internet connectivity
Sharing resources among multiple computers
Configure common Internet applications
Configure basic IP services
Networking Systems CISCO
Upon completion of this course students have an understanding of routers and routing including:
Describe the structure of the Internet and how communication occurs
Install, configure, and troubleshoot Cisco IOS devices for Internet connectivity
Plan a wired infrastructure
Implement basic WAN connectivity
Demonstrate disaster recovery procedures
Monitor network performance and isolate failures
Troubleshoot problems using an organized, layered procedure
Describe the OSI model and the process of Encapsulation
Industry-Recognized Certifications:
Cisco Certified Network Associate (CCNA) coursework prepares students for CCENT (Cisco Certified Entry
Network Technician) and CCNA (Cisco Certified Network Associate) certifications. Students can take the CCENT.
Students are encouraged to complete their certification, either through the Cisco Networking Academy at The
Fulton Institute of Technology or through public and private colleges and technical schools. Academies are
available throughout the United States and many other countries, and jobs are readily available to good workers who
have achieved certification. Tests can be taken at any PearsonVUE testing center; see http://www.pearsonvue.com
for more information on testing center locations. Information on certification exams are available from the Cisco
Networking Academy website, http://www.cisco.com/en/US/learning/netacad/index.html.
Fulton Institute of Technology (South at Instructional Technology Center and North at Milton Center)
25
Business and Computer Science
Computing
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Capstone
Course Title
*Computing in the Modern
World
*Beginning Programming
*Intermediate Programming
Work-Based Learning
*Required for Pathway Completion
Course Number
Course Abbreviation
11.4130000
BCS--CMW
11.4180000
11.4210000
11.7114000/11.7115000
BCS--BP
BCS--IP
WBL
Computing in the Modern World
The goal of this course is to provide all students with an introduction to the principles of computer science and its
place in the modern world. This course should also help students to use computers effectively in their lives, thus
providing a foundation for successfully integrating their own interests and careers with the resources of a
technological society.
In this course, high school students can acquire a fundamental understanding of the operation of computers and
computer networks and create useful programs implementing simple algorithms. By developing Web pages that
include images, sound, and text, they can acquire a working understanding of the Internet, common formats for data
transmission, and some insights into the design of the human-computer interface. Exposure to career possibilities
and discussion of ethical issues relating to computers should also be important threads in this course.
Beginning Programming
The major goal of this course is for students to develop the computer science skills of algorithm development,
problem solving, and programming. While the emphasis of the course will be on programming, students will also be
introduced to other important topics, such as careers, the limits of computing and the difference between interpreters
and compilers.
Intermediate Programming
The goal of this course is to deepen students understanding of computing. Students will learn key concepts of
software engineering, graphical user interface, and user interface design. Students will gain a deeper understanding
of basic data structures and use them to solve more complex problems in a collaborative manner.
Supplemental Course: AP Computer Science A (see pg. 70)
Alpharetta, Cambridge, Centennial, Creekside, North Springs, Tri-Cities, Westlake
26
Business and Computer Science
Financial Management—Accounting
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Capstone
Course Title
*Business Essentials
*Principles of Accounting I
*Principles of Accounting II
Work-Based Learning
*Required for Pathway Completion
Course Number
Course Abbreviation
06.4160000
07.4110000
07.4120000
07.7114000/07.7115000
BCS--BE
BCS—PAI
BCS--PAII
WBL
Business Essentials
Business Essentials is a foundations course for the Small Business Development Career Pathway. It is also
appropriate for students enrolled in any Career Pathway who plan to own and operate their own businesses. The
course will help students build a strong knowledge base and develop management skills as they study forms of
business ownership, functions of management, budgeting and finance, technology, communications, legislation,
leadership and teamwork, marketing and economics. Mastery of these standards through project-based learning and
leadership development activities of the career and technical student organizations will help prepare students with a
competitive edge for the global marketplace.
Principles of Accounting I
Prerequisite: Business Essentials
Students perform accounting activities for sole proprietorships and corporations following generally accepted
accounting procedures. Students analyze business transactions and financial statements, perform payroll, examine
the global perspective of accounting, and evaluate the effects of transactions on the economic health of a business.
Competencies for the co-curricular student organization Future Business Leaders of America (FBLA) are integral
components of the performance standards. FBLA activities should be incorporated throughout instructional
strategies developed for the course.
Principles of Accounting II
Prerequisite: Principles of Accounting I
Students build on the knowledge acquired in Principles of Accounting I as they further their studies in accounting.
Students perform accounting activities for partnerships and corporations following generally accepted accounting
procedures. Uncollectible accounts, plant assets, inventory, notes payable and receivable, prepared and accrued
expenses, and unearned and accrued revenues are analyzed and related adjustments are calculated. Students apply
accounting procedures to the formation, dissolution, and liquidation of business entities. In addition, students apply
managerial accounting techniques. Competencies for the co-curricular student organization Future Business Leaders
of America (FBLA) are integral components of the performance standards. FBLA activities should be incorporated
throughout instructional strategies developed for the course.
Alpharetta, Centennial, Chattahoochee, Langston Hughes, Johns Creek, Milton, Northview, and Westlake
27
Business and Computer Science
Financial Management—Services
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Capstone
Course Title
*Business Essentials
*Banking and Investing
*Insurance and Risk
Management
Work-Based Learning
*Required for Pathway Completion
Course Number
Course Abbreviation
06.4160000
07.4211000
07.4230000
BCS--BE
BCS—BI
BCS—IRM
07.7114000/07.7115000
WBL
Business Essentials
Business Essentials is a foundations course for the Small Business Development Career Pathway. It is also
appropriate for students enrolled in any Career Pathway who plan to own and operate their own businesses. The
course will help students build a strong knowledge base and develop management skills as they study forms of
business ownership, functions of management, budgeting and finance, technology, communications, legislation,
leadership and teamwork, marketing and economics. Mastery of these standards through project-based learning and
leadership development activities of the career and technical student organizations will help prepare students with a
competitive edge for the global marketplace.
Banking and Investing
Prerequisite: Business Essentials
Using project-based instruction, students are introduced to the basics of the banking system, bank operating
procedures, negotiable instruments, and the deposit and credit functions of banks. Methods used for measuring the
financial performance of banks are analyzed. Current issues and future trends in banking are examined. Students
explore the major functions of bank employees by completing a flow-of-work simulation. Students formulate
business and individual investment decisions by comparing and contrasting a variety of investment options. Students
analyze annual reports, predict growth rates and chart trend lines. Business partnerships with community banks,
investment firms, stock market simulations, guest speakers, field trips and work-based learning activities can be
incorporated in this course.
Insurance and Risk Management
Prerequisite: Business Essentials
Using project-based instruction, students analyze risk management techniques from the viewpoints of those
employed in the industry as well as from business owners seeking to meet risk management needs. Insurance
products are evaluated in relation to cost and effectiveness. The importance of ethical practices is emphasized.
Business partnerships with risk management companies, guest speakers, field trips and work-based learning
activities can be incorporated in this course.
Supplemental Course: Financial Literacy (see pg. 70)
McClarin and Tri-Cities
28
Business and Computer Science
Interactive Media
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Capstone
Course Title
*Computing in the Modern
World
*Fundamentals of Web
Design
*Advanced Web Design
Work-Based Learning
*Required for Pathway Completion
Course Number
Course Abbreviation
11.4130000
BCS—CMW
11.4310000
BCS—FWD
11.4320000
11.7114000/11.7115000
BCS—AWD
WBL
Computing in the Modern World
The goal of this course is to provide all students with an introduction to the principles of computer science and its
place in the modern world. This course should also help students to use computers effectively in their lives, thus
providing a foundation for successfully integrating their own interests and careers with the resources of a
technological society.
In this course, high school students can acquire a fundamental understanding of the operation of computers and
computer networks and create useful programs implementing simple algorithms. By developing web pages that
include images, sound, and text, they can acquire a working understanding of the Internet, common formats for data
transmission, and some insights into the design of the human-computer interface. Exposure to career possibilities
and discussion of ethical issues relating to computers should also be important threads in this course.
Fundamentals of Web Design
Fundamentals of Web Design is the second course in the Interactive Media Career Pathway. This course will provide
students with essential web page planning and development skills. Students will learn to write code manually and
use graphic authoring tools. Students will also learn to work with web page layout and graphic elements, including
images, hyperlinks, tables, forms, and frames.
Advanced Web Design
The goal of this course is to provide students with the study of advanced topics in web design. Computer in the
Modern World and Beginning Web Design are both prerequisites for this course. Upon completion of this course,
students should have a thorough knowledge of all areas of web page design. Topics include the web development
process, advanced layout and design features, advanced study of scripting languages, site development with HTML
editors, and web servers and databases. This course also prepares students to take the CIW Associate Design
Specialist Certification.
Supplemental Course: Introduction to Animation and 3D Design (see pg. 70)
All High Schools
29
Business and Computer Science
Small Business Development
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Capstone
Course Title
*Business Essentials
*Legal Environment of
Business
*Entrepreneurial Ventures
Work-Based Learning
*Required for Pathway Completion
Course Number
Course Abbreviation
06.4160000
06.4150000
BCS--BE
BCS--LEB
06.4170000
06.7114000/06.7115000
BCS--EV
WBL
Business Essentials
Business Essentials is the pre-requisite course for the Small Business Development Career Pathway. It is also
appropriate for students enrolled in any Career Pathway who plan to own and operate their own businesses. The
course will help students build a strong knowledge base and develop management skills as they study forms of
business ownership, functions of management, budgeting and finance, technology, communications, legislation,
leadership and teamwork, marketing, and economics. Mastery of these standards through project-based learning and
leadership development activities of the career and technical student organizations will help prepare students with a
competitive edge for the global marketplace.
Legal Environment of Business
Legal Environment of Business is the second course in the Small Business Development Career Pathway. This
course concentrates on the legal aspects of business ownership and management. Legal issues will include contracts,
sales, consumer law, agency and employment law, personal and real property, risk management, environmental law,
and government effects on business. Students will study the impact of ethics on business operations. International
business principles are infused in the standards for Legal Environment of Business. Mastery of these standards
through project-based learning and leadership development activities of Future Business Leaders of America
(FBLA) will help prepare students with a competitive edge for the global marketplace.
Entrepreneurial Ventures
Entrepreneurial Ventures is the third course in the Small Business Development Career Pathway. This course
concentrates on the management skills necessary for successful business operation. Students will study management
strategies for developing and implementing business plans; structuring the organization; financing the organization;
and managing information, operations, marketing and human resources. International business principles are infused
in the standards for Entrepreneurial Ventures. An integral component of the Entrepreneurial Ventures course is a
school-based or community-based entrepreneurial venture that will engage students in the creation and management
of a business and the challenges of being a small business owner. Mastery of these standards through project-based
learning and leadership development activities of Future Business Leaders of America (FBLA) will help prepare
students with a competitive edge for the global marketplace.
Alpharetta, Banneker, Centennial, Creekside, Langston Hughes, Independence, Johns Creek, McClarin,
Milton, North Springs, Riverwood, Roswell, Tri-Cities, and Westlake
30
Culinary Arts
preparation
techniques,
nutrition,
and
presentation.
Students will also learn proper
food storage and transport techniques.
Career Pathways available in Culinary
Arts:
Culinary Arts
The courses students complete in a career
pathway include three important training
components:
 Classroom and laboratory work
 Career Related Education experiences
 Membership in Family, Career and
Community Leaders of America (FCCLA)
In the classroom and lab, students will work on
projects that meet industry-validated standards.
Through FCCLA students will develop strong
leadership and work skills that will help them to
succeed no matter where life takes them.
T
he Culinary Arts curriculum prepares students
for positions as chefs, cooks, and food
preparation workers who prepare, season,
and cook a wide range of foods—from soups,
snacks, and salads to entrees, side dishes, and
desserts. They work in a variety of restaurants
and other food services establishments. Students
work with the latest tools and technologies in the
curriculum. Educational levels, salaries and job
demand vary within the concentration.
This
program allows students the opportunities to
experience classroom and laboratory components
and instruction that meets industry validated
standards. Work-Based learning in the form of
internships, cooperative education, school-based
enterprises and Youth Apprenticeship offers
students real world experience in the field.
Membership in the Family, Career & Community
Leaders of America (FCCLA), is an organization
which provides opportunities to build leadership
and competitive skills necessary in the world of
work and in the community.
FCCLA offers more than 19,000 Georgia members
the opportunity to expand their leadership
potential and develop skills for life (planning, goal
setting, problem solving, decision making, and
interpersonal communication) necessary in the
home and workplace. FCCLA helps young men
and women become leaders and addresses
important personal, family, work, and societal
issues through family and consumer science
education. www.gafccla.com
Opportunities in Culinary Arts
Program Components:
Occupation Specialties
Education
Average
Salary
The Culinary Arts Program enables students to
build solid writing, comprehension, calculation,
problem-solving, and technical skills. Students
will take relevant math and science courses that
include skills based on advanced algebra,
chemistry, calculus, geometry, and trigonometry.
Course work includes food safety and food
Chef and Head Cook
Work Experience
$31,304
Food Service Manager
Work Experience
$43,384
General/Operations
Manager
Bachelor of Science $87,152
+ Work Experience
Manager of Food Prep.
and Serving Workers
Work Experience
$27,477
31
Culinary Arts
Tri-Cities Culinary Arts
Annual Superintendent’s Christmas Party
ties
Left: Students prepare omelets for staff
Left and Above: Smoothie station with fresh fruit
32
Culinary Arts
Culinary Arts
Pathway Sequence and Course Description
Course Sequence
Level 1
Level 2
Level 3
Capstone
Course Title
Course Number
Course Abbreviation
*Introduction to Culinary
Arts
*Culinary Arts I
*Culinary Arts II
Work-Based Learning
20.4310000
CA-ICA
20.4321000
20.4331000
20.7114000/20.7115000
CA-CAI
CA-CAII
WBL
*Required for Pathway Completion
Introduction to Culinary Arts
Introduction to Culinary Arts is a course designed to introduce students to fundamental food preparation terms,
concepts, and methods. Laboratory practice will parallel class work. Fundamental techniques, skills, and
terminology are covered and mastered with an emphasis on basic kitchen and dining room safety, sanitation,
equipment maintenance and operation procedures. This course also provides an overview of professionalism in the
culinary industry and career opportunities in Culinary Arts.
Culinary Arts I
Prerequisite: Introduction to Culinary Arts
Culinary Arts I is designed to create a complete foundation and understanding of Culinary Arts leading to postsecondary education or a foodservice career. Building from techniques and skills learned in Foundation of Culinary
Arts, this fundamentals course begins to involve in-depth knowledge and hands on skill mastery of Culinary Arts.
Culinary Arts II
Prerequisites: Introduction to Culinary Arts, Culinary Arts I
Culinary Arts II is an advanced and rigorous in-depth course designed for the student who wishes to continue their
education at the Post-secondary level or enter the foodservice industry as a proficient and well rounded individual.
Emphasis is on refining hands-on production of the classic fundamentals in the commercial kitchen.
Alpharetta, Riverwood, and Tri-Cities
33
Education
Career Pathways available in
Education:
Early Childhood Education
Teaching as a Profession
T
he Education program prepares students for
occupations in teaching and early childhood
education
careers.
The
Education
concentration is further divided into pathways
that are more specialized areas of study with an
identified sequence of courses in that area.
Educational levels, salaries, and demand vary
within the concentration. This program allows
students
the
opportunities
to
experience
classroom and laboratory components combining
hands-on projects with a rigorous curriculum.
Students can earn articulated credit through
partnerships created with the University System
of Georgia institutions. Students can participate
in work-based learning opportunities through the
Youth Apprenticeship Program and other careerrelated activities. Also, students can join
organizations such as the Family, Career &
Community Leaders of America which provides
opportunities to build leadership and competitive
skills necessary in the world of work and in the
community.
Program Components:
The Education Program enables students to build
solid
writing,
comprehension,
calculation,
problem-solving, and technical skills. Students
will take relevant math and science courses that
include skills based on advanced algebra,
chemistry, calculus, geometry, trigonometry, and
physics.
Some courses focus on early childhood
development and best practices for reading,
teaching, and helping young children play and
learn together.
Other courses, will prepare
students for elementary to high school teaching,
allow students to complete internships and learn
best practices from professional teachers.
Students will learn about educational issues in
today’s classrooms as well as how to construct a
teaching plan, create an effective classroom, and
motivate students.
