• ccd
    CTAE Course Descriptions
     
    ag  
    Agriculture Leadership in Animal Production (N): Educational programs in this cluster prepare students for the production, processing, marketing, distribution, financing, and development of agriculture commodities and resources; including food, fiber, wood products, natural resources, horticulture, and other plant and animal products/resources.
     
    • Course 1: Basic Agricultural Science This course is designed as the foundational course for all Agriculture, Food & Natural Resources Pathways. 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. This course is the prerequisite for all AFNR pathways and is intended for students in grades 8-10.  Prerequisite: None
    • Course 2: Animal Science and Biotechnology 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. This course introduces scientific principles applied to the animal industry; covers reproduction, production technology, processing, and distribution of agricultural animal products. Prerequisite: Basic Agricultural Science
    • Course 3: Agribusiness Management and Leadership This course provides a foundation for students interested in pursuing a degree in agribusiness through post-secondary study or to enter the Agribusiness industry upon graduation from high school. The student will demonstrate competence in the application of principles and practices of agribusiness management and leadership. The course will help students build a strong knowledge base of the agribusiness industry as they study agribusiness types, business management, financial analysis, communications, agricultural law, leadership and teamwork, ethics, and agricultural economics. Mastery of these standards through project-based learning and leadership development activities in the FFA and supervised agricultural experience program will help prepare students for post-secondary study or entry into agribusiness. Prerequisite: Animal Science and Biotechnology
    • Work-Based Learning Agriculture: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled. 

     

    Agriculture Leadership in Horticulture Pathway (N): The Agriculture Leadership pathway is one of many pathways in the Agriculture, Food, and Natural Resources Career Cluster. Career opportunities in this pathway may include: Biotechnology Lab Technician, Golf Course Manager, Green House Manager, Tree Surgeon, Bioinformatics Specialist, Botanist, Plant Breeder and Geneticist, Plant Pathologist, or Soil and Water Specialist just to name a few. Upon completion of the Agriculture Leadership in Horticulture pathway courses the student will be able to give a basic understanding of olericulture, arboriculture, pomology, and agronomy, as well as leadership skills necessary for the industry.
     
    • Course 1: Basic Agricultural Science This course is designed as the foundational course for all Agriculture, Food & Natural Resources Pathways. 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. This course is the prerequisite for all AFNR pathways and is intended for students in grades 8-10.  Prerequisite: None
    • Course 2: General Horticulture and Plant Science 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. Prerequisite: Basic Agriculture Science
    • Course 3: Agribusiness Management and Leadership This course provides a foundation for students interested in pursuing a degree in agribusiness through post-secondary study or to enter the Agribusiness industry upon graduation from high school. The student will demonstrate competence in the application of principles and practices of agribusiness management and leadership. The course will help students build a strong knowledge base of the agribusiness industry as they study agribusiness types, business management, financial analysis, communications, agricultural law, leadership and teamwork, ethics, and agricultural economics. Mastery of these standards through project-based learning and leadership development activities in the FFA and supervised agricultural experience program will help prepare students for post-secondary study or entry into agribusiness. Prerequisite: General Horticulture and Plant Science
    • Work-Based Learning Agriculture: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled. 

     

    Agriscience Systems Pathway (N): Educational programs in this cluster prepare students for the production, processing, marketing, distribution, financing, and development of agriculture commodities and resources; including food, fiber, wood products, natural resources, horticulture, and other plant and animal products/resources.
     
    • Course 1: Basic Agricultural Science This course is designed as the foundational course for all Agriculture, Food & Natural Resources Pathways. 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. This course is the prerequisite for all AFNR pathways and is intended for students in grades 8-10. Prerequisite: None
    • Course 2: Animal Science and Biotechnology 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. This course introduces scientific principles applied to the animal industry; covers reproduction, production technology, processing, and distribution of agricultural animal products. Prerequisite: Basic Agricultural Science
    • Course 3: Plant Science and Biotechnology Plant science 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, feed, fiber, conservation and ornamental use. Classroom and laboratory activities are supplemented through supervised agricultural experiences and leadership programs and activities. Prerequisite: Animal Science and Biotechnology
    • Work-Based Learning Agriculture: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled. 

     

    Companion Animal Systems Pathway (D): The Companion Animal Systems pathway is one of many pathways in the Agriculture, Food, and Natural Resources Career Cluster. Career opportunities in this pathway may include: Veterinarians Veterinary Assistants Nonfarm Animal Caretakers Animal care and service workers Animal Scientists Agricultural Inspectors Veterinary Technicians Agriculture Teachers Animal Breeders just to name a few. Companion animals are a large part of the animal care industry. There are many services and career opportunities in this career pathway area. Veterinarians care for the health of animals and work to improve public health. They diagnose, treat, and research medical conditions and diseases of pets, livestock, and other animals.
     
    • Course 1: Basic Agricultural Science This course is designed as the foundational course for all Agriculture, Food & Natural Resources Pathways. 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. This course is the prerequisite for all AFNR pathways and is intended for students in grades 8-10.  Prerequisite: None
    • Course 2: Animal Science and Biotechnology 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. This course introduces scientific principles applied to the animal industry; covers reproduction, production technology, processing, and distribution of agricultural animal products. Prerequisite: Basic Agricultural Science
    • Course 3: Small Animal Care The goal of this course is designed to provide students with skills and concepts involved with the care and management of companion animals. Classroom and laboratory activities are supplemented through supervised agricultural experiences and leadership programs and activities.  Prerequisite: Animal Science and Biotechnology
    • Work-Based Learning Agriculture: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled. 

     

    Veterinary Science Pathway (D): The Veterinary Science pathway is one of many pathways in the Agriculture, Food, and Natural Resources Career Cluster. Career opportunities in this pathway may include: Animal Scientists, Veterinarians, Veterinarian Technologists and Technicians, Veterinary Assistants, Laboratory Animal Caretakers, Zoologists and Wildlife Biologists, Animal Control Workers, and Farm and Ranch Managers just to name a few. Upon completion of the Veterinary Science pathway courses the student will be able to give a basic understanding of treating health problems of pets, livestock, and animals in zoos, racetracks, and laboratories, as well as leadership skills necessary for the industry.
     
    • Course 1: Basic Agricultural Science This course is designed as the foundational course for all Agriculture, Food & Natural Resources Pathways. 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. This course is the prerequisite for all AFNR pathways and is intended for students in grades 8-10.  Prerequisite: None
    • Course 2: Animal Science and Biotechnology 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. This course introduces scientific principles applied to the animal industry; covers reproduction, production technology, processing, and distribution of agricultural animal products. Prerequisite: Basic Agricultural Science
    • Course 3: Veterinary Science The agricultural education course in veterinary science covers the basics of animal care. Topics covered include disease, parasites, feeding, shelter, grooming, and general animal care. The target population is career preparatory students desiring to continue education after high school or to enter the workforce after graduation from high school. College preparatory students benefit from the course as an elective if they plan to enter college and purse a degree to enter the veterinary profession. This course allows students entering the workforce after graduation from high school to develop entry-level skills to become employed and to continue education on the job. Prerequisite: Animal Science and Biotechnology
    • Work-Based Learning Agriculture: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled. 

      av

    Audio-Video Technology and Film Pathway (C, L, N, W): Students will design, manufacture, operate and/or repair audiovisual equipment; create presentations of sound, video, and data in a variety of formats; gather information, prepare broadcasts, build sets, and operate equipment used to record and transmit programs and/or motion pictures; and operate sound mixing and/or video editing equipment.

     

    • Course 1: Audio & Video Technology & Film 
      This course will serve as the foundational course in the Audio & Video Technology & Film 
      pathway. The course prepares students for employment or entry into a postsecondary 
      education program in the audio and video technology career field. Topics covered may 
      include, but are not limited to: terminology, safety, basic equipment, script writing, 
      production teams, production and programming, 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 Audio & Video Technology & Film I will be 
      utilized in subsequent courses. The pre-requisite for this course is advisor approval. Prerequisite: None
    • Course 2: Audio & Video Technology & Film II This one credit course is the second in a series of three that prepares students for a career in Audio Video Technology and Film 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. Prerequisite: Audio & Video Technology & Film
    • Course 3: Audio & Video Technology & Film III This one-credit transition course is designed to facilitate student-led projects under the guidance of the instructor. Students work cooperatively and independently in all phases of 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. Prerequisite: Audio & Video Technology & Film II
    • Work-Based Learning Arts, A/V Technology, and Communications: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled.

     

    Animation and Digital Media Pathway (N): Students will apply components for 2-D and 3-D animation elements ranging from storyboarding to mastering industry software tools; as well as, the physics and anatomy of motion, the technology of animation, and the uses of cameras and lighting.
     
