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 2014-2015 being the last cohort of students permitted to enroll in the program. After 2014-2015, no new students may be enrolled in this program. Students already enrolled in the program may continue taking courses in the program until completion. Courses will remain in the Course Code Directory for teach-out purposes. Alternative enrollment options for students include the Technical Design program (8401000).
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.
Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.
This program is a planned sequence of instruction consisting of three one-credit courses. The following table illustrates the program structure:
Drafting/Illustrative Design Technology I
Drafting/Illustrative Design Technology II
Drafting/Illustrative Design Technology III
In addition to the above courses, the Advanced Technology Applications (8601900) course is appropriate to be used for content area continuation in this program after all three credits of the program have been completed. The purpose of the Advanced Technology Applications course is to provide students with a capstone opportunity to develop a school based project from "vision" to "reality". Working in teams to design, create, test, redesign, test again; and then produce a finished "project". This would involve using ALL the knowledge previously learned, not only in Engineering and Technology Education but also across the curriculum. See the Advanced Technology Applications framework for more information.
Academic Alignment Table
The courses comprising this program have not yet been aligned to the Next Generation Sunshine State Standards contained in specific math and science core academic courses. This alignment is a collaborative review by Career and Technical Education (CTE) teachers and core academic teachers. Once the program has been subjected to this alignment, this curriculum framework will include a table depicting the number of academic standards in each CTE course, the total number of math and science standards contained in the academic course, and the percentage of alignment to the CTE course.
** Alignment pending review # Alignment attempted, but no correlation to academic course
Florida Standards for Technical Subjects
Florida Standards (FS) for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects are the critical reading and writing literacy standards designed for grade 6 and above. These standards are predicated on teachers of history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields. It is important to note that the 6-12 literacy standards in history/social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to supplement them. This curriculum framework incorporates the grades 9-10 reading and writing literacy standards in the first two courses of this CTE program and grade 11-12 reading and writing literacy standards in the third and fourth courses of this CTE program. The standards for Mathematical Practices describe varieties of expertise that educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. This curriculum framework incorporates the appropriate mathematical practices in the first four courses of this CTE program.
Florida Standards for Mathematics & Language Arts (FS-M/LA)
Some or all of the courses in this program have been aligned to the Florida Standards for Mathematics and Language Arts used in core academic classes. Data shown in the framework table (column ‘FS-M/LA’) contains the results of these alignment efforts.
Next Generation Sunshine State Standards (NGSSS) - Science
Some or all of the courses in this program have been aligned to the Next Generation Sunshine State Standards (NGSSS) for Science. These standards are listed next to the content standards.
Common Career Technical Core – Career Ready Practices
Career Ready Practices describe the career-ready skills that educators should seek to develop in their students. These practices are not exclusive to a Career Pathway, program of study, discipline or level of education. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study.
1. Act as a responsible and contributing citizen and employee.
2. Apply appropriate academic and technical skills.
3. Attend to personal health and financial well-being.
4. Communicate clearly, effectively and with reason.
5. Consider the environmental, social and economic impacts of decisions.
6. Demonstrate creativity and innovation.
7. Employ valid and reliable research strategies.
8. Utilize critical thinking to make sense of problems and persevere in solving them.
9. Model integrity, ethical leadership and effective management.
10. Plan education and career path aligned to personal goals.
11. Use technology to enhance productivity.
12. Work productively in teams while using cultural/global competence.