Depending on the selected career pathway
and certification requirements for your chosen
career, you may be able to start working
immediately after graduation.
You may also
choose to continue your education at the college
level or combine work and study. The courses
you complete in your career pathway include
three important training components:
 Classroom and laboratory
 Career Related Education opportunities
 Membership in Family, Career and
Community Leaders of America (FCCLA or
Future Educators of America (FEA)
Opportunities in Education
Occupation Specialties
Education
Average
Salary
Elementary School Teacher Bachelor’s Degree $46,888
Kindergarten Teacher
Bachelor’s Degree $45,969
Special Ed Teacher
Preschool, Kindergarten
Elementary
Bachelor’s Degree $46,358
Post-secondary education
Administrator
Bachelor’s Degree $81,328
Work Experience
Secondary School Teacher
Bachelor’s Degree $49,956
Post-secondary Vocational
Education Teacher
Bachelor’s Degree $45,386
Work Experience
Middle School Special
Education Teacher
Bachelor’s Degree $46,891
34
Education
Teacher
CTE Students Interact with Early Childhood Education Students
Teacher Apprenticeship Students
35
Education
Early Childhood Education
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Level 4
Course Title
Course Number
Course Abbreviation
*Introduction
to
Early
Childhood
Care
and
Education
*Human Growth and
Development for Early
Childhood
*Health, Safety and
Nutrition for the Young
Child
Early Childhood Education
Internship
20.4251000
EDU-IECE
20.4232000
EDU-HGD
20.4261000
EDU-HSN
20.5271000
EDU-ECEI
*Required for Pathway Completion
Introduction to Early Childhood Care and Education
Introduction to Early Childhood Care and Education prepares the student for employment in early childhood education
and services. The course also provides a foundation for advanced study leading to post-secondary education and careers in
related fields. The course addresses early childhood care and education and development issues that include guiding the
physical, cognitive, creative, social, emotional, and moral development of children. This course of study includes planning
and guiding developmentally appropriate practices for working with young children including career paths, principles and
theories of child development, the creation of a developmentally appropriate learning environment, collaborative
relationships and guidance, lesson planning, and appropriate response to cultural diversity and students with special needs.
Human Growth and Development for Early Childhood
Human Growth and Development for Early Childhood addresses the knowledge, skills, attitudes, and behaviors associated
with supporting and promoting optimal growth and development of infants and children. Topics that may be addressed
include principles of physical, emotional, social, cognitive, and moral development; human needs across the ages and
stages of childhood; impacts of family and societal crisis on the development of the child; and career decisions.
Health, Safety and Nutrition for the Young Child
Health, Safety and Nutrition for the Young Child introduces the theory, practices, and requirements for establishing and
maintaining a safe, healthy learning environment. This course develops skills for employment in early childhood-related
occupations, including professional issues and work ethics; developmentally appropriate practices; health, safety and
nutrition education; certification in CPR/First Aid/Fire Safety; child abuse and neglect; symptoms and prevention of major
childhood illnesses and diseases; and prevention and control of communicable illnesses. Practical applications through
service learning, volunteer experiences, and internships will be included. The development of an educational portfolio for
employment in early childhood education is required.
Early Childhood Education Internship
Prerequisites: Intro to ECE, Health, Safety & Sanitation, Human Growth
The internship offers a candidate in the Early Childhood Education career pathway a field experience under the direct
supervision of a certified early childhood educator (mentor). The internship stresses observing, analyzing, and classifying
activities of the mentor and comparing personal traits with those of successful early childhood educators. The candidate
intern will develop a portfolio of their skills, plan and teach a lesson or lessons, understand and practice confidentiality as
it pertains to early childhood education, meet the needs of special education students, maintain the safety of the students,
and practice professionalism and ethical behavior.
Creekside, Independence, McClarin, and North Springs
36
Education
Teaching as a Profession
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Capstone
Course Title
Course Number
Course Abbreviation
*Examining the Teaching
Profession
*Contemporary Issues in
Education
*Teaching as a Profession
Internship
Work-Based Learning
13.0110000
EDU-ETP
13.0120000
EDU-CIE
13.5210000
EDU-TPI
13.7114000/13.7115000
WBL
*Required for Pathway Completion
Examining the Teaching Profession
Examining the Teaching Profession prepares candidates for future positions in the field of education. Teaching
Profession candidates study, apply, and practice the use of current technologies, effective teaching and learning
strategies, the creation of an effective learning environment, and the creation of instructional opportunities for
diverse learners and students with special needs. Candidates plan instruction based on knowledge of subject matter,
students, community, and curriculum performance standards. Candidates will be prepared to practice their skills and
knowledge at a variety of elementary and secondary education sites.
Contemporary Issues in Education
This course engages the candidate in observations, interactions, and analyses of critical and contemporary
educational issues. The candidate will investigate issues influencing the social and political contexts of educational
settings in Georgia and the United States and actively examine the teaching profession from multiple vantage points
both within and outside of the school. Against this backdrop, the candidate will reflect on and interpret the meaning
of education and schooling in a diverse culture and examine the moral and ethical responsibilities of teaching in a
democracy. (Mastery of standards through project-based learning, technical skills practice, and leadership
development activities of the career and technical student organization Future Educators of America (FEA) will
provide students with a competitive edge for either entry into the education global marketplace or the post-secondary
institution of their choice to continue their education and training.)
Teaching as a Profession Internship
Prerequisites: Examining The Teaching Profession, Contemporary Issues In Education
The internship offers a candidate in the Teaching as a Profession career pathway a field experience under the direct
supervision of a certified teacher (mentor teacher). The internship stresses observing, analyzing, and classifying
activities of the mentor teacher and comparing personal traits with those of successful teachers. The candidate intern
will develop a portfolio of their skills, plan and teach a lesson or lessons, understand and practice confidentiality as it
pertains to the teaching profession, meet the needs of special education students, maintain the safety of the students
and practice professionalism and ethical behavior.
Langston Hughes and Milton
37
Engineering and Technology
Career Pathways available in
Engineering and Technology:
Engineering
E
ngineering & Technology combines hands-on
projects with a rigorous curriculum to prepare
students
for
the
most
challenging
postsecondary
engineering
and
technology
programs. Students will build solid writing,
comprehension, calculation, problem-solving, and
technical skills. Students will be encouraged to
take relevant math and science courses, such as
advanced algebra, chemistry, calculus, geometry,
trigonometry, physics, design, and engineering
concepts. In addition to classroom and laboratory
experiences, Engineering & Technology students
participate in the Technology Student Association
(TSA).
Activities
in
Technology
Student
Association promote leadership skills, high
standards of craft quality, scholarship and safety.
Through
Technology
Student
Association,
students will have the opportunity to explore
their community’s industrial and technological
resources, practice parliamentary procedures and
democratic
decision-making,
and
earn
recognition for exemplary performance.
Engineering & Technology graduates typically
pursue postsecondary education at two-year or
four-year colleges to prepare for engineering,
engineering
technology,
and
engineering
technician-oriented positions. Possible college
majors
include
architectural,
biomedical,
chemical, civil, computer, computer science,
electrical,
environmental,
industrial,
manufacturing, materials, mechanical, and
nuclear engineering and engineering technology.
Career opportunities in these fields generally
involve planning, managing, and providing
scientific research and professional and technical
services. The demand for skilled engineers in the
United States far outpaces the current supply, so
the future looks bright for students who want to
follow an engineering-related career.
Georgia Technology Student Association provides
technology students with opportunities to excel and
advance by encouraging them to become critical
thinkers, problem solvers, and technologically
literate leaders. Members participate in cocurricular activities with the Engineering and
Technology program to develop communication,
leadership, and competitive skills. www.gatsa.org
Opportunities in Engineering and
Technology
Average
Salary
Occupation Specialties
Education
Electronics Engineer
Bachelor’s Degree
Electrical and Electronics
Drafter
Post-secondary
$52,021
Technical Training
Electrical & Electronics
Engineering Technician
Associate’s Degree $49,691
Electrical Engineer
Bachelor’s Degree
Civil Engineer
Bachelor’s Degree $69,846
Civil Engineer Technician
Associate’s Degree $37,586
Industrial Engineering
Technician
Bachelor’s Degree $49,546
Industrial Production
Manager
Bachelor’s Degree $78,874
$73,778
$75,547
38
Engineering and Technology
Applied Mechanism Module
Students work in teams on
engineering modules
Computer controlled robotic arm
39
Engineering and Technology
HoverCrafts Designed by CTE Students
B
Banneker High School
Westlake High School
Chattahoochee High School
40
Engineering and Technology
Engineering
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Level 4
Capstone
Course Title
Course Number
Course Abbreviation
*Foundations of Engineering
and Technology
*Engineering Concepts
*Engineering Applications
Engineering Internship
Work-Based Learning
21.4250000
ENGR-FET
21.4710000
21.4720000
21.4680000
21.7114000/21.7115000
ENGR-EC
ENGR-EA
ENGR-EI
WBL
*Required for Pathway Completion
Foundations of Engineering and Technology
Foundations of Engineering and Technology is the introductory course for all Georgia Engineering and Technology
Education pathways. This course provides students with opportunities to develop fundamental technological literacy
as they learn about the history, systems, and processes of invention and innovation.
Engineering Concepts
Engineering Concepts is the second course in the engineering pathway. This course introduces students to the
fundamental principles of engineering. Students learn about areas of specialization within engineering and
engineering design, and apply engineering tools and procedures as they complete hands-on instructional activities.
Engineering Applications
Engineering Applications is the third course in the engineering pathway. Students have opportunities to apply
engineering design as they develop a solution for a technological problem. Students use applications of mathematics
and science to predict the success of an engineered solution and complete hands-on activities with tools, materials,
and processes as they develop working drawings and prototypes.
Engineering Internship
This course is designed to allow students to experience the workplace through an internship opportunity. Throughout
the internship, the student will gain interpersonal skills, demonstrate work ethics, and work with various industrial
processes including design and fabrication related to the field of engineering.
Supplemental Course: Research, Design, and Project Management (see pg. 71)
All high schools except Creekside, Independence, McClarin, and North Springs
41
Family and Consumer Sciences
Career Pathways available in Family
and Consumer Sciences:
Nutrition & Food Science
F
amily & Consumer Sciences (FCS) offers a
unique focus on families, work, and their
interrelationships, providing a solid foundation
of success for any student. Through relevant
coursework,
community
projects,
student
organizations,
and
internship/mentoring
opportunities, students develop the essential
skills they need to become responsible citizens
and leaders. As a Family and Consumer Sciences
student, you’ll learn to manage resources to
meet the essential needs of individuals and
families; to promote optimal nutrition and
wellness across the life span; and to accept
responsibility for your actions in family and work
life. The career and educational opportunities
available in Family and Consumer Sciences are
varied and virtually unlimited, as are the
postsecondary educational opportunities.
Family and Consumer Sciences graduates can
either enter the workforce after high school or
continue their educations at technical or two- or
four-year colleges. Many courses in the
concentration are available with dual enrollment
at a local postsecondary institution. The essential
knowledge and skills developed through Family
and Consumer Sciences prepare students for a
successful future in any field, as well as in family
and community life. This program allows students
the opportunities to experience classroom and
laboratory components and instruction that meet
industry
validated
standards,
work-based
learning in the form of internships, cooperative
education, school-based enterprises and Youth
Apprenticeship, and membership in the Family,
Career & Community Leaders of America
(FCCLA), is an organization which provides
opportunities to build leadership and competitive
skills necessary in the world of work and in the
community.
FCCLA offers more than 19,000 Georgia members
the opportunity to expand their leadership
potential and develop skills for life such as
planning, goal setting, problem solving, decision
making and interpersonal communication. FCCLA
helps young men and women become leaders
and addresses important personal, family, work,
and societal issues through family and consumer
science education. www.gafccla.com
Opportunities in Family and Consumer
Sciences
Average
Salary
Occupation Specialties
Education
Food Scientist and
Technologist
Bachelor’s Degree
$55,689
Health Educator
Master’s Degree
$53,290
Dietician/Nutritionist
Bachelor’s Degree
$42,619
Food Service Manager
Work Experience
$43,384
Chef and Head Cook
Work Experience
$31,304
42
Family and Consumer Sciences
donsumer Sciences
Nutrition and Food Science
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Capstone
Course Title
*Food, Nutrition and
Wellness
*Food and Nutrition
through the Lifespan
*Food Science
Work-Based Learning
*Required for Pathway Completion
Course Number
Course Abbreviation
20.4161000
FCS-FNW
20.4171000
FCS-FNL
20.4181000
20.7114000/20.7115000
FCS-FS
WBL
Food, Nutrition and Wellness
Food, Nutrition and Wellness is an essential course in understanding nutritional needs and food choices for optimal
health of individuals across the lifespan. Interrelationships with wellness are explored. This course leads to the
advanced nutrition pathway and develops a knowledge base and the skills necessary to select among alternatives in
the marketplace, with an emphasis on nutrient content, the development of chronic diseases, and food safety.
Food and Nutrition through the Lifespan (4th Science Credit)
Food and Nutrition through the Lifespan is an advanced course in food and nutrition that addresses the variation in
nutritional needs at specific stages of the human life cycle: lactation, infancy, childhood, adolescence, and adulthood
including old age. The most common nutritional concerns, their relationship to food choices and health status and
strategies to enhance well-being at each stage of the life cycle are emphasized. This course provides knowledge for
real life and offers students a pathway into dietetics, consumer foods, and nutrition science careers with additional
education at the post-secondary level.
Food Science (4th Science Credit)
Food Science integrates many branches of science and relies on the application of the rapid advances in technology
to expand and improve the food supply. Students will evaluate the effects of processing, preparation, and storage on
the quality, safety, wholesomeness, and nutritive value of foods. Building on information learned in Nutrition and
Wellness and Chemistry, this course illustrates scientific principles in an applied context, exposing students to the
wonders of the scientific world. Careers will be explored.
Banneker, Centennial, Creekside, Langston Hughes, Milton, North Springs, and Roswell
43
Government and Public Safety
Career Pathways available in
Government and Public Safety:
Law and Justice
Army Junior ROTC Leadership
government settings, including local and state
government or public safety agencies, students
will get the chance to explore the wide range of
careers available. Additional activities are offered
through the Career and Technical Student
Organization
(CTSO),
SkillsUSAGeorgia.
SkillsUSAGeorgia
promotes
leadership
and
provides competitive event opportunities at the
local, state, and national levels. SkillsUSAGeorgia
has more than 70 competitive events that include
everything from Crime Scene Investigation to
Public Speaking. Graduates can transition into
high-demand entry level public safety careers
and/or
continue
their
education
at
the
postsecondary institution of their choice.
G
overnment provides unique services and
activities that help all Georgians on a daily
basis. If students choose a career in
government and public safety, they will have the
satisfaction of helping others in a field where
skilled professionals are always in demand.
Career opportunities in this field are plentiful.
Students may find a career in writing legislation,
working on disaster preparedness, working on
city planning, or providing state and national
security. Many of the occupations in these fields
are highly challenging, and some involve an
element of risk. Students course work will include
an emphasis on safety. Students can enter this
field from high school, through a technical
college, or through military service. In the
classroom and laboratory, students build solid
math,
science,
reading,
writing,
and
communication skills. Special emphasis is placed
on developing the problem- solving and decisionmaking skills required. In the Government and
Public Safety program, students will study basic
concepts of law and learn how federal, state, and
local
law
enforcement,
prosecution,
and
adjudication agencies function. Course work
includes classifications and elements of crime,
the major criminal and traffic laws of Georgia,
crime prevention and detection strategies, and
investigative and criminological theory.