    • Course 1: Introduction to Digital Media Students in the Introduction of Digital Media course will learn the basic components of 2-D and 3D animation development from storyboarding elements to fundamental software capabilities. The course serves as an introduction to the animation history, keyboarding shortcuts, project filing, and career awareness. Instruction in this course focuses on storyboard creation, the physics and anatomy of motion, technology of animation, properties and use of color, cameras and lighting, fundamentals of modeling and animating, creating a portfolio and file management. This course provides a structure for digital literacy as well as development of technical knowledge and intellectual skills for analytical thinking; in addition, students will work productively and responsibly in individual and collaborative settings. This introductory pathway course of three sequenced courses will give students the opportunity to earn an industry credential in animation. No prerequisite for this course. Prerequisite: None
    • Course 2: Principles and Concepts of Animation In Principles and Concepts of Animation, students will continue to develop and implement aesthetics of color selection, storyboarding in 2-D digital animation, and develop animatic creations from 2-D to 3-D. Students in this course will learn interface tools, the use of drawing tools, animating the camera, importing images from web sources and files, working with sound and lip syncing, understanding paths and motion design, and frame by frame animation creation relative to sequence planning and pacing. This course will allow students to explore more advanced aspects of character animation including subtle character gesture and advanced action timing with emphasis on personal observation. The course will allow students to develop an understanding of basic sound considerations such as lip syncing, voice-overs, and the synchronization of sound with the visual product. This course will allow students to build on previously learned storyboarding skills, develop scripts, determine character motivations, consider setting and motion variables, and learn other unique traits of animation through integrated activities. Prerequisite: Introduction to Digital Media
    • Course 3: Advanced Animation, Game and APP Design In this course students will continue working in 2-D and 3-D environments by importing 3- D models while working in 3-D space morphing, and inverse kinematics. While learning the basics of Game and APP design, the students will acquire knowledge of human and animal animations, apply the aesthetic and technical aspects of animation of characters, and analyze the physics and physicalization of action, weight, and timing. The course advances students’ knowledge of sound integration into animated products; by focusing on skills that include lip-syncing, voice overs, and synchronization. Portfolio development will include animation reels and other products. Students will learn the processes of post-production and will work both independently and in small production teams to manage the production pipeline for a 3-D project. In the final phases of the project completion, students will work collaboratively to meet deadlines and will be expected to produce an animated final project that reflects competency with editing, rendering, updating reel, and self-promotional support items. Students may also develop a working game or app as a final project. Through the exploration of projects, students will continue to work independently and collaboratively to develop content delivery, story and technical mastery. Prerequisite: Principles and Concepts of Animation
    • Work-Based Learning Arts, A/V Technology, and Communications: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled.

     

    Graphic Design (A): Students will apply components for 2-D and 3-D animation elements ranging from storyboarding to mastering industry software tools; as well as, the physics and anatomy of motion, the technology of animation, and the uses of cameras and lighting.

    • Course 1: Introduction to Graphics and Design This course is designed as the foundational course for both the Graphics Production and Graphics Design pathways. The Graphics and Design course provides students with the processes involved in the technologies of printing, publishing, packaging, electronic imaging, and their allied industries. In addition, the Graphics and Design course offers a range of cognitive skills, aesthetics, and crafts that includes typography, visual arts, and page layout. . Prerequisite: None
    • Course 2: Graphic Design and Production As the second course in the Graphics Communication and Graphics Design Pathways, this course builds on knowledge and skills learned in the Introduction to Graphics and Design course and focuses on procedures commonly used in the graphic communication and design industries. Students will gain more experience in creative problem solving and the practical implementation of those solutions across multiple areas of graphic design and graphic communications. Prerequisite: Introduction to Graphics and Design
    • Course 3: Advanced Graphic Design Students will continue to explore in an increasingly independent manner, the principles of design and layout procedures relating to the field of 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. Prerequisite: Graphic Design and Production
    • Work-Based Learning Arts, A/V Technology, and Communications: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled.
    b  
     
    Entrepreneurship Pathway (D, L, S): Students will align business goals that focus on planning, organizing, coordinating, and controlling the resources needed to produce and provide goods and/or services that lead to owning and operating a small business. 
     
    • Course 1: Introduction to Business and Technology Introduction to Business & Technology is the foundational course for Business and Technology, Entrepreneurship, and Human Resources Management pathways. The course is designed for high school students as a gateway to the career pathways above, and provides an overview of business and technology skills required for today's business environment. Knowledge of business principles, the impact of financial decisions, and technology proficiencies demanded by business combine to establish the elements of this course. Emphasis is placed on developing proficient fundamental computer skills required for all career pathways. Students will learn essentials for working in a business environment, managing a business, and owning a business. The intention of this course is to prepare students to be successful both personally and professionally in an information-based society. Students will not only understand the concepts, but apply their knowledge to situations and defend their actions/decisions/choices through the knowledge and skills acquired in this course. Employability skills are integrated into activities, tasks, and projects throughout the course standards to demonstrate the skills required by business and industry. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of both the employability skills standards and content standards for this course. Prerequisite: None
    • Course 2: Legal Environment of Business  Legal Environment of Business addresses statutes and regulations affecting businesses, families, and individuals. All students will benefit with the knowledge of business law as they will eventually assume roles as citizens, workers, and consumers in their communities and in society at large. Students will get an overview of business law while concentrating on the legal aspects of business ownership and management. Legal issues addressed include court procedures, contracts, torts, consumer law, employment law, environmental law, international law, ethics, and the role of the government in business. Students will not only understand the concepts, but will also apply their knowledge to situations and defend their actions, decisions, and choices. Various forms of technologies will be highlighted to expose students to the emerging technologies impacting the business world. Professional communication skills and practices, problem-solving, ethical and legal issues, and the impact of effective presentation skills are expanded in this course to prepare students to be college and career ready. Employability skills are integrated into activities, tasks, and projects throughout this course to demonstrate skills required by business and industry. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of both the employability skills and content standards of this course. Legal Environment of Business is the second course in the Entrepreneurship and Human Resources Management pathway in the Business Management & Administration Cluster. Prerequisite: Introduction to Business and Technology
    • Course 3: Entrepreneurship Entrepreneurship focuses on recognizing a business opportunity, starting a business, operating and maintaining a business. Students will be exposed to the development of critical thinking, problem solving, and innovation in this course as they will either be the business owner or individuals working in a competitive job market in the future. Integration of accounting, finance, marketing, business management, legal and economic environments will be developed throughout projects in this course. Working to develop a business plan that includes structuring the organization, financing the organization, and managing information, operations, marketing, and human resources will be a focus in the course. Engaging students in the creation and management of a business and the challenges of being a small business owner will be fulfilled in this course. Various forms of technologies will be used to expose students to resources and application of business principles for starting, operating and maintaining a business. Professional communication skills and practices, problem-solving, ethical and legal issues, and the impact of effective presentation skills are enhanced in this course to prepare students to be college and career ready. Employability skills are integrated into activities, tasks, and projects throughout the course standards to demonstrate the skills required by business and industry. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of the employability skills standard for this course. Entrepreneurship is the third course in the pathway in the Business Management & Administration Cluster. Prerequisite: Legal Environment of Business
    • Work-Based Learning Business: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled.

     

    Human Resources Management Pathway (S): Students will focus on the staffing activities that involve planning, recruitment, selection, orientation, training, performance appraisal, compensation, and safety of employees; while, maintaining, monitoring, controlling, and planning the use of financial resources to ensure the financial well-being of a business.
     
    • Course 1: Introduction to Business and Technology Introduction to Business & Technology is the foundational course for Business and Technology, Entrepreneurship, and Human Resources Management pathways. The course is designed for high school students as a gateway to the career pathways above, and provides an overview of business and technology skills required for today's business environment. Knowledge of business principles, the impact of financial decisions, and technology proficiencies demanded by business combine to establish the elements of this course. Emphasis is placed on developing proficient fundamental computer skills required for all career pathways. Students will learn essentials for working in a business environment, managing a business, and owning a business. The intention of this course is to prepare students to be successful both personally and professionally in an information-based society. Students will not only understand the concepts, but apply their knowledge to situations and defend their actions/decisions/choices through the knowledge and skills acquired in this course. Employability skills are integrated into activities, tasks, and projects throughout the course standards to demonstrate the skills required by business and industry. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of both the employability skills standards and content standards for this course. Prerequisite: None
    • Course 2: Legal Environment of Business  Legal Environment of Business addresses statutes and regulations affecting businesses, families, and individuals. All students will benefit with the knowledge of business law as they will eventually assume roles as citizens, workers, and consumers in their communities and in society at large. Students will get an overview of business law while concentrating on the legal aspects of business ownership and management. Legal issues addressed include court procedures, contracts, torts, consumer law, employment law, environmental law, international law, ethics, and the role of the government in business. Students will not only understand the concepts, but will also apply their knowledge to situations and defend their actions, decisions, and choices. Various forms of technologies will be highlighted to expose students to the emerging technologies impacting the business world. Professional communication skills and practices, problem-solving, ethical and legal issues, and the impact of effective presentation skills are expanded in this course to prepare students to be college and career ready. Employability skills are integrated into activities, tasks, and projects throughout this course to demonstrate skills required by business and industry. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of both the employability skills and content standards of this course. Legal Environment of Business is the second course in the Entrepreneurship and Human Resources Management pathway in the Business Management & Administration Cluster. Prerequisite: Introduction to Business and Technology
    • Course 3: Human Resources Principles The course is designed to equip students with operational knowledge of hiring, managing, and firing employees. Throughout this course students will be introduced to the Human Resource Management role by following the life cycle of an employee from organizational entry to exit. Various forms of technologies will be highlighted to expose students to the emerging technologies impacting the business world. Professional communication skills and practices, problem-solving, ethical and legal issues, and the impact of effective presentation skills are taught in this course as a foundational knowledge to prepare students to be college and career ready. Employability skills are integrated into activities, tasks, and projects throughout the course standards to demonstrate the skills required by business and industry. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of both the employability skills standards and content standards for this course.  Prerequisite: Legal Environment of Business
    • Work-Based Learning Business: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled.
    t
     
    Teaching as a Profession Pathway (C, D, N, S, W): The pathway will prepare students to plan, manage, and provide education and training services, and related learning support services such as administration, teaching/training, administrative support, and professional support services. Students will examine the teaching profession, study contemporary issues in education, and participate actively in an internship with a teacher mentor. 
     
