Florida Department of Education Curriculum Framework



Download 245.95 Kb.
Page1/4
Date13.05.2016
Size245.95 Kb.
  1   2   3   4

Revised: 11/27/2012

2013 – 2014

Florida Department of Education

Curriculum Framework




Program Title: Drafting/Illustrative Design Technology

Program Type: Non Career Preparatory

Career Cluster: Engineering & Technology Education



NOTE: This program has been daggered for deletion with 2013-2014 being the last cohort of students permitted to enroll in the program. After 2013-2014, no new students may be enrolled in this program. Students already enrolled in the program may, at the District’s discretion, continue taking courses in the program until completion. Alternative enrollment options for students include the Technical Design program (8401000).





Secondary – Non Career Preparatory

Program Number

8600800

CIP Number

0821010300

Grade Level

9-12; 30, 31

Standard Length

3 credits

Teacher Certification

TEC ED 1 @2

ENG 7 G

DRAFTING @7 G

GRAPH ARTS @4



CTSO

FL-TSA

Facility Code

242, Related 808, 810, 852.

Refer to http://www.fldoe.org/edfacil/sref.asp (State Requirements for Educational Facilities)



Perkins Technical Skill Attainment Inventory

http://www.fldoe.org/workforce/perkins/perkins_resources.asp

Industry Certifications

http://www.fldoe.org/workforce/fcpea/default.asp

Statewide Articulation

http://www.fldoe.org/workforce/dwdframe/artic_frame.asp



Purpose

The purpose of this program is to provide students with a foundation of knowledge and technically oriented experiences in the study of drafting and design technology. This program focuses on transferable skills and stresses understanding and demonstration of the technological tools, machines, instruments, materials, processes and systems in business and industry.


The content includes, but is not limited to, a study of the purposes, instruments, processes, and technical skills of drafting technology. The content and activities will also include the study of entrepreneurship, safety, and leadership skills.

Program Structure

This program is a planned sequence of instruction consisting of the courses shown in the following table:




Course Number

Course Title

Length

Level

8600810

Drafting/Illustrative Design Technology I

1 credit

2

8600820

Drafting/Illustrative Design Technology II

1 credit

2

8600830

Drafting/Illustrative Design Technology III

1 credit

3

In addition to the above courses, the Advanced Applications in Technology (8601900) is appropriate to be used for content area continuation in this program after all three credits of this program have been completed. The purpose of Advanced Applications in Technology course is to provide students with a capstone opportunity to develop a school based project from "vision" to "reality". Working in teams to design, engineer, manufacture, construct, test, redesign, test again; and then produce a finished "project". This would involve using ALL the knowledge previously learned, not only in Engineering & Technology Education but also across the curriculum. See the Advanced Applications in Technology framework for more information.



Laboratory Activities

Laboratory activities are an integral part of this program. These activities include instruction in the use of safety procedures, tools, equipment, materials, and processes related to occupations in this industry. Equipment and supplies should be provided to enhance hands-on experiences for students.



Special Notes




Academic Alignment

Some or all of the courses in this program have been aligned to the Next Generation Sunshine State Standards contained in specific science core academic courses. Pending full implementation of the Common Core State Standards for Mathematics, some or all of the courses in this program will be aligned to specific math core academic courses. The table below contains the results of the alignment efforts. Data shown in the table includes the number of academic standards in the CTE course, the total number of math and science standards contained in the academic course, and the percentage of alignment to the CTE course. The following academic courses were included in the alignment (see code for use in table).