Put student’s classroom knowledge and skills into
practice through the Youth Apprenticeship
Program (YAP). By working in a variety of
SkillsUSA Georgia members participate in local,
state, and national activities sponsored by
Architecture, Construction, Communication, and
Transportation, and Health Care Science courses
and programs. Members develop leadership and
workplace skills and earn recognition through
activities, conferences, and competitions. More
than 6,000 SkillsUSA Georgia members compete
in some 70 contest offered at the regional and
state level and culminating in the SkillsUSA
championships. www.skillsusageorgia.org
Opportunities in Government and Public
Safety
Average
Salary
Occupation Specialties
Education
Emergency Management
Specialist
Work Experience in $41,621
Related Occupation
Immigration & Customs
Inspectors
Work Experience in $48,755
Related Occupation
Health Educator
Master’s Degree
$53.290
Police & Sheriff’s Patrol
Long Term on the
Job Training
$35,402
44
Government and Public Safety
Law and Justice Program at Centennial High School
Fingerprinting Lab
Policing Exercise
CERT(Community Emergency Response Team) Training
45
Government and Public Safety
Law and Justice Program at Centennial High School
Microscope Lab
Mock Trials
State & National Skills USA Competitions
46
Government and Public Safety
Law and Justice
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Level 4
Capstone
Course Title
Course Number
Course Abbreviation
*Introduction to Law and
Justice
*Law, Community
Response and Policing
*Criminal Investigation and
Forensics
Law and Justice Internship
Work-Based Learning
43.4300000
PS-ILJ
43.4350000
PS-LCRP
43.4330000
PS-CIF
43.4340000
43.7114000/43.7115000
PS-LJI
WBL
*Required for Pathway Completion
Introduction to Law & Justice
Students wishing to pursue a career in Law and Justice will examine the basic concepts of law related to citizens’
rights and officers’ responsibilities to maintain a safe society. This course begins with a study of various careers in
public safety. The course will explore the history and development of law enforcement in the United States. Students
will then examine the components of the criminal justice system, including the roles and responsibilities of the
police, courts, and corrections. Additionally, students will learn the classification and elements of crimes. Students
will receive instruction in critical skill areas including communicating with diverse groups, conflict resolution, the
use of force continuum, report writing, operation of police and emergency equipment, and courtroom testimony.
Career planning and employability skills will be emphasized
Law, Community Response, and Policing
Prerequisite: Introduction to Law and Justice
This course emphasizes the structure of the American legal system while examining constitutional legal issues.
Students will explore the difference between common and statutory law in the context of how legal precedent is
established. The course will explore the rights of citizens guaranteed by the United States and Georgia constitutions.
Students will also evaluate the powers granted to the police and the restrictions placed upon them by the respective
constitutions and their amendments. Specific topics of discussion will include search and seizure, arrests, interviews,
interrogations, and confessions in the context of criminal prosecution. Major emphasis will be placed on the role and
decisions of the United States Supreme Court. Students will utilize reading, writing, and critical thinking in the
analysis of cases in a mock trial.
In addition to legal issues, students will be exposed to advanced law and justice skills. Activities include tactics,
methods, and skills utilized in the law enforcement field. Students will attain skills for dealing with disasters and
emergency situations. The course culminates with students demonstrating their skills through participation in a
simulated disaster scenario. The students are required to meet both national and intrastate professional guidelines as
designated by applicable regulatory agencies such as Federal Emergency Management Agency (FEMA) and Georgia
Emergency Management Agency (GEMA). Upon completion of the course requirements and the final disaster
simulation, students may be eligible to obtain certifications in Community Emergency Response Team (CERT),
American Heart Association (AHA) Basic Life Support, and/or American Red Cross (ARC) First Aid and CPR.
Cambridge, Centennial, Creekside, and Milton
47
Government and Public Safety
Law and Justice (con’t)
Criminal Investigation and Forensics
Prerequisites: Introduction to Law and Justice Law, Community Response and Policing
This course will provide students with an opportunity to explore the basic processes and principles of forensic
science as it relates to criminal investigation. Students will learn the importance of the identification, collection, and
processing of evidence and of its contribution to the criminal investigation. Students will learn of the legal
responsibilities and challenges which the forensic investigator may encounter. Students will also learn of the role of
the criminal investigator. The importance of preserving and documenting the crime scene and enabling the
investigator to analyze evidence and its relationship to the crime will be emphasized. The student will also study
interviews and interrogations and how those statements are used as evidence in court. Students will express
understanding of their knowledge by composing clear, concise, and thorough investigative reports, indicating a
successful conclusion to an investigation.
Forensics: An Introduction And Analysis
Students will develop a basic understanding of requirements for the profession of Forensic Science. Students will
learn that the success of a forensic scientist depends upon his or her ability to work with law enforcement officers
and prosecutors in order to reach a successful completion to an investigation. Finally, students will study the CSI
Effect and understand the implications it has on the successful prosecution of a crime.
Law and Justice Internship
Prerequisites: Introduction to Law and Justice Law, Community Response, and Policing and Criminal
Investigation and Forensics
This internship focuses on the development of law and justice related skills and qualifications for employment within
the specific internship. Internships help students build a strong knowledge base as they study in a variety of job
environments related to careers in law and justice. Mastery of these standards through project-based learning and
leadership development activities will help prepare students with a competitive edge for post-secondary
opportunities. The recommended course length is 150 contact hours with content focus areas indicated in the
internship performance standards. Competencies for the student organization, SkillsUSA, are integral components of
both the core employability skills standards and the technical skills standards.
Note
The Law and Justice Pathway is designed to provide students with career-focused educational opportunities in
various public safety fields. Each course has elements which cover tactics, methods, and skills utilized by law
enforcement and other public safety fields that should be taken into consideration when assessing implementation
options. School boards should evaluate criteria for student enrollment that account for successful completion of
future background investigations required for entry into such careers.
Cambridge, Centennial, Creekside, and Milton
48
Government and Public Safety
Career Pathways available in Army Junior
ROTC Leadership:
 The Army Junior ROTC Leadership
Education program is sequential in nature.
Students who complete three or more years
of JROTC may receive college credit,
exemptions,
and/or
promotions
at
colleges/universities offering Senior ROTC.
Students completing 2 or more years of
JROTC may receive training credit and/or
promotion in the military if they voluntarily
 join.
C
areer, Technical and Agricultural Education’s
Leadership Education (Army Junior ROTC)
program teaches students strategies to
maximize their potential for success through
learning and self management. Basic leadership
skills including leadership principles, values,
attributes
and
communications
skills
are
integrated throughout the course of study. As
self directed learners, students explore the
fundamental rights and responsibilities of
citizenship. Leadership strategies, managing
conflict,
leading
others,
planning
and
organizational skills are developed through
experiential and project-based learning. Students
use the latest technological tools and student
centered learning strategies. Students build their
leadership, management, decision making and
negotiating skills by serving in a variety of
organizational leadership and staff positions. The
Army Junior ROTC Leadership Education program
includes
classroom/laboratory
experiences,
participation in service learning projects and
extracurricular and co-curricular activities that
enhance leadership traits, team building and
project management skills. A selected number of
students may participate in summer leadership
development programs and internship programs.
Junior ROTC sponsors several competitive teams
including Academic, Leadership, Raider, Drill,
Orienteering and Color Guard Teams.
Opportunities in Leadership Education
Army Junior ROTC
Occupation Specialties Education
Average
Salary
Chief Executive
$155,168
Bachelor’s Degree
Work Experience
General and
Bachelor’s Degree
Operations Managers
$87,152
Administrative
Services Managers
Bachelor’s Degree
$74,560
Employment,
Recruitment, and
Placement
Specialist
Bachelor’s Degree
$52,800
.
Management Analyst Bachelor’s Degree
$89, 650
Human Resources
Managers
Bachelor’s Degree
$101, 900
Law Enforcement
Associate’s Degree $53,477
49
Government and Public Safety
Developing 21st Century Learners
and Leaders in Fulton County
Roswell High School
National JROTC Academic Bowl
George Mason University
Advisor Major Dave Weis
Northview High School
National JROTC Leadership
Symposium Washington DC
Advisors LTC Travis Heard and
1SG John Adams
Junior ROTC Cadet Leadership
Challenge Summer Program
Fort Know, Kentucky
Banneker, Centennial, Creekside,
North Springs, Northview, Roswell,
Tri-Cities and Westlake High Schools
North Springs High School
Service Learning Ear Force Program
With Spalding Drive Charter School
Advisors CW3 Ken Flournoy
SGM Danny Carter
50
Government and Public Safety
Leadership Education - Army Junior ROTC
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Level 7
Level 8
Course Title
JROTC Army Leadership Education 1
JROTC Army Leadership Education 2
JROTC Army Leadership Education 3
JROTC Army Leadership Education 4
JROTC Army Leadership Education 5
JROTC Army Leadership Education 6
JROTC Army Leadership Education 7
JROTC Army Leadership Education 8
Course Number
28.0310000
28.0320000
28.0330000
28.0340000
28.0350000
28.0360000
28.0370000
28.0380000
The Junior Reserve Officers’ Training Corps is a leadership education program. This program will help students
build a strong knowledge base of self discovery and leadership skills applicable to many leadership and managerial
situations. Mastery of the Junior ROTC standards through project-based learning, service learning and leadership
development activities will prepare students for 21 st Century leadership responsibilities. The curriculum focus is
reflected in its mission statement, “To motivate young people to be better citizens.” Satisfactory completion of
the leadership program of study can lead to advanced placement credit in the Senior ROTC (College/University)
program at an accredited institution or advanced rank in the armed forces. The JROTC curriculum is enhanced
through physical fitness activities, extracurricular and co-curricular activities that support the core employability
skills standards and McRel academic standards.
Desired Learning Outcomes:
This program is designed to teach students to:









Maximize potential for success through learning, self-management and development of employability ―
soft
skills‖
Develop leadership skills
Incorporate principles of mental and physical wellness into behaviors and decisions with health and wellness
awareness
Build effective relationships with peers, co-workers, and the community with information and
communications skill development
Apply physical and political geography to building global awareness
Understand the importance that financial, economic, business, and entrepreneurial literacy have in the work
force
Correlate the rights and responsibilities of citizenship to the purposes of the U.S. government through civic
literacy
Relate events in U.S. history to choices and responsibilities Americans have today
Characterize the role of the military and other national service organizations in building a democracy and
maintaining peace in a democratic society
Banneker, Centennial, Creekside, Langston Hughes, North Springs, Roswell, Tri-Cities, and Westlake
51
Healthcare Science
Career Pathways available in
Healthcare Science:
Cosmetology
Pharmacy Technology
Therapeutic Services—Emergency
Services
Therapeutic Services—Medical Services
Therapeutic Services--Nursing
W
hether students plan to continue their
education through medical school or want
to graduate from high school into a career,
Healthcare Science provides the challenging
academic
courses,
relevant
on-the-job
experience, and specialized technical skills they
need. In the classroom and laboratory, students
build solid math, science, reading, writing, and
communication skills. Special emphasis is placed
on developing the problem- solving and decisionmaking skills required in the fast-paced
healthcare
industry.
And,
through
the
Introduction to Healthcare Science course,
students learn basic concepts of health, wellness,
and preventative care; medical terminology;
microbiology; life-support skills; and the ethical
and legal responsibilities of today’s healthcare
provider.
Put student’s classroom knowledge and skills into
practice through clinical experiences that range
from Healthcare Science internships to paid
positions through the Youth Apprenticeship
Program (YAP). By working in a variety of
healthcare settings, including hospitals, daycare
centers, nursing homes, elementary school
clinics, physician offices, and rehabilitation
centers, students will get the chance to explore
the wide range of careers available. Additional
activities are offered through the Healthcare
Science CTSO, Health Occupations Students of
America (HOSA). Health Occupation Students of
America promotes leadership and provides
competitive event opportunities at the local,
state, and national levels. Health Occupations
Students of America has more than 40
competitive events that include everything from
Medical
Photography
to
Sports
Medicine.
Graduates can transition into high-demand entry
level healthcare careers and/or continue their
education at the postsecondary institution of their
choice.
HOSA’s mission is to enhance the delivery of
compassionate, quality health care by providing
opportunities for knowledge, skill, and leadership
development of all Health Care Science students.
Members attend leadership conferences featuring
competition in nearly 50 healthcare-related skills.
www.georgiahosa.org
Opportunities in Healthcare Science
Average
Salary
Occupation Specialties
Education
Medical Transcriptionist
Post-secondary
$30,514
Technical Training
Medical & Health Services
Manager
Bachelor’s Degree $73,486
+ Work Experience
EMT/Paramedic
Post-secondary
$29,328
Technical Training
Registered Nurse
Associate’s Degree $54,787
Pediatrician
First Professional
Degree
Dental Hygienist
Associate’s Degree $55, 390
Physical Therapist
Master’s Degree
Medical and Clinical
Laboratory Technician
Associate’s Degree $30,846
$139,298
$65,042
52
Healthcare Science
Westlake’s Healthcare Science Program
Annual “Condiment Day”—Infection Control
HOSA State Competition
Pre-Pharmacy Students Practice Filling
Prescriptions
Patient immobilization and extrication
53
Healthcare Science
Personal Care Services (Cosmetology)
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Level 7
Level 8
Course Title
Course Number
Course Abbreviation
*Salon Services Core I
*Salon Services Core II
*Advanced Styling
Principles
Haircutting
Chemical Hair Processing
Salon Management
Advanced Skin and Nail
Care
Cosmetology Practicum I
12.4450000
12.4460000
12.4470000
1 CU
1 CU
.5 CU
12.4480000
12.4490000
12.4540000
12.4550000
.5 CU
.5 CU
.5 CU
.5 CU
12.4510000
.5 CU
Salon Services Core I
This course is designed to provide the student with an opportunity to become familiar with the cosmetology
profession and the Georgia State Board of Cosmetology requirements, laws, rules and regulations. It introduces the
fundamental theory and practices of the cosmetology profession. Emphasis is placed on professional practices and
safety.
Salon Services Core II
Prerequisite: Salon Services I
This course is designed to provide instruction in classroom/laboratory safety rules and procedures. It also provides
an opportunity to learn introductory competencies in the fundamental theory and skills required for hair cutting,
permanent waving & relaxing, basic hair and scalp treatments, and the theory related to diseases and disorders of
skin and hair. After successful completion of Salon Services Core I and Salon Services Core II, the student will have
acquired the 250 hours required by the Georgia State Board of Cosmetology to work on cliental in the salon.
Advanced Styling Principles
Prerequisite: Salon Services Core II
This course provides the student the opportunity to enhance the basics from previous courses in the fundamental
theory and skills required for hairstyling design, including: hair shaping, pin curls, finger waves, roller placement,
blow-drying techniques, thermal cutting, braiding and hair extensions. It also provides instruction in the theoretical
study of anatomy & physiology as it relates to the study of cosmetology.
Haircutting
Prerequisite: Salon Services Core II
This course is designed to provide an opportunity to further enhance competencies in haircutting techniques. Safety
will be stressed, along with instruction in the selection of proper hair cutting implements and proper style selection.
Instruction will also be provided on the theory of electricity and the use of electrical appliances in the salon.
Roswell and Tri-Cities
54
Healthcare Science
Personal Care Services (Cosmetology) (Con’t.)
Chemical Hair Processing
Prerequisite: Salon Services Core II
This course provides more in-depth competencies in the use of chemical procedures on the hair, specifically in
permanent waving, chemical relaxing and hair coloring techniques.
Salon Management
This course is designed to provide the student an opportunity to develop the competencies needed to own and/or
manage a salon. Also, completion of this course allows the student to fulfill the hours required by the Georgia
State Board of Cosmetology for the licensure examination. Key competency areas include: State & Local Laws,
Human Resources, Planning, Management, Retailing, Marketing, Receptionist Duties, and Client Retention.
Advanced Skin and Nail Care
Prerequisite: Salon Services Core II
The course is designed to provide instruction in the area of advanced skin care. Specifically, the student will
have the opportunity to learn competencies in hair removal, corrective make-up applications, lash & brow
tinting, cosmetic surgery, facials, manicures, and artificial nails. Safety and sanitation procedures will be
stressed throughout the course in all procedures. Sufficient practice is included in order for the student to
acquire the required number of procedures by the Georgia State Board of Cosmetology.
Cosmetology Practicum I
Prerequisite: Salon Services Core II
This 75 hour in-school laboratory practicum provides the student opportunities to practice and enhance
cosmetology skills learned in previous courses, while earning the 1500 credit hours required by the Georgia
State Board of Cosmetology for licensure examination. Key areas include: Shampooing, Hair & Scalp
Treatments, Styling, Hair Cutting, Permanent Waving and Relaxing, Hair Coloring, Facials and Nails, and
Salon Management. It is recommended that Practicum I be taken simultaneously with one of the following
courses: Styling Principles, Haircutting or Chemical Hair Processing.