    • Course 1: Examining the Teaching Profession The Examining the Teaching Profession is the foundational course under the Teaching as a Profession pathway and prepares students for future positions in the field of education. Teaching as a Profession students study, apply, and practice the use of current technologies, effective teaching and learning strategies, the creation of an effective learning environment, the creation of instructional opportunities for diverse learners and students with special needs, and plan instruction based on knowledge of subject matter, students, community, and curriculum performance standards. Pre-requisite for this course is adviser approval. Prerequisite: None
    • Course 2: 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 examines 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 and/or the post-secondary institution of their choice to continue their education and training). Prerequisite: Examining the Teaching Profession
    • Course 3: Teaching as a Profession Practicum The practicum 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 practicum 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 students with special needs, maintain the safety of the students, practice professionalism, and demonstrate ethical behavior. 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) or Family, Career & Community Leaders of America (FCCLA) will provide students with a competitive edge for either entry into the education global marketplace and/or the post-secondary institution of their choice to continue their education and training. Prerequisite: Contemporary Issues in Education
    • Work-Based Learning Business: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled.
     
    b
     
    Advanced Accounting Pathway (L): Students will build skills related to making strategic decisions to report, obtain, save, protect, and grow the financial assets of businesses and individuals. Finance students will use computation, analytical, and interpersonal skills to record, classify, summarize, analyze, and communicate a business' financial information/business transactions for use in management decision making.
     
    • Course 1: Introduction to Business and Technology Introduction to Business & Technology is the foundational course for Advanced Accounting, Business Accounting, and Financial Services pathways. The course is designed for high school students as a gateway to the career pathways above, and provides an overview of business and technology skills required for today's business environment. Knowledge of business principles, the impact of financial decisions, and technology proficiencies demanded by business combine to establish the elements of this course. Emphasis is placed on developing proficient fundamental computer skills required for all career pathways. Students will learn essentials for working in a business environment, managing a business, and owning a business. The intention of this course is to prepare students to be successful both personally and professionally in an information-based society. Students will not only understand the concepts, but apply their knowledge to situations and defend their actions/decisions/choices through the knowledge and skills acquired in this course. Employability skills are integrated into activities, tasks, and projects throughout the course standards to demonstrate the skills required by business and industry. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of both the employability skills standards and content standards for this course.  Prerequisite: None
    • Course 2: Principles of Accounting 1 Principles of Accounting 1 is a skill-level course that is of value to all students pursuing a strong background in business, marketing, and management. Using financial information, students will learn how to make decisions about planning, organizing, and allocating resources using accounting procedures. Performing accounting activities for sole proprietorships and corporations following Generally-Accepted Accounting Procedures are included in the course. Students analyze business transactions and financial statements, perform payroll, and evaluate the effects of transactions on the economic health of a business. Various forms of technologies and internet research will be highlighted to expose students to the resources available when learning the language of business. Employability skills are integrated into activities, tasks, and projects throughout the course standards to demonstrate the skills required by business and industry. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of the employability skills  standard for this course. Principles of Accounting 1 may be the second course in the Advanced Business Pathway or the third course in the Business Accounting pathway in the Finance Cluster. Students enrolled in this course should have successfully completed Introduction to Business & Technology. If students are completing the Business Accounting pathway, successful completion of the Financial Literacy course prepares students to take an End of Pathway assessment in this career area. Prerequisite: Introduction to Business and Technology
    • Course 3: Principles of Accounting 2 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. Prerequisite: Principles of Accounting 1
       
      Work-Based Learning Finance: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled. 

     

    Business Accounting (L): Students will learn the language of business and financial literacy to navigate financial decisions and make informed choices related to managing finances and budgeting, saving and investing, living independently, earning and reporting income, buying goods and services, using credit, banking, and protecting against risk.
     
    • Course 1: Introduction to Business and Technology Introduction to Business & Technology is the foundational course for Advanced Accounting, Business Accounting, and Financial Services pathways. The course is designed for high school students as a gateway to the career pathways above, and provides an overview of business and technology skills required for today's business environment. Knowledge of business principles, the impact of financial decisions, and technology proficiencies demanded by business combine to establish the elements of this course. Emphasis is placed on developing proficient fundamental computer skills required for all career pathways. Students will learn essentials for working in a business environment, managing a business, and owning a business. The intention of this course is to prepare students to be successful both personally and professionally in an information-based society. Prerequisite: None
    • Course 2: Financial Literacy This course is specifically designed for high school students to understand the importance of the financial world, including planning and managing money wisely. Areas of study taught through application in personal finance include sources of income, budgeting, banking, consumer credit, credit laws and rights, personal bankruptcy, insurance, spending, taxes, investment strategies, savings accounts, mutual funds and the stock market, buying a vehicle, and living independently. Based on the hands-on skills and knowledge applied in this course, students will develop financial goals, and create realistic and measurable objectives to be MONEY SMART! Prerequisite: Introduction to Business and Technology
    • Course 3: Principles of Accounting 1 is a skill-level course that is of value to all students pursuing a strong background in business, marketing, and management. Using financial information, students will learn how to make decisions about planning, organizing, and allocating resources using accounting procedures. Performing accounting activities for sole proprietorships and corporations following Generally-Accepted Accounting Procedures are included in the course. Students analyze business transactions and financial statements, perform payroll, and evaluate the effects of transactions on the economic health of a business. Various forms of technologies and internet research will be highlighted to expose students to the resources available when learning the language of business. Employability skills are integrated into activities, tasks, and projects throughout the course standards to demonstrate the skills required by business and industry. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of the employability skills 
       
      standard for this course. Principles of Accounting 1 may be the second course in the Advanced Business Pathway or the third course in the Business Accounting pathway in the Finance Cluster. Students enrolled in this course should have successfully completed Introduction to Business & Technology. If students are completing the Business Accounting pathway, successful completion of the Financial Literacy course prepares students to take an End of Pathway assessment in this career area. Prerequisite: Financial Literacy
    • Work-Based Learning Finance: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled.

     

    Financial Services Pathway (D, L): Students will practice computation, analytical and interpersonal skills that are applied to banking, overseeing investments, managing insurance, and financial planning. Students will learn industry skills that are used by businesses and individuals to manage their money, investments, loans, stock or commodity markets, and credit. Students will learn skills to protect individuals and businesses from financial losses; and deliver services and products that transfer risk from an individual or business to an insurance company.
     
    • Course 1: Introduction to Business and Technology Introduction to Business & Technology is the foundational course for Advanced Accounting, Business Accounting, and Financial Services pathways. The course is designed for high school students as a gateway to the career pathways above, and provides an overview of business and technology skills required for today's business environment. Knowledge of business principles, the impact of financial decisions, and technology proficiencies demanded by business combine to establish the elements of this course. Emphasis is placed on developing proficient fundamental computer skills required for all career pathways. Students will learn essentials for working in a business environment, managing a business, and owning a business. The intention of this course is to prepare students to be successful both personally and professionally in an information-based society. Students will not only understand the concepts, but apply their knowledge to situations and defend their actions/decisions/choices through the knowledge and skills acquired in this course. Employability skills are integrated into activities, tasks, and projects throughout the course standards to demonstrate the skills required by business and industry. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of both the employability skills standards and content standards for this course. Prerequisite: None
    • Course 2: Financial Literacy This course is specifically designed for high school students to understand the importance of the financial world, including planning and managing money wisely. Areas of study taught through application in personal finance include sources of income, budgeting, banking, consumer credit, credit laws and rights, personal bankruptcy, insurance, spending, taxes, investment strategies, savings accounts, mutual funds and the stock market, buying a vehicle, and living independently. Based on the hands-on skills and knowledge applied in this course, students will develop financial goals, and create realistic and measurable objectives to be MONEY SMART! Prerequisite: Introduction to Business and Technology
    • Course 3: Banking, Investing, and Insurance Explore the financial world as students dive into the main areas of financial services, including banking, investing, and insurance. Basics of banking and credit include a brief history of money and banking, negotiable instruments, creation of credit, and the function of banks. Methods for measuring the financial performance of financial institutions are analyzed. Students will be introduced to a variety of investment options and learn to determine the appropriate options for an investment goal. By analyzing financial reports and employing other tools to predict growth rates and return on investment, students will develop strategies to produce financial growth strategies for a business. Prerequisite: Financial Literacy
    • Work-Based Learning Finance: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled.
    jr
     
    JROTC Pathway - Marines (N): JROTC pathways offer students the opportunity to enroll in a leadership/citizenship program, while instilling self-esteem, teamwork, and self-discipline. 
     