Academic Subject Area

Academic Course

Math

Algebra 1 (ALG1)

Algebra 2 (ALG2)

Geometry (GEO)


Science

Anatomy/Physiology Honors (APH)

Astronomy Solar/Galactic Honors (ASGH)

Biology 1 (BIO1)

Chemistry 1 (CHM1)

Earth-Space Science (ESS)

Genetics (GEN)

Marine Science 1 Honors (MS1H)

Physical Science (PS)

Physics 1 (PHY1)





Course

Math

Science

ALG1

ALG2

GEO

APH

ASGH

BIO1

CHM1

ESS

GEN

MS1H

PS

PHY1

Drafting/Illustrative Design Technology I

^^

^^

^^

**

**

**

**

**

**

**

**

**

Drafting/Illustrative Design Technology II

^^

^^

^^

**

**

**

**

**

**

**

**

**

Drafting/Illustrative Design Technology III

^^

^^

^^

**

**

**

**

**

**

**

**

**

^^ Alignment pending full implementation of the ** Alignment pending review

Common Core State Standards for Mathematics. # Alignment attempted, but no correlation to academic course.

Career and Technical Student Organization (CTSO)

The Florida Technology Student Association (FL-TSA) is the appropriate career and technical student organization for providing leadership training and reinforcing specific career and technical skills. Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered. The activities of such organizations are defined as part of the curriculum in accordance with Rule 6A-6.065, F.A.C.



Cooperative Training

Cooperative training is appropriate but not required for this program. Whenever offered, the rules, guidelines, and requirements specified in the Florida Department of Education Cooperative Education Manual apply.


Work-Based Experience (8601800) is the appropriate course to provide Engineering & Technology Education students with the opportunity, as Student Learners, to gain real world practical, first-hand exposure in broad occupational clusters or industry sectors through a structured, compensated or uncompensated experience. Work-Based Experience (WBE) is also designed to give the Student Learners an opportunity to apply and integrate the knowledge, skills, and abilities acquired during their School-Based Experience to actual work situations independent of school facilities. At least one credit of an Engineering & Technology Education program consisting of three credits must be completed before enrolling in WBE. See the Work-Based Experience framework for more information.

Essential Skills

Essential skills identified by the Division of Career and Adult Education have been integrated into the standards and benchmarks of this program. These skills represent the general knowledge and skills considered by industry to be essential for success in careers across all career clusters. Students preparing for a career served by this program at any level should be able to demonstrate these skills in the context of this program. A complete list of Essential Skills and links to instructional resources in support of these Essential Skills are published on the CTE Essential Skills page of the FL-DOE website (http://www.fldoe.org/workforce/dwdframe/essential_skills.asp).



Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s IEP or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access. Postsecondary students with disabilities must self-identify, present documentation, request accommodations if needed, and develop a plan with their counselor and/or instructors. Accommodations received in postsecondary education may differ from those received in secondary education.  Accommodations change the way the student is instructed.  Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems.  Documentation of the accommodations requested and provided should be maintained in a confidential file.


In addition to accommodations, some secondary students with disabilities (students with an Individual Educational Plan (IEP) served in Exceptional Student Education or ESE) will need modifications to meet their needs.  Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course.  Note postsecondary curriculum cannot be modified.
Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular Occupational Completion Point (OCP) or a Modified Occupational Completion Point (MOCP).  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete an OCP/MOCP.  The student should work on different competencies and new applications of competencies each year toward completion of the OCP/MOCP.  After achieving the competencies identified for the year, the student earns credit for the course. It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number (for eligible students with disabilities). 

Articulation

For details on articulation agreements which correlate to programs and industry certifications refer to http://www.fldoe.org/workforce/dwdframe/artic_frame.asp.



Bright Futures/Gold Seal Scholarship

Course substitutions as defined in the Comprehensive Course Table for this program area may be used to qualify a student for Florida’s Gold Seal Vocational Scholarship, providing all other eligibility requirements are met. Eligibility requirements are available online at https://www.osfaffelp.org/bfiehs/fnbpcm02_CCTMain.aspx.



Fine Arts/Practical Arts Credit

Many courses in CTE programs meet the Fine Arts/Practical Arts credit for high school graduation.  A listing of approved CTE courses is published each year as a supplemental resource to the Course Code Directory (http://www.fldoe.org/articulation/CCD/default.asp).






Share with your friends:
  1   2   3   4


The database is protected by copyright ©essaydocs.org 2019
send message

    Main page