Roswell and Tri-Cities
55
Healthcare Science
Pharmacy Technology
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Level 4
Course Title
Course Number
Course Abbreviation
*Introduction to Healthcare
Science
*Pharmacy Operations
Fundamentals
*Medical Calculations and
Drug Administration
Pre-Pharmacy Technology
Internship
25.4210000
HS-IHS
25.4710000
QCC
25.4720000
QCC
25.5730000
QCC
*Required for Pathway Completion
Introduction to Healthcare Science
Introduction to Healthcare Science is a foundations course for the Therapeutic Services Career Pathway. It is
appropriate for students wishing to pursue a career in the healthcare industry. The course will enable students to
receive initial exposure to Healthcare Science skills and attitudes applicable to the healthcare industry. The concepts
of health, wellness, and preventative care are evaluated, as well as ethical and legal responsibilities of today’s
healthcare provider. Fundamental healthcare skills development is initiated including medical terminology,
microbiology, and basic life support. Students are required to meet both national and intrastate professional
guidelines as designated by applicable regulatory agencies such as the Occupational Health and Safety
Administration (OSHA) and Center for Disease Control (CDC). Mastery of these standards through project-based
learning, technical skills practice, and leadership development activities of the career and technical student
organization (Health Occupations Students of America (HOSA)) will provide students with a competitive edge for
either entry into the healthcare global marketplace or the post-secondary institution of their choice to continue their
education and training. This course is considered broad-based with high impact and is a prerequisite for all
Healthcare Science Education courses.
Pharmacy Operations Fundamentals
Introduction to pharmacy technology professions, employment opportunities, and basic pre-pharmacy technician
skills which may be utilized in either clinical or community settings such as retail, home health care, and ambulatory
care pharmacies. Intensive pharmacy-specific safety and security training are provided including potential drug
addiction and abuse issues relative to pharmaceutical care such as robberies and identification of forgeries. Students
are required to adhere to Federal Regulatory Agencies and Acts guidelines including Food, Drug, and Cosmetic Act,
Controlled Substances Act (CSA), Joint Commission on Accreditation of Healthcare Organizations (JCAHO), Drug
Enforcement Administration (DEA) in addition to the pharmacy regulatory agencies within the state of Georgia.
The use of pharmacology nomenclature and the ability to access pharmacy reference sources such as National Drug
Code (NDC) are demonstrated along with pharmacy technical skills including inventory control, prescription
processing, packaging, labeling, and dispensing. Pharmaceutical health and wellness are emphasized with
discussions of nutritional supplement awareness and other current trends in pharmaceutical care including the impact
of technology’s bar coding and automation.
Westlake
56
Healthcare Science
Pharmacy Technology (con’t)
Medical Calculations and Drug Administration
This course is recommended for students planning to pursue careers in the healthcare industry, which may require
basic pharmaceutical knowledge, common healthcare mathematical applications, and/or technical proficiency in the
administration of medications. An overview of prescription and nonprescription medications, classifications, actions,
and interactions is provided while critical thinking skills are developed throughout the course from initial
calculations/conversions of drug dosage forms to the simulation of regulating IV infusion rates. Technical skills in
the preparation and administration of medications are practiced in simulated clinical labs. Students must demonstrate
the utilization of all professional and safety guidelines as designated by applicable Federal and State regulatory
agencies and acts such as the Drug Enforcement Administration (DEA) and the Controlled Substance Act while
performing simulations. The impact of pharmaceuticals on the provision of healthcare and the importance of client
education are integrated throughout the course.
Pre-Pharmacy Technology Internship
This internship focuses on the development of Pre-Pharmacy Technology Skills. The recommended course length is
150 contact hours with content focus areas as delineated in the internship performance standards. Students are
expected to be under the direct supervision of a registered pharmacist at all times during clinical rotations.
Competencies for the co-curricular student organization Health Occupations Students of America (HOSA) are
integral components of both the core employability skills standards and the technical skills standards, and HOSA
activities should be incorporated throughout instructional strategies developed for the course.
Westlake
57
Healthcare Science
Therapeutic Services—Emergency Services
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Level 4
Course Title
Course Number
Course Abbreviation
*Introduction to Healthcare
Science
*Emergency and Disaster
Preparedness
*Concepts of Emergency
Medicine
Emergency Medicine
Internship
25.4210000
HS-IHS
25.4640000
HS-EDP
25.4620000
HS-CEM
25.4270000
HS-EMI
*Required for Pathway Completion
Introduction to Healthcare Science
Introduction to Healthcare Science is a foundations course for the Therapeutic Services Career Pathway. It is
appropriate for students wishing to pursue a career in the healthcare industry. The course will enable students to
receive initial exposure to Healthcare Science skills and attitudes applicable to the healthcare industry. The concepts
of health, wellness, and preventative care are evaluated, as well as ethical and legal responsibilities of today’s
healthcare provider. Fundamental healthcare skills development is initiated including medical terminology,
microbiology, and basic life support. Students are required to meet both national and intrastate professional
guidelines as designated by applicable regulatory agencies such as the Occupational Health and Safety
Administration (OSHA) and Center for Disease Control (CDC). Mastery of these standards through project-based
learning, technical skills practice, and leadership development activities of the career and technical student
organization (Health Occupations Students of America (HOSA)) will provide students with a competitive edge for
either entry into the healthcare global marketplace or the post-secondary institution of their choice to continue their
education and training. This course is considered broad-based with high impact and is a prerequisite for all
Healthcare Science Education courses.
Emergency and Disaster Preparedness
Prerequisite: Introduction to Healthcare Science
Emergency and Disaster Preparedness is a preparatory course for the Peach State Pathway’s Emergency Services
career path which permits students the opportunity to explore the world of pre-hospital emergency care while
attaining skills for dealing with disasters and emergency situations, including but not limited to: Disaster
Psychology, Medical Assistance, Search/Rescue Techniques, and Fire Chemistry. The course culminates with
students demonstrating their skills through participation in a simulated disaster scenario. The students are required to
meet both national and intrastate professional guidelines as designated by applicable regulatory agencies such as
Federal Emergency Management Agency (FEMA) and Georgia Emergency Management Agency (GEMA). Upon
completion of the course requirements and the final disaster simulation, students are eligible to obtain certifications
in School Emergency Response Team (TEENSERT), American Heart Associations (AHA) Basic Life Support,
and/or American Red Cross (ARC) First Aid and CPR.
Westlake
58
Healthcare Science
Therapeutic Services—Emergency Services (con’t.)
Concepts of Emergency Medicine
Prerequisites: Introduction to Healthcare Science, Emergency and Disaster Preparedness
Concepts of Emergency Medicine is an intermediate course for the Emergency Services Peach State Pathway and is
designed to offer the student a comprehensive view of the science of pre-hospital/emergency care. Students are
involved in Emergency Medical Services operations scenarios involving triage/mass casualty, extrication of victims
in complex access situations, and additional basic skills most commonly associated with the entry level career title of
First Responder. The students are required to meet both national and intrastate professional guidelines as designated
by applicable regulatory agencies such as the Occupational Health and Safety Administration (OSHA), National
Registry of Emergency Medical Technicians (NREMT), and the Health Insurance Portability and Accountability Act
of 1996 (HIPAA). Competencies for the student organization Health Occupations Students of America (HOSA) are
integral components of both the core employability skills standards and the technical skills standards. HOSA
activities should be incorporated throughout instructional strategies developed for the course. Students may receive
recognition and career portfolio enhancement for participation in local, state, and national competitive events and
leadership development opportunities provided through Health Occupations Students of America (HOSA).
This course meets the curriculum content as specified by the United States Department of Transportation National
Highway Traffic Safety Administration’s Emergency Medical Responder’s National Standard Curriculum Guide.
Students meeting all academic, attendance, and age requirements are eligible to sit for the National Registry’s Final
Practical Skills Examination upon successful completion of the course. Students who meet all National Registry
examination requirements have their names and pertinent demographic data entered into the Emergency Medical
Responder National Registry.
Emergency Medicine Internship
Prerequisites: Introduction to Healthcare Science, Emergency and Disaster Preparedness, Concepts
of Emergency Medicine
This internship focuses on the development of emergency medicine skills. The recommended course length is 150
contact hours with content focus areas indicated in the internship performance standards. Competencies for the
student organization Health Occupations Students of America (HOSA) are integral components of both the core
employability skills standards and the technical skills standards.
Westlake
59
Healthcare Science
Therapeutic Services—Medical Services
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Level 4
Course Title
Course Number
Course Abbreviation
*Introduction to Healthcare
Science
*Application of Therapeutic
Services
*General Medicine
Medical Services
Internship
25.4210000
HS-IHS
25.4220000
HS-ATS
25.4250000
25.5260000
HS-TGM
HS-TSMI
*Required for Pathway Completion
Introduction to Healthcare Science
Introduction to Healthcare Science is a foundations course for the Therapeutic Services Career Pathway. It is
appropriate for students wishing to pursue a career in the healthcare industry. The course will enable students to
receive initial exposure to Healthcare Science skills and attitudes applicable to the healthcare industry. The concepts
of health, wellness, and preventative care are evaluated, as well as ethical and legal responsibilities of today’s
healthcare provider. Fundamental healthcare skills development is initiated including medical terminology,
microbiology, and basic life support. Students are required to meet both national and intrastate professional
guidelines as designated by applicable regulatory agencies such as the Occupational Health and Safety
Administration (OSHA) and Center for Disease Control (CDC). Mastery of these standards through project-based
learning, technical skills practice, and leadership development activities of the career and technical student
organization (Health Occupations Students of America (HOSA)) will provide students with a competitive edge for
either entry into the healthcare global marketplace or the post-secondary institution of their choice to continue their
education and training. This course is considered broad-based with high impact and is a prerequisite for all
Healthcare Science Education courses.
Applications of Therapeutic Services
Prerequisite: Introduction to Healthcare Science
Applications of Therapeutic Services is an intermediate course for the Therapeutic Services Career Pathway and is
designed to provide an overall framework of basic skills utilized in the provision of direct client care. Monitoring
and evaluating client status includes assessment techniques such as vital signs, as well as the application of
mathematical concepts appropriate to clinical expectations and/or work-based learning. The function and
fundamental pathophysiology of each body system is evaluated prior to community first aid and basic life support
techniques which are expanded to include rescue skills for infants and children. Students continue with the
development of individual career portfolios utilizing post-secondary program research, employability skills, and /or
work based learning and may receive recognition for their accomplishments through a variety of venues locally,
regionally, and nationally such as the American Red Cross, American Heart Association, Health Occupations
Students of America (HOSA), and the National Consortium on Health Science and Technology Education
(NCHSTE). Upon completion of this course and pre-requisites students who successfully master these standards will
be eligible to sit for a National Certificate of Proficiency or Mastery, issued in partnership between NCHSTE and
National Occupational Competency Testing Institute (NOCTI).
Centennial, Chattahoochee, Milton, and North Springs
60
Healthcare Science
Therapeutic Services—Medical Services (con’t.)
General Medicine
Prerequisites: Introduction to Healthcare Science, Applications of Therapeutic Services
The course is designed to offer students (preferably juniors or seniors) the opportunity to become effective and
efficient multi-skilled healthcare providers as they develop a working knowledge of each of the major departments
of the average acute care setting/hospital. These include but are not limited to: Orthopedics, Cardiology, Diagnostic
Imaging, MedSurg, Gastroenterology, Urology, and Customer Care Services. Students focusing on a career path in
medicine (Pre-Med) or on a career in one of the ancillary departments noted above will apply classroom/lab
knowledge and skills in the clinical setting as they participate in direct client care. The work-based learning strategy
appropriate for this course is a minimum 40-hour clinical practicum. When taken as the fourth course in the
Therapeutic Services -Nursing career pathway, students successfully completing may be eligible to sit for Patient
Care Technician Certification.
Medical Services Internship
Prerequisites: Introduction to Healthcare Science, Applications of Therapeutic Services, General
Medicine
This internship focuses on the applications of medical services skills and technology. Recommended course length is
150 hours with content focus as delineated in the internship performance standards. A minimum of 90 clinical
application hours is required. The additional 60 internship hours may be earned in the class, lab, or clinic settings.
Centennial, Chattahoochee, Milton, and North Springs
61
Healthcare Science
Therapeutic Services—Nursing
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Level 4
Course Title
Course Number
Course Abbreviation
*Introduction to Healthcare
Science
*Application of Therapeutic
Services
*Nursing Essentials
Therapeutic Services
Nursing Internship
25.4210000
HS-HIS
25.4220000
HS-ATS
25.4610000
25.5630000
HS-NE
HS-TSNI
*Required for Pathway Completion
Introduction to Healthcare Science
Introduction to Healthcare Science is a foundations course for the Therapeutic Services Career Pathway. It is
appropriate for students wishing to pursue a career in the healthcare industry. The course will enable students to
receive initial exposure to Healthcare Science skills and attitudes applicable to the healthcare industry. The concepts
of health, wellness, and preventative care are evaluated, as well as ethical and legal responsibilities of today’s
healthcare provider. Fundamental healthcare skills development is initiated including medical terminology,
microbiology, and basic life support. Students are required to meet both national and intrastate professional
guidelines as designated by applicable regulatory agencies such as the Occupational Health and Safety
Administration (OSHA) and Center for Disease Control (CDC). Mastery of these standards through project-based
learning, technical skills practice, and leadership development activities of the career and technical student
organization (Health Occupations Students of America (HOSA)) will provide students with a competitive edge for
either entry into the healthcare global marketplace or the post-secondary institution of their choice to continue their
education and training. This course is considered broad-based with high impact and is a prerequisite for all
Healthcare Science Education courses.
Applications of Therapeutic Services
Prerequisite: Introduction to Healthcare Science
Applications of Therapeutic Services is an intermediate course for the Therapeutic Services Career Pathway and is
designed to provide an overall framework of basic skills utilized in the provision of direct client care. Monitoring
and evaluating client status includes assessment techniques such as vital signs, as well as the application of
mathematical concepts appropriate to clinical expectations and/or work-based learning. The function and
fundamental pathophysiology of each body system is evaluated prior to community first aid and basic life support
techniques which are expanded to include rescue skills for infants and children. Students continue with the
development of individual career portfolios utilizing post-secondary program research, employability skills, and /or
work based learning and may receive recognition for their accomplishments through a variety of venues locally,
regionally, and nationally such as the American Red Cross, American Heart Association, Health Occupations
Students of America (HOSA), and the National Consortium on Health Science and Technology Education
(NCHSTE). Upon completion of this course and pre-requisites students who successfully master these standards will
be eligible to sit for a National Certificate of Proficiency or Mastery, issued in partnership between NCHSTE and
National Occupational Competency Testing Institute (NOCTI).
Banneker
62
Healthcare Science
Therapeutic Services—Nursing (con’t.)
Nursing Essentials
Prerequisites: Introduction to Healthcare Science & Applications of Therapeutic Services
This course is designed to provide students interested in the Therapeutic Services Pathway’s Career Specialty
Nursing with entry level skills most commonly associated with the entry level career title Nursing Assistant. The
students are required to meet both national and intrastate professional guidelines as designated by applicable
regulatory agencies such as the Occupational Health and Safety Administration (OSHA), Center for Disease Control
(CDC), the department of Health and Human Services (HHS) with a specific focus on the Omnibus Budget
Reconciliation Act 1987 (OBRA), and the Health Insurance Portability and Accountability Act of 1996 (HIPAA).
This course with prerequisites meets the Certified Nurse Assistant curriculum content as specified by the Georgia
Medical Care Foundation. Students meeting all academic, attendance, and age requirement may elect to sit for the
Georgia Registry’s Examination. Successful completion of the Georgia Registry Examination allows students to seek
employment in the state of Georgia as a Certified Nursing Assistant.
Therapeutic Services Nursing Internship
Prerequisites: Introduction to Healthcare Science, Applications of Therapeutic Services, Nursing
Essentials
This internship focuses on the applications of Nursing Essentials skills and technology. Recommended course length
is 150 hours with content focus as delineated in the internship performance standards. A minimum of 90 clinical
application hours is required. The additional 60 internship hours may be earned in the class, lab, or clinic settings.