    • Year 1: Leadership Education 1 (JROTC I) and Leadership Education 2 (JROTC II) The MCJROTC program prepares high school students for responsible leadership roles while making students aware of their rights, responsibilities and privileges as American Citizens. The program is a stimulus for promoting graduation from high school and the need for continuing education. It provides instruction in Leadership Traits and Principles; Military History; First Aid; Public Speaking; Drill; Physical Training; and Personal Appearance. Successful completion of MJROTC LE 1 – LE 111 will satisfy the initial Health and Physical Education graduation requirements. LE 2 is a continuation of leadership training. Novice leaders develop their social interaction and interpersonal relationships in practical situations of leadership and physical training. Instruction includes Fundamentals, Types, Temptations and Tasks of Leadership; Authority and Responsibility; Organization of the Marine Corps; the Role of Noncommissioned Officers; Military Justice; Drill; Uniform Inspections; Marksmanship; and Physical Fitness. Successful completion of MJROTC LE 1 – LE 111 will satisfy the initial Health and Physical Education graduation requirements.
    • Year 2: Leadership Education 3 (JROTC III) and Leadership Education 4 (JROTC IV) LE 3 commences Intermediate Leadership Training. Third semester cadets use their acquired knowledge and experience to direct lower level cadets. Students begin training to assume positions of increased responsibility. Classes include the Role of Officers; Fundamentals of Command and Management; Studies in Equal Opportunity and Harassment; Land Navigation; Inspection Procedures; Directed Reading; and Study of World Ideologies. Successful completion of MJROTC LE 1 – LE 111 will satisfy the initial Health and Physical Education graduation requirements. LE 4 increases cadets’ exposure to command responsibilities. LE 4 cadets exercise leadership authority and responsibility over junior cadets and perform staff functions. Studies include Directed Reading; Staff Functions; TQM; and the practical application of management and leadership principles through the planning and execution of projects that aid the local community.
    • Year 3: Leadership Education 5 (JROTC V) and Leadership Education 6 (JROTC VI) LE 5 is the initial level of Senior Leadership Training. Selected cadets serve in key billets within the cadet command structure. The curriculum concentrates in the areas of Effective Communication Skills, Leadership and Managerial techniques (with emphasis on the development of subordinate leaders), staff functions, and assisting in MCJROTC instruction. Studies include Communications, Advanced Leadership, Principles of Management, and Command and Staff Functions. LE 6 is the second level of Senior Leadership Training. Cadets can progress to senior positions (i.e., leadership and managerial responsibility within the cadet command group and staff officer billets.)  The expanded curriculum concentrates on the areas of Communications, Leadership and Managerial techniques. The majority of classroom time is devoted to skills, which serve to develop subordinate leaders, assisting in MCJROTC classes and refining interpersonal skills. Studies include Advanced Techniques of Communications, Advanced Leadership, Principles of Management, and Command and Staff Functions.
    • Year 4: Leadership Education 7 (JROTC VII) and Leadership Education 8 (JROTC VIII) LE 7 is Advanced Leadership Training. Emphasis is placed on the expanded development and demonstration of skills required to lead the cadet command. Classes and activities include continued citizenship responsibilities, leadership skills, military traditions, fiscal responsibility and the role of Naval Power within the national strategy. Opportunities for providing service to the local community through civic service projects are introduced. LE 8 is the final course in the MCJROTC curriculum. Cadets reaching this level will continue to develop citizen skills and leadership styles and techniques which will prepare them for post high school experiences. A formal research paper entitled, “My Leadership Credo” is required. This assignment will require cadets to describe their personal feelings and beliefs about the leadership styles and techniques they try to emulate in exercising their responsibilities as citizens.

    hs

    Biotechnology Research & Development Pathway (C/STEM, L):  Students will acquire the skills and knowledge required in bioscience human health research and development, and learn how scientists study new disease treatments and invent medical devices to assist patients and improve the accuracy of diagnostic tests.
     
    • Course 1: Introduction to Healthcare Science Introduction to Healthcare Science is the foundational course for all Health Science pathways 
      and is a prerequisite for all other Healthcare Science pathway courses. This course will enable students to receive initial exposure to the many Healthcare Science careers as well as employability, communication, and technology skills necessary in the healthcare industry. The concepts of human growth and development, interaction with patients and family members, health, wellness, and preventative care are evaluated, as well as the legal, ethical responsibilities of today’s healthcare provider. Fundamental healthcare skills development is initiated including microbiology, basic life support and first aid. This course will provide students with a competitive edge to be the better candidate for either entry into the healthcare global marketplace and/or the post-secondary institution of their choice to continue their education and training. The pre-requisite for this course is advisor approval.  Prerequisite: None
    • Course 2: Essentials of Biotechnology This is the second course in the career pathway that introduces students to the broad understanding of the fundamentals of biotechnology and the impact on society. The knowledge and skills in this course provides a basic overview of current trends and careers in biotechnology, with an emphasis on basic laboratory skills, along with the business, regulatory, and ethical aspects of biotechnology. The prerequisite for the course is Introduction to Healthcare Science Technology. Prerequisite: Introduction to Healthcare Science
    • Course 3: Applications of Biotechnology Students This course further introduces students to the fundamentals of biotechnology. Included in this course are additional applications and techniques in biotechnology that expand and increase the student’s comprehension of how biotechnology utilizes living systems to create products and enhance lives. In addition, laboratory applications learned in this course form the pivotal component distinguishing science theory from application in bioscience, like that of engineering and mathematics. Bioscience and the application of laboratory technique to the manipulation of living systems is a cornerstone of pharmaceutical, medical device, forensic science, environmental science, agriculture, alternative fuel, and green chemistry. Prerequisite: Essentials of Biotechnology
    • Work-Based Learning Healthcare: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled.

     

    Emergency Medical Responder (A):  Students will learn how to protect the public in an emergency event, including being the first responder at the scene of a traffic accident or medical emergency that requires putting out a fire, treating injuries, and other vital functions.
     
    • Course 1: Introduction to Healthcare Science Introduction to Healthcare Science is the foundational course for all Health Science pathways 
      and is a prerequisite for all other Healthcare Science pathway courses. This course will enable students to receive initial exposure to the many Healthcare Science careers as well as employability, communication, and technology skills necessary in the healthcare industry. The concepts of human growth and development, interaction with patients and family members, health, wellness, and preventative care are evaluated, as well as the legal, ethical responsibilities of today’s healthcare provider. Fundamental healthcare skills development is initiated including microbiology, basic life support and first aid. This course will provide students with a competitive edge to be the better candidate for either entry into the healthcare global marketplace and/or the post-secondary institution of their choice to continue their education and training. The pre-requisite for this course is advisor approval.  Prerequisite: None
    • Course 2: Essentials of Healthcare Anatomy and Physiology is a vital part of most healthcare post-secondary education programs. The Essentials of Healthcare is a medical-focused anatomy course addressing the physiology of each body system, along with the investigation of common diseases, disorders and emerging diseases. The prevention of disease and the diagnosis and treatment that might be utilized are addressed, along with medical terminology related to each system. This course provides an opportunity to demonstrate technical skills that enforce the goal of helping students make connections between medical procedures and the pathophysiology of diseases and disorders. The pre-requisite for this course is Introduction to Healthcare. Prerequisite: Introduction to Healthcare Science.
    • Course 3: Emergency Medical Responder The Emergency Medical Responder (EMR) course prepares the student to provide initial stabilizing care to the sick or injured prior to the arrival of Emergency Medical Services Professionals (EMS), and to assist EMS personnel in transporting patients for definitive care at an appropriate hospital/facility. Major areas of instruction include Introductory Medical Terminology and Anatomy & Physiology; Responder Safety; Incident Command; Blood-borne Pathogen Training; Basic Physical Assessment; and Treatment of Trauma and Medical Emergencies; Cardiopulmonary Resuscitation and the use of Automatic External Defibrillators (AEDs). The course is a blend of lecture, hands on lab/learning, and practical scenario-based learning/testing. Prerequisite: Essentials of Healthcare
    • Work-Based Learning Healthcare: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled.

     

    Diagnostic/Phlebotomy Pathway (L):  Students will learn the safety and techniques used in phlebotomy, and the skills and knowledge require for infection control.
     
    • Course 1: Introduction to Healthcare Science Introduction to Healthcare Science is the foundational course for all Health Science pathways 
      and is a prerequisite for all other Healthcare Science pathway courses. This course will enable students to receive initial exposure to the many Healthcare Science careers as well as employability, communication, and technology skills necessary in the healthcare industry. The concepts of human growth and development, interaction with patients and family members, health, wellness, and preventative care are evaluated, as well as the legal, ethical responsibilities of today’s healthcare provider. Fundamental healthcare skills development is initiated including microbiology, basic life support and first aid. This course will provide students with a competitive edge to be the better candidate for either entry into the healthcare global marketplace and/or the post-secondary institution of their choice to continue their education and training. The pre-requisite for this course is advisor approval. Prerequisite: None
    • Course 2: Essentials of Healthcare Anatomy and Physiology is a vital part of most healthcare post-secondary education programs. The Essentials of Healthcare is a medical-focused anatomy course addressing the physiology of each body system, along with the investigation of common diseases, disorders and emerging diseases. The prevention of disease and the diagnosis and treatment that might be utilized are addressed, along with medical terminology related to each system. This course provides an opportunity to demonstrate technical skills that enforce the goal of helping students make connections between medical procedures and the pathophysiology of diseases and disorders. The pre-requisite for this course is Introduction to Healthcare. Prerequisite: Introduction to Healthcare Science.
    • Course 3: Diagnostics Phlebotomy This course is designed to help students become prepared for the phlebotomy technician certification exam, upon completion of all required components. Topics covered in this course include employability skills, careers, terminology and equipment, safety and compliance, quality assurance, site-specific anatomy, patient preparation for venipuncture, performing of venipuncture, and special processing and transport. During this course, simulated venipuncture may be performed. However, for national certification, live sticks are required. The certifying agencies may allow a provisional certification with the live stick requirement being completed after high school graduation. Prerequisite: Essentials of Healthcare
    • Work-Based Learning Healthcare: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled.

     

    Health Informatics (A):  Students will learn the skills used for electronic medical records, the Health Information Exchange, telemedicine, mobile apps and kiosks, and other technology used in the healthcare field.
     
    • Course 1: Introduction to Healthcare Science Introduction to Healthcare Science is the foundational course for all Health Science pathways 
      and is a prerequisite for all other Healthcare Science pathway courses. This course will enable students to receive initial exposure to the many Healthcare Science careers as well as employability, communication, and technology skills necessary in the healthcare industry. The concepts of human growth and development, interaction with patients and family members, health, wellness, and preventative care are evaluated, as well as the legal, ethical responsibilities of today’s healthcare provider. Fundamental healthcare skills development is initiated including microbiology, basic life support and first aid. This course will provide students with a competitive edge to be the better candidate for either entry into the healthcare global marketplace and/or the post-secondary institution of their choice to continue their education and training. The pre-requisite for this course is advisor approval.  Prerequisite: None
    • Course 2: Essentials of Health Information Technology Students will analyze the larger role that technology and information technology play in the healthcare system, the impact that technology has on the healthcare field, and which careers will be available due to these changes. Terminology utilized in Health IT will be discussed, including Electronic Medical Records (EMR), Electronic Health Records (EHR), Health Informatics, and Health Information Management (HIM). The impact of the American Recovery and Reinvestment Act (ARRA), Health Information Technology for Economic and Clinical Health Act (HITECH), and future legislation act will be evaluated. Students will also investigate the advancement of mobile technology (mhealth) and telemedicine, as well as the benefits. Classrooms should be equipped with technology to embrace the Health IT environment.  Prerequisite: Introduction to Healthcare Science.
    • Course 3: Applications of Health Information Technology In this course, students will analyze the three main groups of HIT applications in hospitals and the clinical functions. The importance of patient confidentiality and security will be analyzed, as well the challenges involved with the Health Information Exchange implementation. Students will research the HIT project-life cycle and HIT project-management components and stages. Further exploration of telemedicine and the use of electronic health records will be demonstrated in this course. Simulated lab experiences may be utilized. Prerequisite: Essentials of Health Information Technology
    • Work-Based Learning Healthcare: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled.

     

    Sports Medicine Pathway (N):  Students will apply the care, treatment, counseling, and health education information related to a career in sports medicine; as well as injury prevention and skills used in an athletic trainer role.
     
    • Course 1: Introduction to Healthcare Science Introduction to Healthcare Science is the foundational course for all Health Science pathways 
      and is a prerequisite for all other Healthcare Science pathway courses. This course will enable students to receive initial exposure to the many Healthcare Science careers as well as employability, communication, and technology skills necessary in the healthcare industry. The concepts of human growth and development, interaction with patients and family members, health, wellness, and preventative care are evaluated, as well as the legal, ethical responsibilities of today’s healthcare provider. Fundamental healthcare skills development is initiated including microbiology, basic life support and first aid. This course will provide students with a competitive edge to be the better candidate for either entry into the healthcare global marketplace and/or the post-secondary institution of their choice to continue their education and training. Prerequisite: None
    • Course 2: Essentials of Healthcare Anatomy and Physiology is a vital part of most healthcare post-secondary education programs. The Essentials of Healthcare is a medical-focused anatomy course addressing the physiology of each body system, along with the investigation of common diseases, disorders and emerging diseases. The prevention of disease and the diagnosis and treatment that might be utilized are addressed, along with medical terminology related to each system. This course provides an opportunity to demonstrate technical skills that enforce the goal of helping students make connections between medical procedures and the pathophysiology of diseases and disorders. Prerequisite:  Introduction to Healthcare
    • Course 3: Sports Medicine Sports Medicine is the third course in the Therapeutic Services/Sports Medicine Career Pathway. The course is appropriate for students who wish to pursue a career in healthcare with a focus on the musculoskeletal system, injury assessment, injury prevention, or rehabilitation including careers in Sports Medicine and Rehabilitative Services. This course will enable students to receive initial exposure to therapeutic services skills and attitudes applicable to the healthcare industry. The concepts of anatomy and physiology, assessment, preventative and rehabilitative care are introduced. Fundamental healthcare skills development is initiated, including medical terminology, kinesiology, patient assessment, record keeping, and basic life support. Prerequisite: Essentials of Healthcare
    • Work-Based Learning Healthcare: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled.
    ca
     
    Culinary Arts Pathway (D, L, S, W):  Students will complete a variety of skills required by the restaurant and food industry such as knife skills, cooking techniques, menu planning, food purchasing and costing, food safety and sanitation, and front of the house service. 
     
    • Course 1: Introduction to Culinary Arts Introduction to Culinary Arts is the foundational course designed to introduce students to 
      fundamental food preparation terms, concepts, and methods in Culinary Arts where 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. The course also provides an overview of the professionalism in the culinary industry and career opportunities leading into a career pathway to Culinary Arts. Mastery of standards through project-based learning, technical skills practice, and leadership development activities of Family, Career and Community Leaders of America, (FCCLA) will provide students with a competitive edge for either entry into the education global marketplace and/or the post-secondary institution of their choice to continue their education and training. Prerequisite: None
    • Course 2: Culinary Arts I As the second course in the Culinary Arts Career Pathway, the prerequisite for this course is 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 food-service career. This fundamentals course begins to involve in-depth knowledge and hands-on skill mastery of culinary arts. Prerequisite: Introduction to Culinary Arts
    • Course 3: Culinary Arts II As the third course in the Culinary Arts Pathway, the prerequisite for this course is Culinary Arts I. Culinary Arts II is an advanced and rigorous in-depth course designed for the student who is continuing in the Culinary Arts Pathway and wishes to continue their education at the postsecondary level or enter the food-service industry as a proficient and well-rounded individual. Strong importance is given to refining hands-on production of the classic fundamentals in the commercial kitchen. Prerequisite: Culinary Arts I
    • Work-Based Learning Culinary: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled.
    fn
     
    Food and Nutrition Pathway (C, L, N, W):  Students will acquire knowledge about food choices for optimal health for a lifetime, earn fourth science credits, and discuss the basic chemistry concepts of food science and evaluate the effects of processing, preparation, and storage on the quality, safety, wholesomeness, and nutritive value of foods.
     
    • Course 1: Food, Nutrition & Wellness Food, Nutrition and Wellness is the foundational course in the nutrition and food science pathway. The focus of the course is centered on healthy food and lifestyle choices. Students will investigate the interrelationship of food, nutrition and wellness to promote good health. Prerequisite: None 
    • Course 2: Food for Life Food for Life 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 elderly. The most common nutritional concerns, their relationship to food choices and health status and strategies to enhance well-being at each stage of the lifecycle 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. Prerequisite: Food, Nutrition, & Wellness
    • Course 3: Food Science 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. Related careers will be explored. Prerequisite: Food for Life
    • Work-Based Learning Food and Nutrition: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled.
    cosm
     
    Cosmetology Pathway (C, W): Students will master state rules and regulations, professional image, bacteriology, chemistry fundamentals, safety, and anatomy and physiology. Introductory competencies in the fundamental theory related to diseases and disorders of skin and hair will be covered; as well as, skills required for hair cutting, permanent waving and relaxing, and basic hair and scalp treatments.
     
    In addition, students may choose to enroll in the CLP (License Program) at the beginning of their 9th grade year. A fourth year of Cosmetology is required including several internships while they are enrolled in the program. The CLP allows the opportunity for students to receive the (1500) credit hours necessary to take their board exam after graduation. *A student must be 18 years or older to take the state board examination. 
     