Banneker
63
Marketing Sales & Service
Career Pathways available in
Marketing Sales & Service:
Marketing & Management
Sports & Entertainment Marketing
Travel Marketing & Lodging
Management
S
tudents in this Concentration develop
knowledge and skills in the foundational
areas of marketing (economics, human
relations, and business basics) and the functional
areas of marketing (product and service
planning, marketing-information management,
purchasing and pricing, selling and promotion,
risk
management,
financing,
and
distribution/logistics). To help prepare you for
leadership positions in our global economy, the
program
covers
international
marketing,
management, and entrepreneurship. Retailers,
manufacturers, the entertainment and hospitality
industries, government agencies, hospitals, law
and medical offices, real estate and insurance
companies, schools and churches are just a
sampling of the employers who need students to
have these skills and experiences. Students will
be challenged to apply their knowledge and skills
to solve real-world business problems through
project-based instruction in the classroom. In
addition, students will have the opportunity to
work with local businesses to produce strategic
marketing plans and promotional materials.
Students can participate in oral and written
events offered by DECA (a national association of
marketing students), and they will have workbased learning opportunities. Graduates in
Marketing, Sales & Services can enter the
workforce after high school or go to a technical or
two- or four-year college.
DECA is an international association of high
school and college marketing students who study
marketing, management, and entrepreneurship
in business, finance, hospitality, and Marketing,
Sales, and Services.
Members participate in
competitive events to hone their marketing and
business skills and earn recognition with the
opportunity to compete locally, regionally,
statewide, and internationally. www.deca.org
Opportunities in Marketing, Sales, and
Services
Average
Salary
Occupation Specialties
Education
Interior Designer
Associate’s Degree $47,320
Wholesale & Retail
Buyer
Work Experience
Purchasing Manager
Bachelor’s Degree $80,642
+ Work Experience
Marketing Manager
Bachelor’s Degree $94,307
+ Work Experience
Public Relations Specialist
Bachelor’s Degree $48,672
$61,568
Advertising and Promotions Bachelor’s Degree $76,898
Manager
+ Work Experience
Marketing Research
Analyst
Bachelor’s Degree
$61,464
Marketing Manager
Bachelor’s Degree $94,307
+ Work Experience
Personal Financial Advisor
Bachelor’s Degree
$75,754
64
Marketing Sales & Service
ll
DECA Fall Leadership Conference--Creekside High School DECA
Students anxiously anticipate the opening session for the Fall Leadership Conference.
Creekside Marketing students work collaboratively on a project.
Milton DECA students at Regional Competition
65
Marketing Sales & Service
Marketing Sales & Service
Marketing and Management
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Capstone
Course Title
*Marketing Principles
*Entrepreneurship:
Building a Business
*Advanced Marketing
Work-Based Learning
*Required for Pathway Completion
Course Number
Course Abbreviation
08.4740000
08.4360000
MKT-MP
MKT-EN
08.4750000
08.7114000/08.7115000
MKT-AM
WBL
Marketing Principles
Marketing Principles is the foundational course for all pathways in Marketing Education. Marketing Principles
addresses all the ways in which marketing satisfies consumer and business needs and wants for products and
services. Students develop an understanding of the functions of marketing and how these functional areas affect all
businesses. They learn basic marketing concepts and the role of marketing in our economy. Students also develop
skills in applying economic concepts to marketing, distribution and logistics, marketing information management,
finance in marketing, product/service planning, pricing mixes, promotional strategies, and personal selling.
Entrepreneurship: Building a Business
Prerequisite: Marketing Principles
Entrepreneurship: Building a Business is based on individuals who are creative thinkers and risk takers. Therefore,
students in this entrepreneurship course focus on recognizing a business opportunity, starting a business based on the
recognized opportunity, and operating and maintaining that business. This course begins by moving students from
the typical ―
what is‖ educational focus to the ―
what can be‖ focus. Preparation of a business plan allows students to
apply the functional areas of accounting, finance, marketing, and management to the planned business, as well as to
the legal and economic environments in which a new venture operates. This course may be taken as a part of a
student’s Marketing Pathway or may serve as a stand alone course for students in other disciplines wishing to
explore business ownership.
Advanced Marketing
Prerequisite: Marketing Principles
Advanced Marketing builds on the principles and concepts taught in Marketing Principles. Students assume a
managerial perspective in applying economic principles in marketing, analyzing operations needs, examining
distribution and financial alternatives, managing marketing information, pricing products and services, developing
product/service planning strategies, promoting products and services, purchasing, and professional sales. This course
also deals with global marketing in that students analyze marketing strategies employed in the U.S. versus those
employed in other countries.
Note In order to increase the number of application experiences, students should participate in work-based learning
activities and the student organization, DECA, An Association of Marketing Students. It is highly advantageous for
students to participate in a school–based enterprise where available.
Independence and Northview
66
Marketing Sales & Service
Sports and Entertainment Marketing
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Capstone
Course Title
*Marketing Principles
*Introduction to Sports &
Entertainment Marketing
*Advanced Sports &
Entertainment Marketing
Work-Based Learning
*Required for Pathway Completion
Course Number
Course Abbreviation
08.4740000
08.4780000
MKT-MP
MKT-SEM
08.4850000
MKT-ASEM
08.7114000/08.7115000
WBL
Marketing Principles
Marketing Principles is the foundational course for all pathways in Marketing Education. Marketing Principles
addresses all the ways in which marketing satisfies consumer and business needs and wants for products and
services. Students develop an understanding of the functions of marketing and how these functional areas affect all
businesses. They learn basic marketing concepts and the role of marketing in our economy. Students also develop
skills in applying economic concepts to marketing, distribution and logistics, marketing information management,
finance in marketing, product/service planning, pricing mixes, promotional strategies, and personal selling.
Introduction to Sports & Entertainment Marketing
This course introduces the student to the major segments of the sports and entertainment industry and the social and
economic impact it has on local, state, national, and global economies. The products and services offered to
consumers and the impact of marketing on these products and services are examined. Units include: Business
Fundamentals, Product Mix, Product Knowledge, Product/Service Management, Business Regulations, Interpersonal
Skills, Selling, Marketing-Information Management, Economics, Distribution, Pricing, Advertising, Publicity/Public
Relations, Sales Promotion, Business Risks, and Organization.
Advanced Sports & Entertainment Marketing
This course provides students opportunities to develop managerial and analytical skills and deepen their knowledge
in sports/entertainment marketing. Topical units include: Marketing-Information Management, Selling,
Publicity/Public Relations, Sales Promotion, Management of Promotion, Product Mix, Pricing, Positioning, and
Marketing Planning. Project-based instruction, together with a variety of work-based learning activities, should be
incorporated in this course to provide real-world application. Competitive event standards for the co-curricular
student organization (DECA, An Association of Marketing Education Students) are integral components of the
curriculum’s core employability and technical skills’ standards. Therefore, DECA competitive events should be
incorporated with other instructional strategies developed for the course.
Note: In order to increase the number of application experiences, students should participate in work-based
learning activities and the student organization, DECA, An Association of Marketing Students. It is also highly
advantageous for students to participate in a school-based enterprise.
Creekside, Langston Hughes, Johns Creek, Tri-Cities, and Westlake
67
Marketing Sales & Service
Travel Marketing and Lodging Management
Pathway Sequence and Course Descriptions
Course Sequence
Level 1
Level 2
Level 3
Capstone
Course Title
*Marketing Principles
*Discovering Hospitality
and Tourism Marketing
*Hospitality & Tourism
Management
Work-Based Learning
*Required for Pathway Completion
Course Number
Course Abbreviation
08.4740000
08.4300000
MKT-MP
MKT-IT
08.4370000
MKT-HTM
08.7114000/08.7115000
WBL
Marketing Principles
Marketing Principles is the foundational course for all pathways in Marketing Education. Marketing Principles
addresses all the ways in which marketing satisfies consumer and business needs and wants for products and
services. Students develop an understanding of the functions of marketing and how these functional areas affect all
businesses. They learn basic marketing concepts and the role of marketing in our economy. Students also develop
skills in applying economic concepts to marketing, distribution and logistics, marketing information management,
finance in marketing, product/service planning, pricing mixes, promotional strategies, and personal selling.
Discovering Hospitality and Tourism Marketing
This course introduces the student to the major segments of the travel industry. The course will investigate the
economic impact the three components have on the local, state, national, and global economies. The products,
services, and packages offered to business and leisure travelers by different types of businesses within the industry
are examined. Utilizing current technology, the Internet, and software packages, the student will develop a tour
package and marketing plan for a selected niche market that incorporates appropriate promotional and pricing
strategies, thus ensuring business profitability.
Hospitality & Tourism Management
This course will focus on the leadership and supervision of employees in the travel, tourism, and hospitality
industries as well as the management of operations in this industry. The course emphasizes the application of
management level decision-making skills in hotel/lodging, human resources, food and beverage, and travel/tourism
operations. The course will allow students to investigate trends, technology, and customs in the hospitality industry
while focusing on the development of customer service skills. This course is intended to be a second-level course in
the Travel Marketing & Lodging Management Pathway.
(Special Note: For the readers benefit, travel includes travel agents and modes of transportation; hospitality includes
lodging and food and beverage; and tourism is a broad term relating to the overall industry.)
Cambridge, Langston Hughes, and Tri-Cities
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Supplemental Courses
CAREER PATHWAY & COURSE TITLES
Career Pathway: Plant Science/Horticulture
Course Title: Floriculture Production and Management
Course Number: 01.46200 Course Abbreviation: (AG—FL)
This course is designed to introduce students to the principles and practices of floriculture production. Students will
develop floriculture skills and the basic understanding necessary to be successful in entry-level positions in the
floriculture industry. Classroom and laboratory activities are supplemented through supervised agricultural
experiences and leadership programs and activities.
Career Pathway: Transportation Logistical Support
Course Title: Engine Performance Concepts
Course Number: 47.57900 Course Abbreviation: (ACT—EPC)
Engine Performance Concepts is a course for the Transportation Logistical Support Pathway. The course will help
students build a strong scientific knowledge base and develop skills related to vehicle engine performance in the
logistics and transportation sector. Mastery of these standards through project-based learning and leadership
development activities of the Career and Technical Student Organizations will help prepare students with a
competitive edge for the transportation logistics marketplace.
Career Concentration: Business and Computer Science
Course Title: Business Procedures
Course Number: 07.46210 Course Abbreviation: (BCS—BP)
The goal of this course is to provide students with a project-based approach to prepare them for careers in
administrative information technology. The course will cover general office skills and procedures, attitudes and work
habits, professional dress, career acquisition skills, and information processing. Competencies will be developed in
finance and accounting as well as communication. Personal leadership and management skills will be developed and
practiced throughout the course. Competencies for the co-curricular student organization, Future Business Leaders of
America (FBLA), are integral components of both the core employability skills standards and technical skill
standards. This course may be used with a work-based learning program.
Career Pathway: Administrative Information/Support (not offered in Fulton)
Course Title: Computer Applications I Course Abbreviation: (BCS—CA1)
The goal of this course is to provide an understanding and application of social, ethical, and human issues related to
technology. The course will also provide an introduction to computer technology, decision-making, productivity,
communications, and problem-solving skills. Areas of instruction include computer applications and integration of
word processing, desktop publishing, spreadsheet, database, and presentation software as well as use of emerging
technologies.
In this course, high school students can acquire skills required to create, edit, and publish industry appropriate
documents. Areas of study will also include oral and written communications and information research for reporting
purposes. Competencies for the co-curricular student organization, Future Business Leaders of America (FBLA), are
integral components of both the core employability skills standards and technical skill standards.
69
Supplemental Courses
CAREER PATHWAY & COURSE TITLES (con’t.)
Career Pathway: Computing
Course Title: AP Computer Science A
Course Number: 11.0160010
The AP Computer Science A course is an introductory course in computer science. Because the design and
implementation of computer programs to solve problems involve skills that are fundamental to the study of computer
science, a large part of the course is built around the development of computer programs that correctly solve a given
problem. These programs should be understandable, adaptable, and, when appropriate, reusable. At the same time,
the design and implementation of computer programs is used as a context for introducing other important aspects of
computer science, including the development and analysis of algorithms, the development and use of fundamental
data structures, the study of standard algorithms and typical applications, and the use of logic and formal methods. In
addition, the responsible use of these systems is an integral part of the course. The topic outline on pages 8–10
summarizes the content typically taught in the AP Computer Science A course.
Career Pathway: Financial Management - Services
Course Title: Financial Literacy
Course Number: 07.42600 Course Abbreviation: (BCS—FL)
Students need to be informed about their financial responsibilities today and to prepare for the real choices ahead. In
this course they will learn about career decisions, money management, financial security, credit management,
resource management, risk management, and consumer rights and responsibilities. Business partnerships with
financial companies, guest speakers, field trips, and work-based learning activities can be incorporated in this course.
Mastery of these standards through project-based learning and leadership development activities of Future Business
Leaders of America (FBLA) will help prepare students with a competitive edge for the global marketplace.
Career Pathway: Interactive Media
Course Title: Introduction to Animation and 3d Design
Course Number: 11.42800 Course Abbreviation: (BCS—IAD)
Introduction to Animation and 3d Design is a foundation course that serves as an introduction to the animation and
3d design industry. Emphasis is placed on career awareness, fundamentals of modeling, storyboard creation, cameras
and lighting. Students will learn how 3d technology is used for film, broadcast and games and how it is rapidly
becoming the medium of choice for industrial design, military simulations, and medical visualization. The standards
are aligned with the interactive media standards in Georgia’s technical colleges, thus helping to qualify students for
advanced placement should they continue their education at the post-secondary level. Competencies for the cocurricular student organization, SkillsUSA, are integral components of both the core employability skills standards
and the technical skills standards, and SkillsUSA activities should be incorporated throughout instructional strategies
developed for the course.
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Supplemental Courses
CAREER PATHWAY & COURSE TITLES (con’t.)
Career Concentration: Engineering & Technology
Course Title: Research, Design, and Project Management
Course Number: 21.46100 Course Abbreviation: (ENGR—RDPM)
Research, Design, and Project Management is the fourth course in the engineering pathway. This course provides
students with opportunities to work with students from other pathways as a member of a design team. Research
strategies, prototype testing and evaluation, and communication skills are emphasized.
Career Concentration: Marketing Sales & Service
Course Title: International Business & Marketing
Course Number: 06.41430 Course Abbreviation: (MKT—IBM)
International business and marketing will focus on raising awareness of the interrelatedness of one country’s
political policies and economic practices to another’s learning to improve international business relations through
appropriate communication strategies; understanding the global business environment and the interconnectedness of
cultural, political, legal, economic, and ethical systems; identifying forms of business ownership and international
business opportunities; exploring basic concepts underlying international finance, management, and trade relations;
and developing an understanding of marketing functions in an international setting.
Career Concentration: Marketing Sales & Service
Course Title: Marketing Research
Course Number: 08.48000 Course Abbreviation: (MKT—MR)
In this course, high school students will gain an understanding of marketing research and the role it plays in the field
of marketing. By using primary and secondary research, the students will learn the value of knowing the customer
and be able to identify a viable target market. Through the exploration of survey techniques, students will be aware
of different methods of discovering information that is beneficial to the successful implementation of a marketing
plan. By planning and implementing a data collection experiment, students will learn to examine research design and
collection methods, treatments, control groups, experimental units, random assignment and replication, and the
identification of possible sources of bias and placebo effects. Exposure to career possibilities and ethical issues are
also important aspects of this course.
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CTE Foundation Skills
Foundation Skills in Georgia Performance Standard (GPS) Courses
The Foundation Skills for Career, Technical and Agricultural Education (CTAE) are critical competencies that
students pursuing any career pathway should exhibit to be successful. As core standards for all career pathways in all
program concentrations, these skills link career, technical and agricultural education to the state’s academic
performance standards.
The CTAE Foundation Skills are aligned to the foundation of the U. S. Department of Education’s 16 Career
Clusters. Endorsed by the National Career Technical Education Foundation (NCTEF) and the National Association
of State Directors of Career Technical Education Consortium (NASDCTEC), the foundation skills were developed
from an analysis of all pathways in the sixteen occupational areas. These standards were identified and validated by a
national advisory group of employers, secondary and post-secondary educators, labor associations, and other
stakeholders. The Knowledge and Skills provide learners a broad foundation for managing lifelong learning and
career transitions in a rapidly changing economy.
CTAE-FS-1 Technical Skills: Learners achieve technical content skills necessary to pursue the full range of careers
for all pathways in the program concentration.
CTAE-FS-2 Academic Foundations: Learners achieve state academic standards at or above grade level.
CTAE-FS-3 Communications: Learners use various communication skills in expressing and interpreting
information.
CTAE-FS-4 Problem Solving and Critical Thinking: Learners define and solve problems, and use problemsolving and improvement methods and tools.