    • Course 1: Introduction to Personal Care Services (300 credit hours*) This course introduces both fundamental theory and practices of the personal care professions including nail technicians, estheticians, barbers, and cosmetologists. Emphasis will be placed on professional practices and safety. Areas addressed in this course include: state rules and regulations, professional image, bacteriology, decontamination and infection control, chemistry fundamentals, safety, Hazardous Duty Standards Act compliance, and anatomy and physiology. Students will experience basic hands on skills in each area to help them determine the pathway they are most interested in pursuing. By completing courses in the personal care services pathways, students can potentially earn credit toward the hours required by the Georgia State Board of Barbering and/or Cosmetology or hours toward their license as an esthetician or nail technician. Pre-requisite for this course is advisor approval. *Credit hours will vary with each individual. Prerequisite: None
    • Course 2: Cosmetology Services II (300 credit hours*) After exploring the different areas of Personal Care Services in the introduction course, students may choose to pursue further training in cosmetology services. This course as well as additional advanced cosmetology courses is aligned with the Georgia State Board of Cosmetology requirements and licensure, and with the Technical College System of Georgia. This course is designed to enhance the understanding of anatomy of the skin and hair relating to the Cosmetology Industry. Students will master shampooing, permanent waving, haircutting, basic skin care, and make-up application while maintaining safety and sanitation in the workplace set forth by OSHA standards. *Credit hours will vary with each individual. Prerequisite: Introduction of Personal Care Services
    • Course 3: Cosmetology Services III (300 credit hours*) This course will cover haircutting, hair color, and relaxers. Both theory and practical work will be implemented for students to have basic entry level skills in the field of cosmetology. Safety and infection control will be applied throughout this course. Professional work ethics, communication skills, critical thinking skills, soft skills and professional image will be utilized during this course. This course aligns to the regulations and requirements of the State Board of Cosmetology. *Credit hours will vary with each individual. Prerequisite: Cosmetology Services II
    Cosmetology IV – CLP (License Program) (300) Credit Hours *Prerequisite Cosmetology I, II and III
    This course is a two block course. It is designed to enhance competencies in nail diseases and disorders, manicures, pedicures, hairstyling, wigs, thermal curling and pressing, electricity, salon business and safety. Units will include how to recognize signs of infections, disorders and diseases and when to decline a service. Focus will be on proper procedures for nail services by using sanitation and infection control guidelines. Hairstyling will include working with wigs and the use of thermal irons. The importance of learning the basics of electricity and how to use equipment safely in the salon will be emphasized. The salon business unit will provide the opportunity to learn employability skills, marketing, selling, customer relations, business operations and owning a salon. Students will earn credit (unit) hours towards the completion of the 1500 hours required by the Georgia State Board of Cosmetology. In addition, this course offers the possibility of meeting articulation alignment with technical college standards. Mastery of these standards is accomplished through project-based learning, technical skills practice, and leadership development activities of the career and technical student organization and Skills USA.
     
    *In addition to Cosmetology IV, students who continue in the CLP will take the Advanced Cosmetology Services (300 credit hours) two block course to complete the total of 1500 credit hours required by the Georgia State Board of Cosmetology. They will then become eligible to take the theory and practical exams upon graduation.
     
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    Cybersecurity (A): Students will understand and apply cybersecurity technology and practices, examine fundamental skills of internal and external threats to network security and design, enforce network level security policies, and learn how to protect industry data.
     
    • Course 1: Introduction to Digital Technology Introduction to Digital Technology is designed for high school students to understand, communicate, and adapt to a digital world as it impacts their personal life, society, and the business world. Exposure to foundational knowledge in hardware, software, programming, web design, IT support, and networks are all taught in a computer lab with hands- on activities and project-focused tasks. Students will not only understand the concepts, but apply their knowledge to situations and defend their actions/decisions/choices through the knowledge and skills acquired in this course. Employability skills are integrated into activities, tasks, and projects throughout the course standards to demonstrate the skills required by business and industry. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of both the employability skills standards and content standards for this course. Various forms of technologies will be highlighted to expose students to the emerging technologies impacting the digital world. Professional communication skills and practices, problem-solving, ethical and legal issues, and the impact of effective presentation skills are taught in this course as a foundational knowledge to prepare students to be college and career ready. The knowledge and skills taught in this course build upon each other to form a comprehensive introduction to digital world. Prerequisite: None
    • Course 2: Introduction to Cybersecurity The course examines how the concept of security integrates into the importance of user involvement, security training, ethics, trust, application of cybersecurity practices and devices, and best practices management. The fundamental skills cover internal and external threats to network security and design, how to enforce network level security policies, how to protect an organization’s information, and a broad range of other topics. Prerequisite: Introduction to Digital Technology
    • Course 3: Advanced Cybersecurity  The course explores the field of cybersecurity with updated content including new innovations in technology and methodologies. It builds on existing concepts introduced in Introduction to Cybersecurity and expands into malware threats, cryptography, organizational security, and wireless technologies. Prerequisite: Introduction to Cybersecurity
    • Work-Based Learning Information Technology: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled.

     

     
    Internet of Things (N): Students will focus on the interaction of programming and devices, using data from various sensors and sources in order to make decisions, take actions, and more. Students will show first-hand how programming and machines interact in our society.
     
    • Course 1: Introduction to Digital Technology Introduction to Digital Technology is designed for high school students to understand, communicate, and adapt to a digital world as it impacts their personal life, society, and the business world. Exposure to foundational knowledge in hardware, software, programming, web design, IT support, and networks are all taught in a computer lab with hands- on activities and project-focused tasks. Students will not only understand the concepts, but apply their knowledge to situations and defend their actions/decisions/choices through the knowledge and skills acquired in this course. Employability skills are integrated into activities, tasks, and projects throughout the course standards to demonstrate the skills required by business and industry. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of both the employability skills standards and content standards for this course. Various forms of technologies will be highlighted to expose students to the emerging technologies impacting the digital world. Professional communication skills and practices, problem-solving, ethical and legal issues, and the impact of effective presentation skills are taught in this course as a foundational knowledge to prepare students to be college and career ready. The knowledge and skills taught in this course build upon each other to form a comprehensive introduction to digital world. Prerequisite: None
    • Course 2: Computer Science Principles or AP Computer Science Principles Engage your creativity, demonstrate and build your problem solving ability all while connecting the relevance of computer science to the society! Computer Science (CS) Principles is an intellectually rich and engaging course that is focused on building a solid understanding and foundation in computer science. This course emphasizes the content, practices, thinking and skills central to the discipline of computer science. Through both its content and pedagogy, this course aims to appeal to a broad audience. The focus of this course will fall into these computational thinking practices: connecting computing, developing computational artifacts, abstracting, analyzing problems and artifacts, communicating, and collaborating. Prerequisite: Introduction to Digital Technology
    • Course 3: Embedded Computing This course will focus on the interaction of programming and devices, using data from various sensors and sources in order to make decisions, take actions, and more. A common industry term to describe this work is Internet of Things. Students will show first-hand how programming and machines interact to accomplish common and essential tasks throughout our society.  After mastery of the standards in this course, students should be prepared to earn an industry-recognized credential in this career area. Prerequisite: Computer Science Principles or AP Computer Science Principles
    • Work-Based Learning Information Technology: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled.

     

    Web Development Pathway (D, L, W): 
     
    Students will learn and apply foundational knowledge of "front-end" and "back-end" development to address the presentation and data access layers of web site development. Students will apply HTML and CSS coding at its foundational level as well.
     
    • Course 1: Introduction to Digital Technology Introduction to Digital Technology is designed for high school students to understand, communicate, and adapt to a digital world as it impacts their personal life, society, and the business world. Exposure to foundational knowledge in hardware, software, programming, web design, IT support, and networks are all taught in a computer lab with hands- on activities and project-focused tasks. Students will not only understand the concepts, but apply their knowledge to situations and defend their actions/decisions/choices through the knowledge and skills acquired in this course. Employability skills are integrated into activities, tasks, and projects throughout the course standards to demonstrate the skills required by business and industry. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of both the employability skills standards and content standards for this course. Various forms of technologies will be highlighted to expose students to the emerging technologies impacting the digital world. Professional communication skills and practices, problem-solving, ethical and legal issues, and the impact of effective presentation skills are taught in this course as a foundational knowledge to prepare students to be college and career ready. The knowledge and skills taught in this course build upon each other to form a comprehensive introduction to digital world. Prerequisite: None
    • Course 2: Computer Science Principles Engage your creativity, demonstrate and build your problem solving ability all while connecting the relevance of computer science to the society! Computer Science (CS) Principles is an intellectually rich and engaging course that is focused on building a solid understanding and foundation in computer science. This course emphasizes the content, practices, thinking and skills central to the discipline of computer science. Through both its content and pedagogy, this course aims to appeal to a broad audience. The focus of this course will fall into these computational thinking practices: connecting computing, developing computational artifacts, abstracting, analyzing problems and artifacts, communicating, and collaborating. Prerequisite: Introduction to Digital Technology
    • Course 3: Web Development This course, with Hypertext Markup Language (HTML) and Cascading Style Sheet (CSS) as its foundation, will teach students to develop and design responsive web sites through coding, testing, debugging and implementation of web-based services. This course will also allow students to learn about content management systems, client side languages, server side languages, and database concepts. The course is designed to give students foundational knowledge of "front-end" and "back-end" development to address the presentation and data access layers of web site development. Web Development is the third course in the Web Development pathway. Students enrolled in this course should have successfully completed Introduction to Digital Technology and Computer Science Principles. After mastery of the standards in this course, students should be prepared to earn an industry-recognized credential in this career area. Prerequisite: Computer Science Principles
    • Work-Based Learning Information Technology: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled.

     

    Programming Pathway (L, S): Students will learn essential skills involved in the design, development, implementation, and maintenance of computer systems and software, requiring knowledge of computer operating systems, programming languages, and software development.
     
    • Course 1: Introduction to Digital Technology Introduction to Digital Technology is designed for high school students to understand, communicate, and adapt to a digital world as it impacts their personal life, society, and the business world. Exposure to foundational knowledge in hardware, software, programming, web design, IT support, and networks are all taught in a computer lab with hands- on activities and project-focused tasks. Students will not only understand the concepts, but apply their knowledge to situations and defend their actions/decisions/choices through the knowledge and skills acquired in this course. Employability skills are integrated into activities, tasks, and projects throughout the course standards to demonstrate the skills required by business and industry. Competencies in the co-curricular student organization, Future Business Leaders of America (FBLA), are integral components of both the employability skills standards and content standards for this course. Various forms of technologies will be highlighted to expose students to the emerging technologies impacting the digital world. Professional communication skills and practices, problem-solving, ethical and legal issues, and the impact of effective presentation skills are taught in this course as a foundational knowledge to prepare students to be college and career ready. The knowledge and skills taught in this course build upon each other to form a comprehensive introduction to digital world.  Prerequisite: None
    • Course 2: Computer Science Principles Engage your creativity, demonstrate and build your problem solving ability all while connecting the relevance of computer science to the society! Computer Science (CS) Principles is an intellectually rich and engaging course that is focused on building a solid understanding and foundation in computer science. This course emphasizes the content, practices, thinking and skills central to the discipline of computer science. Through both its content and pedagogy, this course aims to appeal to a broad audience. The focus of this course will fall into these computational thinking practices: connecting computing, developing computational artifacts, abstracting, analyzing problems and artifacts, communicating, and collaborating. Prerequisite: Introduction to Digital Technology
    • Course 3: Programming, Games, Apps, & Society The course is designed for high school students to strategize, design, and develop games and mobile and desktop applications that can be produced in the real world. Students will learn about life-cycles of project development and use models to develop applications. Attention will be placed on how user interfaces affect the usability and effectiveness of a game or an application. Programming constructs will be employed which will allow students’ applications to interact with “real world,” stimuli. The course exposes students to privacy, legality, and security considerations with regards to the software industry.  Prerequisite: Computer Science Principles
    • Work-Based Learning Information Technology: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled.

     

    Computer Science Pathway (C, D, L, N, S, W): Students will prepare for entry-level, technical, and professional IT careers, including the design, development, implementation, and maintenance of computer systems and software, as well as knowledge of computer operating systems, programming languages, and software development required of cutting-edge technologies. 
     
    • Course 1: Introduction to Digital Technology 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 program 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. Prerequisite: None
    • Course 2: Computer Science Principles (or AP Computer Science Principles)  Engage your creativity, demonstrate and build your problem solving ability all while connecting the relevance of computer science to the society! Computer Science (CS) Principles is an intellectually rich and engaging course that is focused on building a solid understanding and foundation in computer science. This course emphasizes the content, practices, thinking and skills central to the discipline of computer science. Through both its content and pedagogy, this course aims to appeal to a broad audience. The focus of this course will fall into these computational thinking practices: connecting computing, developing computational artifacts, abstracting, analyzing 
       
      problems and artifacts, communicating, and collaborating. Prerequisite: Introduction to Digital Technology
    • Course 3: AP Computer Science 

      This course is in the Advanced Placement (AP) Program developed by the College Board. The course content follows the curriculum necessary for successful performance on the Advanced Placement Examination given by the College Board. Topics included in this course include computer systems, features of programming languages, programming methodology, fundamental data structures, and algorithms. Programs are written in various application areas, such as math, business, science, and entertainment. As different colleges have different criteria for placement and for computer science credit, we suggest that the student make inquiries at their colleges of interest to determine the score necessary for credit and for placement. 

      Students enrolled in this course are expected to take the Advanced Placement examination in AP Computer Science A in May. Student who entered as a freshmen in the 2008-2009 school year or later may count AP Computer Science A as a core science credit. Prerequisite: Computer Science Principles or AP Computer Science Principles

    • Work-Based Learning Information Technology: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled.

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    Manufacturing Pathway (S):  Students will familiarize themselves with related careers and develop fundamental technological literacy as they learn about the history, systems, and processes of manufacturing; apply their knowledge of computer aided design (CAD), computer numerical control (CNC), robots, computer assisted manufacturing (CAM), programmable logic controllers (PLC), automated guided vehicles (AGV), and computer integrated manufacturing (CIM); and learn how businesses engage in the production of products beginning with pre-production activities and continuing through post-production activities.
     
    • Course 1: Foundations of Manufacturing and Materials Science Foundations of Manufacturing and Materials Science is the introductory course for the Manufacturing career pathway. This course provides students with opportunities to become familiar with related careers and develop fundamental technological literacy as they learn about the history, systems, and processes of manufacturing. In addition, the course will provide an overview of the safe use of tools and equipment used in the industry.  Prerequisite: None
    • Course 2: Robotics and Automated Systems Upon completing this course, students will be able to apply their knowledge of computer aided design (CAD), computer numerical control (CNC), robotics, computer assisted manufacturing (CAM), programmable logic controllers, automated guided vehicles (AGV), and computer integrated manufacturing (CIM). Prerequisite: Foundations of Manufacturing and Materials Science
    • Course 3: Production Enterprises The purpose of this course is to give students on understanding of how to design and implement a production system. Students learn how businesses engage in the production of products beginning with pre-production activities and continuing through post-production activities. Additionally, students will learn about the historical and societal impact of production. Students will also develop an understanding of careers available in manufacturing and the skills and education required for those careers. Prerequisite: Robotics and Automated Systems
    • Work-Based Learning Manufacturing: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled.
     
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    Fashion Marketing (C, D, L, S, W):  Students will learn how designers, manufacturers, merchandisers, and retailers collaborate to market and sell thousands of products. Students will focus on managing processes related to visual merchandising, buying, researching, advertising, promoting, and selling products globally.
     
    • Course 1: Marketing Principles Marketing Principles addresses all the ways in which marketing satisfies consumer and business needs and wants for products and services. Students develop a basic understanding of Employability, Foundational and Business Administration skills, Economics, Entrepreneurship, Financial Analysis, Human Resources Management, Information Management, Marketing, Operations, Professional Development, Strategic Management, and Global Marketing strategies. Instructional projects with real businesses, work-based learning activities including School-Based Enterprises, and DECA application experiences should be incorporated in this course. Prerequisite: None
    • Course 2: Fashion, Merchandising and Retailing Essentials  This course introduces students to the retail industry including the fundamentals of fashion marketing, key marketing concepts essential to every business, types of businesses involved in the industry, and an array of career opportunities. Students will develop skills in such areas as fashion economics, marketing segmentation and target marketing, product selection and buying, and inventory systems. Prerequisite: Marketing Principles
    • Course 3: Advanced Fashion, Merchandising and Retailing Advanced Fashion, Merchandising and Retailing is the third course in the Fashion, Merchandising and Retail Management Career Pathway and focuses on the application of knowledge and the performance of key skills required in a retail environment. Students will develop skills necessary for managing the following elements: pricing, visual merchandising, advertising, special promotions, professional sales, and customer service. Prerequisite: Fashion, Merchandising, and Retailing Essentials
    • Work-Based Learning Marketing: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled.

     

    Marketing Management Pathway (C, D, L, N, S, S/IB, W): Students will focus on managing the processes responsible for identifying, anticipating, and satisfying customer requirements in a manner that is profitable for the business. Student skills include management and entrepreneurship, marketing, buying and merchandising, marketing communications and promotion, professional sales, marketing information management and research, channel management, global marketing, and internet/online marketing.
     
    • Course 1: Marketing Principles Marketing Principles is the foundational course for the Marketing and Management, Fashion Merchandising and Buying, and Marketing Communications and Promotion Pathways. Marketing Principles addresses all the ways in which marketing satisfies 
      consumer and business needs and wants for products and services. Students develop a basic understanding of Employability, Foundational and Business Administration skills, Economics, Entrepreneurship, Financial Analysis, Human Resources Management, Information Management, Marketing, Operations, Professional Development, Strategic Management, and Global Marketing strategies. Instructional projects with real businesses, work-based learning activities including School-Based Enterprises, and DECA application experiences should be incorporated in this course. Prerequisite: None
    • Course 2: Marketing and Entrepreneurship Marketing and Entrepreneurship is the second course in the Marketing and Management Career Pathway. Marketing and Entrepreneurship begins an in-depth and detailed study of marketing while also focusing on management with specific emphasis on small business ownership. This course builds on the theories learned in Marketing Principles by providing practical application scenarios which test these theories. In addition, Marketing and Entrepreneurship focuses on the role of the supervisor and examines the qualities needed to be successful. Prerequisite: Marketing Principles
    • Course 3: Marketing Management Marketing Management is the third course in the Marketing and Management pathway. Students assume a managerial perspective by applying economic principles in marketing, analyzing operation’s needs, examining channel management 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 includes global marketing where students analyze marketing strategies employed in the United States versus those employed in other countries. Prerequisite: Marketing and Entrepreneurship
    • Work-Based Learning Marketing: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled.

     

     
    Sports and Entertainment Marketing Pathway (C, D, L, N, S, W): Students will apply knowledge and skills in all areas of marketing to promote brands by using sports and entertainment celebrities and events to connect with broad or individual targeted groups of consumers. 
     
    • Course 1: Marketing Principles Marketing Principles is the foundational course for the Marketing and Management, Fashion Merchandising and Buying, and Marketing Communications and Promotion Pathways. Marketing Principles addresses all the ways in which marketing satisfies 
      consumer and business needs and wants for products and services. Students develop a basic understanding of Employability, Foundational and Business Administration skills, Economics, Entrepreneurship, Financial Analysis, Human Resources Management, Information Management, Marketing, Operations, Professional Development, Strategic Management, and Global Marketing strategies. Instructional projects with real businesses, work-based learning activities including School-Based Enterprises, and DECA application experiences should be incorporated in this course. Pre-requisite for this course is advisor approval. Prerequisite: None
    • Course 2: Introduction to Sports and Entertainment Marketing This course introduces the student to the major segments of the Sports and Entertainment Industry and the social and economic impact the industry has on the 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 Skill, Selling, Marketing Information Management, Economics, Distribution, Pricing, Advertising, Publicity/Public Relations, Sales Promotion, Business Risks, and Organization. Prerequisite: Marketing Principles
    • Course 3: Advanced Sports and 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. Prerequisite: Introduction to Sports and Entertainment Marketing
    • Work-Based Learning Marketing: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled.
     