CTAE-FS-5 Information Technology Applications: Learners use multiple information technology devices to
access, organize, process, transmit, and communicate information.
CTAE-FS-6 Systems: Learners understand a variety of organizational structures and functions.
CTAE-FS-7 Safety, Health and Environment: Learners employ safety, health and environmental management
systems in corporations and comprehend their importance to organizational performance and regulatory compliance.
CTAE-FS-8 Leadership and Teamwork: Learners apply leadership and teamwork skills in collaborating with
others to accomplish organizational goals and objectives.
CTAE-FS-9 Ethics and Legal Responsibilities: Learners commit to work ethics, behavior, and legal
responsibilities in the workplace.
CTAE-FS-10 Career Development: Learners plan and manage academic-career plans and employment relations.
CTAE-FS-11 Entrepreneurship: Learners demonstrate understanding of concepts, processes, and behaviors
associated with successful entrepreneurial performance.S
K
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Career and Technical Intervention Specialist (CTI)
Overview of CTI Support Services
Career Technical Instruction support services are designed to provide secondary students with disabilities the support
necessary to complete high school and attain employment skills in broad or specific career pathways.
Support Services
Career Technical Instruction (CTI) services in Georgia are designed to support students with disabilities who are
enrolled in career, technical, and agricultural education. The goal of the secondary (grades 9 – 12) level support
services is to provide these students with employment opportunities at the completion of the career, technical, and
agricultural experience. The role of the CTI Specialists is to provide resource assistance to students with disabilities
served under the Individuals with Disabilities Act (IDEA) in CTAE classes. Students are served by special education
teachers to ensure delivery of appropriate accommodations in their classes and assist in coordination of the services
needed to acquire future employment.
CTI Objectives

Provide support services to students with disabilities enrolled in career and technical programs to
ensure successful program completion.

Enable students to acquire skills through a technical and career educational plan.

Coordinate student’s course of study with post-secondary outcomes through an IEP.

Participate in the development of the transition section of an IEP.

Provide work-based learning experiences.

Counsel parents, teachers, students, and faculty to assure correct CTAE placement and scheduling.

Promote a positive self-image.

Provide secondary students with disabilities the opportunity to successfully participate in CTAE
classes.

Maintain and document progress from school to career, which may include plans for post-secondary
training.

Coordinate technical and career assessment of interests and abilities.
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Career and Technical Intervention Specialist (CTI)
Function of CTI Services
Effective implementation of CTI support services at the local level is designed to meet specific needs of students
with disabilities in CTAE programs according to guidelines set forth by the interfacing concept of CTAE and Special
Education at the GADOE. It necessitates a thorough understanding of CTI support service goals and the full
spectrum of resources available to facilitate the achievement of those goals. It requires the CTI Specialists to utilize
specialized competencies and skills necessary to successfully implement CTI support services. The function of the
CTI support services is to provide assistance to students with disabilities within CTAE classes and laboratories and
to coordinate transitional services needed for students to attain the post-secondary outcome goals specifically related
to their education, training and employment goals.
A clarification of the Carl D. Perkins Vocational Education Act states that a student
may not be identified and/or claimed as both disabled and disadvantaged. If a student
meets both sets of criteria, the priority for identification should be as a student with a
disability.
The planning and implementation of CTI support services in CTAE classrooms and laboratories must be
consistent with the IEP goals of the students by involving appropriate faculty, administration, and community
agencies. Likewise, all federal, state, and local requirements must be met.
The Career and Technical Instruction (CTI) program is designed to support students with disabilities who are
enrolled in Career, Technical, and Agricultural Education (CTAE) courses. The program offers a leadership
conference and a recognition program for students who show the greatest improvement in career and work
adjustment skills. www.georgiacti.org
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Career Related Education (CRE)
Work-Based Learning
Career Related Education (CRE) provides structured, age-appropriate experiences which prepare students for the
school-to-career transition. The range of CRE experiences begins with Career Awareness and Exploration in middle
school and culminates with work-based learning during the eleventh and twelfth grade. Work-Based learning
provides students the opportunity to be enrolled in an internship, cooperative education or youth apprenticeship.
Work-based Learning (WBL) is designed to provide relevant experiences in all career areas that will assist students
in making decisions concerning their future. WBL Coordinators are the key to ensuring that placements and
experiences are valuable and meaningful for students. In order for our Career Academies to be effective, the WBL
coordinator must make regular visits to student work-sites and confer with on-the-job supervisors at regular intervals
to check and evaluate students for grading purposes.
Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for
a WBL placement, a student must be in grades 11 or 12 and at least 16 years old. Students must also have a defined
Career Pathway in order to participate in the Work-Based component of Career-Related Education. This is especially
important for successful completion of a student’s pathway in that their job placement is directly related to the
curriculum of the Career Technical and Agricultural Education classes they have completed or in which they are
concurrently enrolled. There are several opportunities for students to participate in work-based learning. These
opportunities include Cooperative Education, Internship, Youth Apprenticeship, and Clinical Experiences.
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Career Related Education (CRE)
Work-Based Learning
Placement Criteria Checklist
Youth Apprenticeship
 Student has been promoted to the 11th or 12th grade
 Student has received as least one unit of CTE credit (minimum hours of instruction-144 hours
or 135 hours in a block schedule) prior to placement.
 Student has a detailed training plan signed (by student, parent, employer, and WBL coordinator)
that establishes a realistic goal of accumulating 2000 hours of on-the-job training
 Student has Training and Safety Agreement on file signed by all parties (student,
parent/guardian, employer, school WBL Coordinator)
 Student receives compensation according to a progressive wage scale established by the
employer
 Student has a mentor assigned by the business and is evaluated on-site
 Student has an Individual Career Plan (ICP) that includes completion of a component of postsecondary training.
 Job is classified as highly skilled in business and industry
Cooperative Education
 Student has been promoted to the 11th or 12th grade
 Job placement is high skill, high wage, high demand as required by Perkins Legislation
 Detailed Training Plan on file and signed (by student, parent, employer, and WBL coordinator)
that accounts for time spent on the job is equal or greater than the number of seat-hours required
for the credit given
 Student has Training and Safety Agreement on file and signed by all parties (student,
parent/guardian, employer, school WBL Coordinator)
 Job responsibilities reflect what is being learned in a class concurrently enrolled
 Student receives compensation in compliance with state and federal labor laws
 Student has a mentor assigned by the business and is evaluated on-site
 Student has an Individual Career Plan (ICP)
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Career Related Education (CRE)
Work-Based Learning
Placement Criteria Checklist
Clinical Experiences
 Student has been promoted to the 11th or 12th grade
 A Clinical placement is an extension of the curricula in upper level courses to apply what has
already been learned in the Healthcare Science concentration.
 A detailed Training Plan is on file and signed (by student, parent, employer, and WBL
coordinator)
 Student has Training and Safety Agreement on file and signed by all parties (student,
parent/guardian, employer, school WBL Coordinator)
 The credit associated with a Clinical placement is limited to that which is already being awarded
for the course from which the Clinical is arranged. It represents a part of the work-load for that
course.
 A Clinical is an unpaid placement.
 The student has a mentor assigned by the business and is evaluated on site by the Clinical
Instructor. The WBL Coordinator does not supervise a student on a Clinical placement.
 The student has an Individual Career Plan (ICP).
Internship Experiences
 Student has been promoted to the 11th or 12th grade.
 A short-term Internship does not result in the awarding of credit separate from that of the class
through which the internship is sponsored. The training plan for students in long-term
Internships for which students earn course credit addresses competencies specified in the
Georgia Performance Standards.
 Student has Training and Safety Agreement on file and signed by all parties (student,
parent/guardian, employer, school WBL Coordinator)
 The student must have earned a minimum of one unit of credit in a CTE pathway related to the
placement. If no directly related CTAE course is offered in the school, the WBL-Coordinator
can, at his or her discretion, qualify a closely-related academic course to meet this requirement.
 The student may receive compensation in compliance with state and federal labor laws, or this
may be an unpaid placement.
 The student has a mentor assigned by the business and is evaluated on site
 The student has an Individual Career Plan (ICP).
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Fulton Institute of Technology (FIT)
In school year 2010, Fulton County Schools launched the Fulton Institute of Technology (FIT), a multi-year
initiative integrating science, technology, engineering and mathematics in state-of-the-art learning facilities. FIT
offers career pathways that fuse practical and virtual learning in a technology-rich environment. Students take
courses in specific pathways and receive hands-on-experience through the applied curriculum, job shadowing and
internships.
The initial pathway being offered through FIT is the Cisco Networking Academy, which is designed to help students
learn information and communication technology skills. The coursework prepares students for technical colleges,
entry-level networking jobs, and Cisco certifications. Future career pathways offered through FIT may include
manufacturing technology, energy systems, biotechnology, transportation technology, radiology, food science and
restaurant management, flight operations, digital design, etc.
Value to Students
FIT was designed to be another option for high school students. Motivated students who want to earn college credit
while still in high school can take advantage of dual-enrollment opportunities. Students who want to be more
competitive for high tech jobs can earn industry-recognized credentials. Students at risk of dropping out of high
school can turn to FIT to help keep them on track through hands-on learning in engaging career pathways.
Value to Businesses
Local businesses need qualified employees to fill high tech, high demand positions. FIT will partner with local
businesses and technical colleges to identify the 21st century skills in demand and offer engaging curricula in a
project-based format to develop these skills. Having a local pool of qualified candidates will reduce the recruitment
and training costs for businesses.
The global demand for highly skilled technology workers continues to grow. Fulton County Schools is committed to
ensuring that all students prosper in a 21st century economy. The district recognizes the need for strong workforce
development programming with pathways to success in high tech and high wage jobs. The Fulton Institute of
Technology will be the cornerstone of the district’s career and technical education offerings.
78
Smaller Learning Communities (SLC)
Project LIFT (Learning in Fulton Together) is the result of a $5.2M Smaller Learning Communities Grant
awarded by the U.S. Department of Education to Banneker, Creekside, Tri-Cities, and Westlake. The grant requires
schools to increase student proficiency on the GHSGT and EOCT, increase the graduation rate, and to increase the
number of students who enroll in post-secondary education the year following graduation.
To help all students meet their goals, each school will use grant funds to offer a variety of services and
supports, including tutoring, credit recovery, Summer Bridge, and ―
zero‖ periods. Additionally, teachers will be
trained on a variety of best practices that will help them to better assess student ability, analyze data and customize
student instruction. The schools will conduct extensive outreach to parents and students to encourage enrollment in
Advanced Placement and dual credit courses. Other programs include ―
Parents as Leaders,‖ a series of quarterly
workshops for students and parents on academic requirements, scholarships and financial aid, the college application
process, selecting a college, time management, and study skills.
In an effort to ease the ninth grade transition, Banneker, Creekside, Tri-Cities, and Westlake High Schools
will host a Summer Bridge Program for rising ninth graders. Summer Bridge is an extended learning program
designed to address academic deficits, particularly in language arts, reading and mathematics; assist students in
acquiring the coping, study, relationship and time management skills necessary for success in high school; and
introduce them to the important role of high school in achieving their goals. Each school will establish freshman
academies for all ninth graders and establish at least two career-themed academies for students in the upper grades.
Students will complete Individual Graduation Plans with a teacher-advisor during the first semester of the ninth
grade to help them set coursework goals that will make them college-ready after graduation.
Students in all four schools will participate in the Georgia Work Ready Certification program sponsored by
the State of Georgia. Each student will have access to the WorkKeys assessment, KeyTrain training and Career
Ready 101 curriculum to better prepare them for their future, whether they look for immediate employment or
further education.
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Smaller Learning Communities (SLC)
Project LIFT will use the Southern Regional Education Board (SREB)/High Schools That Work (HSTW)
model of school reform to assist Banneker High School, Creekside High School, Tri-Cities High School and
Westlake High School restructure to Smaller Learning Communities (SLC). SREB/HSTW has committed to work
with the schools to raise student achievement by changing school and classroom practices by using the key practices
of HSTW. High Schools That Work (HSTW) is an effort-based school improvement initiative founded on the
conviction that most students can master rigorous academic and career/technical studies if school leaders and
teachers create an environment that motivates students to make the effort to succeed. The HSTW school
improvement design provides a framework of Goals, Key Practices and Key Conditions for accelerating learning and
setting higher standards. It recommends research-based practices for schools to improve academic and
career/technical instruction and student achievement.
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Transition Career Partnership (TCP)
Vision
To provide students with information, guidance and resources to make informed career choices that will lead them
through their best career pathway.
Mission
To strengthen the link between secondary and post-secondary education and to maximize the successful seamless
transition of students from one educational level to another, with the goal of ensuring increased student academic,
career and technical achievement. To ensure that every student will be prepared to advance to a successful career
and understand the benefits of lifelong learning.
Dual Enrollment
An educational opportunity that allows secondary students to earn dual credit from both GADOE schools and the
TCSG technical colleges while the student is still in high school. The students must be at least 16 years old and be
classified as a junior or senior. Dual enrollment courses may be taught at the student’s home high school, at the
sponsoring technical college or at a career center or similar location. The instructor can be an employee of the
technical college or the secondary school. The HOPE Grant will help pay the technical college expenses for all
students who qualify.
Joint Enrollment
Allows high school students to earn post-secondary credits only. The course is taught by a post-secondary instructor
on the college campus. The HOPE Grant will help pay for coursework for students who qualify.
Articulation
The articulation process allows students to receive credit at the post-secondary institution rather than duplicating
coursework already taken at the high school level. Secondary course standards are aligned with post-secondary
course standards and students earn credit for both courses. However, students must pass the college course
exemption exam and be accepted into the post-secondary institution upon earning the college credit.
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Non-Traditional Occupations
What are Nontraditional Careers?
Occupations or fields of work for which individuals from one gender comprise less than 25 percent of the individuals
employed in each such occupation or field of work. For example, Nursing is a nontraditional occupations/field of
work for males because more than 25% of that population is female.
Examples:
Nontraditional pathway
Aircraft support
Architectural drawing and design
Cosmetology
Engineering
Nursing
Early childhood education/Teaching as a profession
Transportation, Distribution & Logistics
Gender underrepresented
Females
Females
Males
Females
Males
Males
Females
Why do we care?
It is important that all students are aware of the career options available to them, and do not limit themselves to
thinking of only career paths that are common for their gender. Many of the jobs considered nontraditional offer
great salaries, benefits, and/or advancement opportunities, and it would be a shame to miss out just because ―
guys
aren’t into this‖ or ―
girls don’t do that‖ or worse yet, because students do not know they exist.
Students win by choosing careers based on their interests, and both employers benefit when the full potential of a
diverse workforce is engaged in making them more innovative and competitive.
Where can I find out more?
Students: Check with your counselor or for more resources on all career options, check out the career cluster
information and career exploration activities on GA College 411 at
https://secure.gacollege411.org/Career_Planning/Explore_Careers/Explore_Careers.aspx
Counselors and school staff: For information specific to nontraditional careers, see the resources at
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/Pages/Non-Traditional-Career-Resources.aspx
82
Resources
Career Planning Resources
Georgia Department of Education
www.doe.k12.ga.us
Career Cruising
www.careercruising.com
Career Explorer
www.careerxplorer.com
Career Voyages
www.careervoyages.org
Dictionary of Occupational Titles
www.occupationalinfo.org
GA College 411
www.gacollege411.org
Georgia Career Information Center
www.gcic.peachnet.edu
Georgia Labor Market Explorer
http://explorer.dol.state.ga.us
Georgia Standards
www.georgiastandards.org
Georgia Work Ready
www.gaworkready.org
Occupational Outlook Handbook
www.bls.gov./oco
Occupational Supply Demand System
http://occsupplydemand.net
States Career Clusters
www.careerclusters.org
Streaming Futures
www.kidzonline.org/streamingfutures/
Southern Regional Education Board
www.sreb.org
What Interests You
http://stats.bls.gov/k12/html/edu_over.htm
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Career Planning Guide
Step One:
Make Some Lists
Step Two:
Play the Match
Game
Step Three:
Choose Your Career
Pathway
Dream Your
Potential
Choose Your
Concentration
Achieve Your
High-Skilled
Dream
Complete by
Action Steps
Done
Read this handbook with your parents, review the career concentration area that
interests you, and write down questions. Call the CTE office at 404-346-4376 to
get questions answered or call your school’s counseling office.
Step One: Make Some Lists
Identify the members of your future planning team.