     
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    Engineering and Technology Pathway (C/STEM, D, L, N, S, S/IB, W): Students will combine hands-on projects and rigorous curriculum to be prepared for challenging postsecondary engineering and technology problems; and build solid technical writing, comprehension, calculation, problem-solving, and technical skills. Students are encouraged to take relevant math and science courses, such as advanced algebra, chemistry, calculus, geometry, trigonometry, physics, design, and engineering concepts.
     
    • Course 1: Foundations of Engineering and Technology The Foundations of Engineering and Technology is the introductory course for the Engineering and Technology Education pathways. This STEM driven course provides the students with an overview of engineering and technology including the different methods used in the engineering design process developing fundamental technology and engineering literacy. Students will demonstrate the skills and knowledge they have learned through various project based activities while using an engineering design process to successfully master the “E” in STEM. Prerequisite: None
    • Course 2: 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. Prerequisite: Foundations of Engineering and Technology
    • Course 3: 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. Prerequisite: Engineering Concepts
    • Research, Design and Project Management (Engineering) 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. Prerequisite: Engineering Applications
    • Work-Based Learning Engineering: Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway classes they have completed or in which they are concurrently enrolled.
    a
     
    Master Automotive Service Technician Pathway (C): Students will demonstrate an understanding of the components within automobile sub-systems, as well as, the advanced tasks related to automobile service. This pathway culminates with the opportunity for students to take the end of pathway assessment in Master Automotive Service Technician offered by the National Institute for Automotive Service Excellence (ASE) in collaboration with NATEF/AYES/SkillsUSA. This is a Tech Prep articulated 4+2 program. Program completers will be eligible to receive college credit from Gwinnett Technical College automotive program. Up to 17 credits are available through articulation. Dual Enrollment is also possible. Upon successful completion of this program, students will receive a training certificate diploma and be given opportunity to take the ASE certification tests in Brakes, Engine performance, Suspension and Steering, Electrical, Heating and Air Conditioning, and Engine Repair. Students who pass these exams will become certified by ASE upon completion of the experience requirement. Students can also apply for paid internships through the Automotive Youth Education Systems (AYES) for full or part time internships at local dealerships or repair facilities. Successful applicants are career focused, highly motivated, drug free, and possess a valid clean driving license record.
     
    • Basic Maintenance and Light Repair (MLR) This course is designed as the foundational course for the Automobile Maintenance and Light Repair pathway. Students in this course will learn the basic skills needed to gain employment as a maintenance and light repair technician. Students will be exposed to courses in automotive preventative maintenance and servicing and replacing brakes, and steering and suspension
      components. In addition, student will learn how to do general electrical system diagnosis, learn electrical theory, perform basic tests and determine necessary action. In addition, students will learn how to evacuate and recharge air-conditioning systems using the proper refrigerant. The hours completed in this course are aligned with ASE/NATEF standards and are a base for the entry-level technician. The pre-requisite for this course is advisor approval. Prerequisite: None
    • Maintenance and Light Repair 2 Students will learn the basic skills needed to gain employment as a maintenance and light repair technician and will expose students to automotive preventative maintenance and servicing, as well as replacing brakes, and steering and suspension components. Students will also learn general electrical system diagnosis, electrical theory, basic test requirements, and determining necessary action. In addition, students will learn how to evacuate and recharge air-conditioning systems using the proper refrigerant. Standards for this course are aligned with ASE/NATEF standards and are an excellent foundation for the entry-level technician. Prerequisite: Basic Maintenance and Light Repair
    • Maintenance and Light Repair 3 Students will learn the basic skills needed to gain employment as a maintenance and light 
      repair technician and will expose student to automotive preventative maintenance and servicing, replacing brakes, as well as steering and suspension components. Students will learn about general electrical system diagnosis, electrical theory, basic tests that are required, and determine the necessary action. In addition, students will learn how to evacuate and recharge air-conditioning systems using the proper refrigerant. The standards in this course are aligned with ASE/NATEF standards and are an excellent foundation for the entry-level technician. Prerequisite: Maintenance and Light Repair 2
    • Automobile Service Technology 4 Students in this major will learn the basic skills needed to gain employment as a maintenance and light repair technician. This career major will expose the student to courses in automotive preventative maintenance and servicing and replacing brakes, and steering and suspension components. They will also learn how to do general electrical system diagnosis, learn electrical theory, perform basic tests and then determine necessary action. In addition, they will learn how to evacuate and recharge air-conditioning systems using the proper refrigerant. The hours completed in this major are aligned with ASE/NATEF standards and are an excellent foundation for the entry-level technician. Prerequisite: Maintenance and Light Repair 3
    • Automobile Service Technology 5 Students in this course will learn the basic skills needed to gain employment as a maintenance and light repair technician and will expose students to courses in automotive preventative maintenance, servicing and replacing brakes, and steering and suspension components. The students will also learn how to do general electrical system diagnosis, learn about electrical theory, and perform basic tests to determine necessary action. In addition, students will learn how to evacuate and recharge air-conditioning systems using the proper refrigerant. The hours completed in this course are aligned with ASE/NATEF standards and are an excellent foundation for an entry-level technician. Prerequisite:  Automobile Service Technology 4
    • Automobile Service Technology 6 Students in this course will learn the basic skills needed to gain employment as a maintenance and light repair technician and will expose students to automotive preventative maintenance, servicing and replacing brakes, and steering and suspension components. The students will also learn how to do general electrical system diagnosis, learn electrical theory, perform basic tests and determine necessary action. In addition, students will learn how to evacuate and recharge air-conditioning systems using the proper refrigerant. The hours completed in this course are aligned with ASE/NATEF standards and are an excellent foundation for an entry-level technician. Prerequisite:  Automobile Service Technology 5
    • Automobile Service Technology 7 Students in this course will learn the basic skills needed to gain employment as a maintenance and light repair technician. This course will expose students to automotive preventative maintenance and servicing and replacing brakes. In addition, students will learn about steering and suspension components and general electrical system diagnosis, as well as learning electrical theory, performing basic tests, and determining necessary action. Students will learn how to evacuate and recharge air-conditioning systems using the proper refrigerant. The course standards are aligned with ASE/NATEF standards and are an excellent foundation for an entry-level technician. Prerequisite: Automobile Service Technology 6
    • Automobile Service Technology 8 Students will learn the basic skills needed to gain employment as a maintenance and light repair technician. This course will expose the student to automotive preventative maintenance and servicing and replacing brakes, and steering and suspension components. Students will also learn electrical theory, learn general electrical system diagnosis, and perform basic tests to determine necessary action. In addition, students will learn how to evacuate and recharge air-conditioning systems using the proper refrigerant. The course standards are aligned with ASE/NATEF standards and are an excellent foundation for the entry-level technician. Prerequisite: Master Automobile Service Technology 7
    • Automobile Service Technology Internship The Automobile Service Technology Internship is an elective course for all Automobile Service 
      Technology pathways. Students have the opportunity to practice finished work and develop problem solving skills. Students practice adaptability to job equipment and technology and exhibit progressive productivity and acceptable job performance. 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 Automobile Service marketplace. The prerequisite for Internship is the successful completion of the Maintenance and Light Repair pathway.
     
     
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    Work-Based Learning placements represent the pinnacle of the Career-Related Education experience. To qualify for a WBL placement, a student must be at least 16 years old. Students must also have a defined Career Pathway in order to participate in a Work-Based Learning placement. 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 pathway 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 employability skill development, Cooperative Education, Internship, Youth Apprenticeship, and Clinical Experiences. Click here for more information!
     
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    Honors Mentorship is a year-long class for intellectually gifted or artistically talented 11th and 12th grade students who desire a challenging, enriching, and career-based opportunity. The program gives motivated, mature high school students from Forsyth County a career mentorship designed around the individual student's interest in a specific field or career. Each selected participant is matched with a professional who serves as his or her mentor by providing a real-life career experience along with the latest information and technology in the field. This class is for the unique individual who has a passion for a profession and who is ready to move into a career experience outside the classroom. Click here for more information!
     
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    IB Business and Management (S): This course emphasizes understanding technical innovation, daily business functions including marketing, human resources, management, accounting, and finance. The Standard Level course is designed for any students who have an interest in the world around them and who wish to develop skills of analysis and evaluation that they can apply to international real-world situations. No previous knowledge of Business and Management is presumed and therefore there are no special course requirements.

    IB Design Technology SL (S): The Diploma Programme for the IB Design Technology SL course is best suited for students interested in engineering, design, business, or entrepreneurship.  Design Technology involves gaining information about the world around us, processing it, and then using it to form a strategy that will improve a given situation or product. It provides students with the knowledge to be able to design and make in school workshops, and also to develop an informed literacy about technology in general. Because it is an international curriculum it has a particular focus on global environmental issues. The designer is interested in not only the material environment but also the political, social, and economic considerations which affect people’s priorities. Students learn how to evaluate existing products and analyze situations so that they can suggest appropriate improvements.