Parents/guardians:
Name: ____________________________ Telephone:_________________
Name: ____________________________ Telephone:_________________
Counselor: ____________________________________________________
Telephone: ________________ Email: ______________________________
Teacher/Advisor: ______________________________________________
Telephone: ________________ Email:______________________________
Create your list of dream jobs.
1. _______________________________________
2. _______________________________________
3. _______________________________________
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Career Planning Guide
Complete
Step One: Make Some Lists (con’t.)
Done
by
Write down the results of any Career Assessments you have taken.
Career Assessment
1. ex.
GACollege411
Results
Pilot
2.
3.
4.
Write down the courses in which you get the best grades.
1. ____________________________________________________________
2. ____________________________________________________________
3. ____________________________________________________________
Write down the courses you most enjoy.
1. _____________________________________________________________
2. _____________________________________________________________
3. _____________________________________________________________
Action Steps
Play the Match Game to see what careers match your interests and skills.
Step Two: Play the Match Game
With the help of your school counselor or teacher/advisor, set up a planning meeting to
choose your career pathway.
School counselor, teacher/advisor should bring:
You and your parents /guardians
should bring:
 Your career assessment results
 Your state test result
 Your grade reports (academic and
elective classes)
The results of your Match Game
Materials to take notes
Any questions you might have as a
result of reading this handbook or
from any research you’ve done.
Note:


1 unit of Health and Physical Education required for all students
th
The 4 science unit may be used to meet both science and elective requirements
A total of 3 units required from: Career and Technical Ed. and/or Foreign Language and/or Fine Arts for all
students (students planning to enter or transfer into a University System of Georgia institution or other Postsecondary institution must take two units of the same foreign language).
85
Career Planning Guide
Complete
Action Steps
Done
by
Now that you have met with your future planning team, get involved in Career and
Technical Education and focus on your future.
Step Three: Choose Your Career Pathway
Which Career Pathway did you choose to complete in high school?
Career Pathway ______________________________________________________
Choose a Career and Technical Student Organization (CTSO) that matches your
Career Pathway.
___________________________________________________________________
Begin exploring post-secondary schools which offer curricula that match your Career
Ongoing
Pathway. Do Research during your high school years.
1._________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________
Begin researching scholarship information during your high school years.
Ongoing
Set up a schedule to revisit your plans and revise them if necessary:
Date: _____________________________________________________________
Date: _____________________________________________________________
Your Turn: Add any other items to this list that you think will help you in your education
and career Planning. For example, you could make a note of career fairs or career days you
plan to attend. You might list internet sites of career areas in which you are interested, or
list colleges you want to visit or learn more about.
86
Career Planning Guide
Last Name
First
School
Middle
Current Grade Level
9th Grade
Course
10th Grade
Unit(s) Course
No.
Unit(s)
No.
Alternates
Alternates
87
Career Planning Guide
11th Grade
Course
12th Grade
Unit(s) Course
No.
Unit(s)
No.
Alternates
Alternates
88
Course
Sequence 2012-2013
2011-2012
Course
Sequence
Alpharetta High School
Alpharetta
High School
Architectural
Drawing and
Design
Broadcast
Video
Production
Computing
Culinary Arts
Engineering
Financial
Management
Accounting
Interactive
Media
Introduction to
Engineering
Drawing and
Design
Broadcast
Video
Production I
Computing in
the Modern
World
Introduction
to Culinary
Arts
Foundations
of Engineering
and
Technology
Business
Essentials
Computing
in the
Modern
World
Architectural
Drawing and
Design I
Broadcast
Video
Production II
Beginning
Programming
Culinary
Arts I
Engineering
Concepts
Principles of
Accounting I
Fundamentals
of Web
Design
Architectural
Drawing and
Design II
Broadcast
Video
Production III
Intermediate
Programming
Culinary
Arts II
Engineering
Applications
Honors
Accounting
Advanced
Web Design
WBL
WBL
WBL
WBL
WBL
WBL
WBL
Level 1
Level 3
Level 2
Level 4
89
Course Sequence 2012-2013
Course High
Sequence
2011-2012
Alpharetta
School,
page 2
Milton High School
Additional
Courses
Additional
Courses
Business
Essentials
AP
Computer
Science A
Research,
Design, and
Project
Management
Legal
Environment
of Business
Broadcast
Video
Production IV
Entrepreneuria
l Ventures
Financial
Literacy
WBL
Introduction to
Animation and
3-D Design
Small
Business
Development
Level 1
Level 3
Level 2
Level 4
90
CourseSequence
Sequence 2011-2012
Course
2012-2013
Banneker High School
Banneker High School
Nutrition and
Food Science
Small
Business
Development
Computing in
the Modern
World
Food,
Nutrition and
Wellness
Business
Essentials
Introduction to
Healthcare
Science
Engineering
Concepts
Fundamentals
of Web
Design
Food and
Nutrition
through the
Lifespan*
Legal
Environment
of Business
Application of
Therapeutic
Services
Engineering
Applications
Advanced
Web Design
Food
Science*
Entrepreneurial
Ventures
Nursing
Essentials
WBL
WBL
WBL
WBL
Therapeutic
Services
Nursing
Internship
Engineering
Interactive
Media
Foundations
of Engineering
& Technology
Level 1
Level 3
Level 2
Level 4
Therapeutic
ServicesNursing
*4th Science Credit
91
Course Sequence 2012-2013
Cambridge
High
School
Course
Sequence
2011-2012
Tri-Cities High School
Architecture
Drawing and
Design
Broadcast
Video
Production
Computing
Engineering
Interactive
Media
Law & Justice
Introduction to
Engineering
Drawing &
Design
Broadcast
Video
Production I
Computing
in the
Modern
World
Foundations
of Engineering
& Technology
Computing
in the
Modern
World
Introduction
to Law and
Justice
Architecture
Drawing &
Design I
Broadcast
Video
Production II
Beginning
Programming
Engineering
Concepts
Fundamentals
of Web
Design
Law,
Community
Response and
Policing
Architecture
Drawing &
Design II
Broadcast
Video
Production
III
Intermediate
Programming
Engineering
Applications
Advanced
Web Design
Criminal
Investigation
and Forensics
WBL
WBL
WBL
WBL
WBL
WBL
Level 1
Level 3
Level 2
Level 4
92
Course Sequence 2012-2013
Course Sequence
Cambridge
High2011-2012
School, page 2
Milton High School
Travel
Marketing and
Lodging
Management
Additional
Courses
Marketing
Principles
Computer
Applications
Discovering
Hospitality &
Tourism
Marketing
Discovering&
Hospitality
Hospitality &
Tourism
Tourism
Management
Marketing
WBL
Level 1
Level 3
Level 2
Level 4
93
Course
Sequence2011-2012
2011-2012
Course
Sequence
Centennial High School
Centennial High School
Computing
Engineering
Financial
Management
Accounting
Interactive
Media
Law and
Justice
Broadcast
Video
Production I
Computing
in the
Modern
World
Foundations
of Engineering
and
Technology
Business
Essentials
Computing
in the
Modern
World
Introduction
to Law and
Justice
Food,
Nutrition and
Wellness
Broadcast
Video
Production II
Beginning
Programming
Engineering
Concepts
Principles of
Accounting I
Fundamentals
of Web
Design
Law,
Community
Response and
Policing
Food and
Nutrition
through the
Lifespan*
Broadcast
Video
Production III
Intermediate
Programming
Engineering
Applications
Principles of
Accounting
II
Advanced
Web Design
Criminal
Investigation
and Forensics
Food
Science*
WBL
WBL
WBL
WBL
WBL
WBL
WBL
Broadcast
Video
Production
Level 1
Level 3
Level 2
Level 4
Nutrition and
Food Science
*4th Science Credit
94
Course Sequence 2011-2012
Course Sequence
2011-2012
Centennial
High School,
page 2
Milton High School
Therapeutic
ServicesMedical
Services
Additional
Courses
Business
Essentials
Introduction
to Healthcare
Science
Computer
Applications
Legal
Environment
of Business
Application of
Therapeutic
Services
Financial
Literacy
Entrepreneuria
l Ventures
General
Medicine
Introduction to
Animation &
3-D Design
WBL
WBL
Research
Design &
Project
Management
Small
Business
Development
Level 1
Level 3
Level 2
Level 4
95
Course
Sequence 2012-2013
Course Sequence 2011-2012
Chattahoochee
High
School
Chattahoochee High
School
Graphic
Design
Interactive
Media
Business
Essentials
Introduction
to Graphics
and Design
Computing in
the Modern
World
Introduction to
Healthcare
Science
Foundations
of
Transportation
and Logistics
Engineering
Concepts
Accounting
I
Graphic
Design &
Production
Fundamentals
of Web
Design
Application of
Therapeutic
Services
ElectricalElectronic
Systems and
Design
Architecture
Drawing &
Design II
Engineering
Applications
Accounting
II
Advanced
Graphic
Design
Advanced
Web Design
General
Medicine
Chassis
System and
Design
WBL
WBL
WBL
WBL
WBL
Architecture
Drawing and
Design
Engineering
Financial
Management
Accounting
Introduction to
Engineering
Drawing &
Design
Foundations
of Engineering
& Technology
Architecture
Drawing &
Design I
Level 1
Level 3
Level 2
Level 4
Therapeutic
ServicesMedical
Services
Medical
Services
Internship
Transportation
Logistical
Support
WBL
96
Course Sequence 2011-2012
Creekside
High2012-2013
School
Course
Sequence
Creekside High School
Aircraft
Support
Agriscience
Computing
Early
Childhood
Education
Interactive
Media
Law and
Justice
Nutrition and
Food Science
Fundamentals
of Aviation
Basic
Agriculture
Science and
Technology
Computing
in the
Modern
World
Intro to Early
Childhood
Care and
Education
Computing
in the
Modern
World
Introduction
to Law and
Justice
Food,
Nutrition and
Wellness
Aviation
Maintenance
I
Animal
Science
Technology
*(not offered)
Beginning
Programming
Human Growth
& Development
for Early
Childhood
Fundamentals
of Web
Design
Law,
Community
Response and
Policing
Food and
Nutrition
through the
Lifespan*
Aviation
Maintenance
II
Plant Science
and
Biotechnology
Intermediate
Programming
Health, Safety
and Nutrition
for the Young
Child
Advanced
Web Design
Criminal
Investigation
and Forensics
Food
Science*
WBL
WBL
WBL
WBL
WBL
WBL
WBL
Level 1
Level 3
Level 2
Level 4
*4th Science Credit
97
Course
Sequence
2012-2013
Course
Sequence
2011-2012
Creekside
HighSchool
School, page 2
Creekside High
Plant Science/
Horticulture
Level 1
Level 3
Level 2
Level 4
*4th Science Credit
Small
Business
Development
Sports &
Entertainment
Marketing
Basic
Agriculture
Science and
Technology
Business
Essentials
Marketing
Principles
General
Horticulture
and Plant
Science*
Legal
Environment
of Business
Introduction to
Sports &
Entertainment
Marketing
Nursery and
Landscape
Entrepreneurial
Ventures
Advanced
Sports &
Entertainment
Marketing
WBL
WBL
WBL
98
Course
Sequence
Course
Sequence2012-2013
2011-2012
IndependenceHigh
High School
Independence
School
Early
Childhood
Education
Interactive
Media
Marketing and
Management
Small
Business
Development
Intro to Early
Childhood
Care and
Education
Computing
in the
Modern
World
Marketing
Principles
Business
Essentials
Human Growth
& Development
for Early
Childhood
Fundamentals
of Web
Design
Entrepreneurship: Building a
Business
Legal
Environment
of Business
Health, Safety
and Nutrition
for the Young
Child
Advanced
Web Design
Advanced
Marketing
Entrepreneurial
Ventures
WBL
WBL
WBL
WBL
Level 1
Level 3
Level 2
Level 4
Additional
Courses
Computer
Applications
I
99
Course
Sequence 2012-2013
2011-2012
Course
Sequence
Johns Creek High School
Johns
Creek High School
Architecture
Drawing and
Design
Broadcast
Video
Production
Engineering
Interactive
Media
Financial
Management
Accounting
Sports &
Entertainment
Marketing
Additional
Courses
Introduction to
Engineering
Drawing &
Design
Broadcast
Video
Production I
Foundations
of Engineering
& Technology
Computing
In the
Modern
World
Business
Essentials
Marketing
Principles
Computer
Applications
Architecture
Drawing &
Design I
Broadcast
Video
Production II
Engineering
Concepts
Fundamentals
of Web
Design
Accounting
I
Introduction to
Sports &
Entertainment
Marketing
AP
Computer
Science A
Architecture
Drawing &
Design II
Broadcast
Video
Production
III
Engineering
Applications
Advanced
Web Design
Accounting
II
Advanced
Sports &
Entertainment
Marketing
Research,
Design &
Proj. Mgmt
WBL
WBL
WBL
WBL
WBL
WBL
Introduction to
Animation and
3-D Design
Level 1
Level 3
Level 2
Level 4
100
Course
Sequence 2012-2013
Course
Sequence
2012-2013
Langston
Hughes High
High School
Langston
Hughes
School
Engineering
Financial
Management
Accounting
Graphic
Design
Interactive
Media
Nutrition &
Food Science
Small
Business
Development
Sports and
Entertainment
Marketing
Foundations
of Engineering
& Technology
Business
Essentials
Introduction to
Graphics and
Design
Computing
in the
Modern
World
Food Nutrition
& Wellness
Business
Essentials
Marketing
Principles
Engineering
Concepts
Principles of
Accounting I
Graphic
Design and
Production
Fundamentals
of Web
Design
Food &
Nutrition
Through the
Lifespan
Legal
Environment
of Business
Introduction to
Sports &
Entertainment
Marketing
Engineering
Applications
Principles of
Accounting
II
Advanced
Graphic
Design
Advanced
Web Design
*Food Science
Entrepreneuria
l Ventures
Advanced
Sports &
Entertainment
Marketing
WBL
WBL
WBL
WBL
WBL
WBL
WBL
Level 1
Level 3
Level 2
Level 4
*4th Science Credit
101
Course Sequence 2012-2013
Langston Hughes High School, page 2
Level 1
Level 3
Level 2
Level 4
Teaching As
A Profession
Transportation
Logistical
Support
Examining the
Teaching
Profession
Foundations
of
Transportation
& Logistics
Contemporary
Issues in
Education
Electrical /
Electronic
Systems &
Design
Teaching As a
Profession
Internship
Chassis
System and
Design
WBL
WBL
*4th Science Credit
102
Course
2012-2013
CourseSequence
Sequence 2011-2012
McClarin
School
McClarin High
High School
Financial
Management
Services
Interactive
Media
Small
Business
Development
Intro to Early
Childhood
Care and
Education
Business
Essentials
Computing
in the
Modern
World
Business
Essentials
Broadcast
Video
Production II
Human Growth
& Development
for Early
Childhood
Banking
and
Investing
Fundamentals
of Web
Design
Legal
Environment
of Business
Broadcast
Video
Production III
Insurance and
Risk
Management
Advanced
Web Design
Entrepreneurial
Ventures
(not offered)
Health, Safety
and Nutrition
for the Young
Child
WBL
WBL
WBL
WBL
WBL
Broadcast
Video
Production
Early
Childhood
Education
Broadcast
Video
Production I
Level 1
Level 3
Level 2
Level 4
(not offered)
103
Course
Sequence2012-2013
2012-2013
Course
Sequence
Milton
HighSchool
School
Milton
High
Engineering
Financial
Management
Accounting
Interactive
Media
Law and
Justice
Nutrition and
Food Science
Small
Business
Development
Teaching as a
Profession
Foundations
of Engineering
& Technology
Business
Essentials
Computing
In the
Modern
World
Introduction
to Law and
Justice
Food
Nutrition and
Wellness
Business
Essentials
Examining
the Teaching
Profession
Engineering
Concepts
Principles of
Accounting
I
Fundamentals
of Web
Design
Law,
Community
Response &
Policing
Food and
Nutrition
Through the
Lifespan
Legal
Environment
of Business
Contemporary
Issues in
Education
Engineering
Applications
Principles of
Accounting
II
Advanced
Web Design
Criminal
Investigation
and Forensics
Food
Science
Entrepreneuria
l Ventures
Teaching as
a Profession
Internship
WBL
WBL
WBL
WBL
WBL
WBL
WBL
Level 1
Level 3
Level 2
Level 4
104
CourseSequence
Sequence 2011-2012
Course
2012-2013
Milton
Schoolpage 2
Milton
HighHigh
School,
Therapeutic
ServicesMedical
Services
Additional
Courses
Introduction
to Healthcare
Science
AP
Computer
Science A
Application of
Therapeutic
Services
Intermediate
Programming
General
Medicine
Introduction to
Animation and
3-D Design
WBL
Level 1
Level 3
Level 2
Level 4
105
Course Sequence 2011-2012
Course Sequence 2012-2013
North Springs Charter High School
North Springs High School
Early
Childhood
Education
Graphic
Design
Interactive
Media
Nutrition and
Food Science
Small
Business
Development
Therapeutic
Services –
Medical
Services
Introduction to
Early
Childcare and
Education
Introduction
to Graphics
& Design
Computing
In the
Modern
World
Food,
Nutrition and
Wellness
Business
Essentials
Introduction
to
Healthcare
Services
Human Growth
& Development
for
Education
Graphic
Design &
Production
Fundamentals
of Web
Design
Food and
Nutrition
Through the
Lifespan
Legal
Environment
of Business
Application
of
Therapeutic
Sciences
Health, Safety
and Nutrition
for the Young
Child
Advanced
Graphic
Design
Advanced
Web Design
Food
Science
Entrepreneurial
Ventures
General
Medicine
Early
Childhood
Education
Internship
WBL
WBL
WBL
WBL
Medical
Services
Internship
Level 1
Level 3
Level 2
Level 4
Additional
Courses
AP
Computer
Science
106
Course
Sequence 2012-2013
2011-2012
Course
Sequence
NorthviewHigh
High School
Northview
School
Broadcast
Video
Production
Engineering
Financial
Management
Accounting
Interactive
Media
Marketing &
Management
Additional
Courses
Introduction to
Engineering
Drawing and
Design
Broadcast
Video
Production I
Foundations
of Engineering
and
Technology
Business
Essentials
Computing
in the
Modern
World
Marketing
Principals
AP
Computer
Science A
Architectural
Drawing and
Design I
Broadcast
Video
Production II
Engineering
Concepts
Principles
of
Accounting
I
Fundamentals
of Web
Design
Intro to
Fashion
Marketing
Business
Procedures
Architectural
Drawing and
Design II
Broadcast
Video
Production III
Engineering
Applications
Honors
Accounting
Advanced
Web Design
Advanced
Fashion
Marketing
Financial
Literacy
WBL
WBL
WBL
WBL
WBL
WBL
WBL
Architectural
Drawing and
Design
Level 1
Level 3
Level 2
Level 4
107
Course Sequence 2011-2012
Course
Sequence 2012-2013
Riverwood High School
Riverwood High School
Broadcast
Video
Production
Culinary Arts
Engineering
Broadcast
Video
Production I
Introduction
to Culinary
Arts
Foundations
of Engineering
and
Technology
Broadcast
Video
Production II
Culinary Arts
I
Broadcast
Video
Production III
WBL
Interactive
Media
Small
Business
Development
Additional
Courses
Computing
in the
Modern
World
Business
Essentials
Recommended
Engineering
Concepts
Fundamentals
of Web
Design
Legal
Environment
of Business
IB SL
Culinary Arts
II
Engineering
Applications
Advanced
Web Design
Entrepreneurial
Ventures
IB HL
WBL
WBL
WBL
WBL
Level 1
Level 3
Level 2
Level 4
Business
Essentials
108
Course
2012-2013
CourseSequence
Sequence 2012-2013
Roswell High
High School
Roswell
School
Nutrition
and Food
Science
Small
Business
Development
Additional
Courses
Computing
In the
Modern
World
Food
Nutrition
and
Wellness
Business
Essentials
AP
Computer
Science
Engineering
Concepts
Fundamentals
of Web Design
Food and
Nutrition
Through the
Lifespan
Legal
Environment
of Business
Computer
Applications
Cosmetology
Practicum I
Engineering
Applications
Advanced
Web
Design
Food
Science
Entrepreneur
ial Ventures
WBL
WBL
WBL
WBL
WBL
Engineering
Interactive
Media
Salon
Services
Core I
Foundations of
Engineering &
Technology
Broadcast
Video
Production
II
Salon
Services
Core II
Architectural
Drawing and
Design II
Broadcast
Video
Production
III
WBL
WBL
Architecture
Drawing &
Design
Broadcast
&
Video
Production
Cosmetology
Intro to
Engineering
Drawing and
Design
Broadcast
Video
Production I
Architectural
Drawing and
Design I
Level 1
Level 3
Level 2
Level 4
109
CourseSequence
Sequence 2011-2012
Course
2012-2013
Tri-Cities High
High School
Tri-Cities
School
Engineering
Financial
Management
Services
Graphic
Designs
Computing
Cosmetology
Culinary Arts
Broadcast
Video
Production I
Computing
in the
Modern
World
Salon
Services
Core I
Introduction
to Culinary
Arts
Foundations
of Engineering
and
Technology
Business
Essentials
Introduction to
Graphics and
Design
Broadcast
Video
Production II
Beginning
Programming
Salon
Services
Core II
Culinary
Arts I
Engineering
Concepts
Banking and
Investing
Graphic
Design and
Production
Broadcast
Video
Production III
Intermediate
Programming
Advanced
Styling
Principles
Culinary
Arts II
Engineering
Applications
Insurance
and Risk
Management
Graphic
Output
Processes
WBL
WBL
WBL
WBL
WBL
WBL
Broadcast
Video
Production
WBL sd
Level 1
Level 3
Level 2
Level 4
110
Course Sequence 2012-2013
Course Sequence
2011-2012
Tri-Cities
High School,
page 2
Tri-Cities High School
Interactive
Media
Small
Business
Development
Sports and
Entertainment
Marketing
Travel
Marketing and
Lodging
Management
Additional
Courses
Computing
in the
Modern
World
Business
Essentials
Marketing
Principles
Marketing
Principles
Computer
Applications
Fundamentals
of Web
Design
Legal
Environment
of Business
Introduction to
Sports &
Entertainment
Marketing
Discovering
Hospitality &
Tourism
Marketing
Chemical
Processing
Advanced
Skin & Nail
Advanced
Web Design
Entrepreneurial
Ventures
Advanced
Sports &
Entertainment
Marketing
Hospitality &
Tourism
Management
WBL
WBL
WBL
WBL
Level 1
Level 3
Level 2
Level 4
111
Course
Sequence2012-2013
2012-2013
Course
Sequence
Roswell High School
Westlake
High School
Financial
Management
Accounting
Interactive
Media
Small Business
Development
Sports and
Entertainment
Marketing
Foundations of
Engineering &
Technology
Business
Essentials
Computing
In the
Modern
World
Business
Essentials
Marketing
Principles
Engineering
Concepts
Principles
of
Accounting
I
Fundamentals
of Web Design
Legal
Environment
of Business
Introduction
to Sports &
Entertainment
Engineering
Applications
Principles
of
Accounting
II
Advanced
Web
Design
Entrepreneuri
al Ventures
Advanced
Sports &
Entertainment
Marketing
WBL
WBL
WBL
WBL
WBL
Architecture
Drawing &
Design
Broadcast
&
Video
Production
Computing
Engineering
Intro to
Engineering
Drawing and
Design
Broadcast
Video
Production I
Computing
in the
Modern
World
Architectural
Drawing and
Design I
Broadcast
Video
Production
II
Beginning
Programming
Architectural
Drawing and
Design II
Broadcast
Video
Production
III
Intermediate
Programming
WBL
WBL
WBL
Level 1
Level 3
Level 2
Level 4
Marketing
112
Course
Sequence 2012-2013
Course Sequence 2011-2012
WestlakeMilton
High High
School,
page 2
School
Therapeutic
ServicesEmergency
Services
Additional
Courses
Introduction to
Healthcare
Science
Introduction to
Healthcare
Science
AP
Computer
Science A
Pharmacy
Operations
Fundamentals
Emergency
and Disaster
Preparedness
Computer
Applications
Medical
Calculations
and Drug
Administration
Concepts of
Emergency
Medicine
Introduction to
Animation and
3-D Design
WBL
WBL
Pharmacy
Technology
Level 1
Level 3
Level 2
Level 4
113
Course Sequence 2012-2013
Course Sequence 2011-2012
Autrey
Mill
Middle
Milton
High
School School
Business and
Computer
Science
Level 1
Level 3
Level 2
Level 4
Engineering
Business and
Computer
Science 6th
Grade
Exploring
Engineering &
Technology
Business and
Computer
Science 7th
Grade
Invention
and
Innovation
Business and
Computer
Science 8th
Grade
Technologica
l Systems
114
Course Sequence
2011-2012
Course
Sequence
2012-2013
Milton High School
Bear Creek Middle School
Business and
Computer
Science
Level 1
Level 3
Level 2
Level 4
Career
Development
Business and
Computer
Science 6th
Grade
Career
Awareness
6th Grade
Business and
Computer
Science 7th
Grade
Career
Discovery
7th Grade
Business and
Computer
Science 8th
Grade
Career
Management
8th Grade
115
Course
Sequence
2012-2013
Course Sequence
2011-2012
Milton
HighMiddle
School School
Camp
Creek
Level 1
Level 3
Level 2
Level 4
Business and
Computer
Science
Family &
Consumer
Sciences
(FACS)
Business and
Computer
Science
6th Grade
FACS
6th Grade
Business and
Computer
Science
7th Grade
FACS
7 Grade
Business and
Computer
Science
8th Grade
FACS
8th Grade
th
116
Course Sequence 2012-2013
Course Sequence 2011-2012
Crabapple
Middle
School
Milton High
School
Career
Development
Level 1
Level 3
Level 2
Level 4
Engineering
Career
Awareness
6th Grade
Exploring
Engineering &
Technology
Career
Discovery
7th Grade
Invention and
Innovation
Career
Management
8th Grade
Technological
Systems
117
Course
Sequence
2012-2013
Course Sequence
2011-2012
Milton
High
School School
Elkins
Pointe
Middle
Level 1
Level 3
Level 2
Level 4
Business and
Computer
Science
Family &
Consumer
Sciences
(FACS)
Business and
Computer
Science
6th Grade
FACS
6th Grade
Business and
Computer
Science
7th Grade
FACS
7 Grade
Business and
Computer
Science
8th Grade
FACS
8th Grade
th
118
Course Sequence
2011-2012
Course
Sequence
2012-2013
Milton
HighMiddle
School School
Haynes
Bridge
Level 1
Level 3
Level 2
Level 4
Business and
Computer
Science
Family &
Consumer
Sciences
(FACS)
Business and
Computer
Science
6th Grade
FACS
6 Grade
Business and
Computer
Science
7th Grade
FACS
7 Grade
Business and
Computer
Science
8th Grade
FACS
8th Grade
th
th
119
Course
Sequence
2012-2013
Course Sequence
2011-2012
Milton
High School
Holcomb
Bridge
Middle School
Business and
Computer
Science
Level 1
Level 3
Level 2
Level 4
Engineering
Business and
Computer
Science
6th Grade
Exploring
Engineering &
Technology
Business and
Computer
Science
7th Grade
Invention and
Innovation
Business and
Computer
Science
8th Grade
Technological
Systems
120
Course Sequence
Sequence 2011-2012
Course
2012-2013
Milton High
School
Hopewell
Middle
School
Level 1
Level 3
Level 2
Level 4
Business and
Computer
Science
Family &
Consumer
Sciences
(FACS)
Business and
Computer
Science
6th Grade
FACS
6 Grade
Business and
Computer
Science
7th Grade
FACS
7th Grade
Business and
Computer
Science
8th Grade
FACS
8 Grade
th
th
121
Course Sequence
2011-2012
Course
Sequence
2012-2013
High School
RonaldMilton
E. McNair
Middle School
Business and
Computer
Science
Level 1
Level 3
Level 2
Level 4
Career
Development
Business and
Computer
Science
6th Grade
Career
Awareness
6th Grade
Business and
Computer
Science
7th Grade
Career
Discovery
7th Grade
Business and
Computer
Science
8th Grade
Career
Management
8th Grade
122
Course
Sequence
2012-2013
Course Sequence
2011-2012
Milton HighMiddle
School School
Northwestern
Engineering
Level 1
Level 3
Level 2
Level 4
Family &
Consumer
Sciences
(FACS)
Exploring
Engineering &
Technology
FACS
6 Grade
Invention and
Innovation
FACS
7 Grade
Technological
Systems
FACS
8 Grade
th
th
th
123
Course
Sequence 2012-2013
Course Sequence 2011-2012
Renaissance
Middle
School
Milton High
School
Family &
Consumer
Sciences
(FACS)
Engineering
Business and
Computer
Science
6th Grade
FACS
6 Grade
Exploring
Engineering &
Technology
Business and
Computer
Science
7th Grade
FACS
7 Grade
Invention
and
Innovation
Business and
Computer
Science
8th Grade
FACS
8 Grade
Technological
Systems
Business and
Computer
Science
Level 1
Level 3
Level 2
Level 4
th
th
th
124
CourseCourse
Sequence
2011-2012 2012-2013
Sequence
Milton High School
Ridgeview Middle School
Engineering
Exploring
Engineering &
Technology
Invention and
Innovation
Technological
Systems
Level 1
Level 3
Level 2
Level 4
125
Course Sequence
2011-2012
Course
Sequence
2012-2013
Milton
High
School School
River
Trail
Middle
Level 1
Level 3
Level 2
Level 4
Business and
Computer
Science
Family &
Consumer
Sciences
(FACS)
Business and
Computer
Science
6th Grade
FACS
6 Grade
Business and
Computer
Science
7th Grade
FACS
7 Grade
Business and
Computer
Science
8th Grade
FACS
8th Grade
th
th
126
Course Sequence
2011-2012
Course
Sequence
2012-2013
Milton High
SchoolSchool
Sandtown
Middle
Level 1
Level 3
Level 2
Level 4
Business and
Computer
Science
Family &
Consumer
Sciences
(FACS)
Business and
Computer
Science
6th Grade
FACS
6 Grade
Business and
Computer
Science
7th Grade
FACS
7 Grade
Business and
Computer
Science
8th Grade
FACS
8th Grade
th
th
127
Course Sequence
2011-2012
Course
Sequence
2012-2013
HighMiddle
School School
SandyMilton
Springs
Engineering
Level 1
Level 3
Level 2
Level 4
Family &
Consumer
Sciences
(FACS)
Exploring
Engineering &
Technology
FACS
6th Grade
Invention and
Innovation
FACS
7th Grade
Technological
Systems
FACS
8 Grade
th
128
Course Sequence
Sequence 2011-2012
Course
2012-2013
Milton
High
School School
Taylor
Road
Middle
Business and
Computer
Science
Level 1
Level 3
Level 2
Level 4
Engineering
Business and
Computer
Science
6th Grade
Exploring
Engineering &
Technology
Business and
Computer
Science
7th Grade
Invention and
Innovation
Business and
Computer
Science
8th Grade
Technological
Systems
129
Course Sequence
2011-2012
Course
Sequence
2012-2013
Milton
HighMiddle
School School
Webb
Bridge
Level 1
Level 3
Level 2
Level 4
Business and
Computer
Science
Family &
Consumer
Sciences
(FACS)
Business and
Computer
Science
6th Grade
FACS
6 Grade
Business and
Computer
Science
7th Grade
FACS
7 Grade
Business and
Computer
Science
8th Grade
FACS
8th Grade
th
th
130
Course
Sequence 2012-2013
Course Sequence 2011-2012
PaulMilton
D. West
Middle
High
School School
Family &
Consumer
Sciences
(FACS)
FACS
6 Grade
Exploring
Engineering &
Technology
FACS
7 Grade
Invention and
Innovation
FACS
8th Grade
Technological
Systems
th
th
Level 1
Level 3
Level 2
Level 4
Engineering
131
Course Sequence 2012-2013
Course Sequence
2011-2012
Woodland
Middle
School
Milton High School
Business and
Computer
Science
Family &
Consumer
Sciences
(FACS)
Engineering
Business and
Computer
Science
6th Grade
FACS
6 Grade
Exploring
Engineering &
Technology
Business and
Computer
Science
7th Grade
FACS
7 Grade
Invention and
Innovation
Business and
Computer
Science
8th Grade
FACS
8 Grade
Technological
Systems
Level 1
Level 3
Level 2
Level 4
th
th
th
132
133