HAVRE PUBLIC SCHOOLS VOCATIONAL EDUCATION CURRICULUM

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1 HAVRE PUBLIC SCHOOLS VOCATIONAL EDUCATION CURRICULUM As Approved May 9, 2005

2 Page 2 GRADES 6-8 Note: The goals and program descriptions listed in this document may not be addressed to all grade levels 6-8. Readers interested in actual course offerings at HMS should contact the HMS principal. MIDDLE GRADES INDUSTRIAL TECHNOLOGY Career development is a lifelong process by which individuals develop and refine their self-identity as it relates to life and employment decisions. Middle grade students have reached a critical age where they can explore career decision making and develop future educational plans. Career development experiences for middle grade students are designed to be exploratory in nature and develop basic lifelong skills. Programs 6-8 and 9-12 will coordinate to help facilitate program continuity in grades FAMILY AND CONSUMER SCIENCE The Students will learn the basics of nutrition, diet, eating habits and manners, table setting, measuring and cooking techniques. See High School program description.

3 Page 3 Note: The program descriptions and goals in this document may not be addressed to all grade levels Readers interested in actual course offerings should contact the HHS Department Chairpersons for each program. PROGRAM DESCRIPTIONS TRADE AND AUTO TECHNOLOGY Trade and Industrial Education is a secondary program designed to prepare students for a career in Auto Technology. Design As a component of workforce development education, Trade and Industrial Education provides students the opportunity to advance in a wide range of trade and industry. Opportunities to develop and apply interpersonal leadership, social, civic, and businessrelated skills are provided through Vocational Industrial Clubs of America (VICA), the vocational student organization for Trade and Industrial Education students. As an integral part of the Trade and Industrial Education program, VICA activities enhance classroom instruction through leadership and teamwork activities. These activities directly relate to the major objectives of Trade and Industrial Education. Content Knowledge Level IV (Grades 9-12) The student should: < Propose designs and choose between alternative solutions (e.g., models, simulations) < Implement a proposed solution (e.g., construct artifacts for intended users or beneficiaries) < Evaluate a designed solution and its consequences based on the needs or criteria the solution was designed to meet < Know that science and technology are pursued for different purposes (scientific inquiry is driven by the desire to understand the natural world and seeks to answer questions that may or may not directly influence humans; technology is driven by the need to meet human needs and solve human problems) < Know ways in which social and economic forces influence which technologies will be developed and used (e.g., personal values, consumer acceptance, patent laws, availability of risk capital, the federal budget, local and national regulations,

4 Page 4 media attention, economic competition, tax incentives) < Know that alternatives, risks, costs, and benefits must be considered when deciding on proposals to introduce new technologies or to curtail existing ones (e.g., Are there alternative ways to achieve the same ends? Who benefits and who suffers? What are the financial and social costs and who bears them? How serious are the risks and who is in jeopardy? What resources will be needed and where will they come from?) < Know that technological knowledge is often not made public because of patents and the financial potential of the idea or invention; scientific knowledge is made public through presentations at professional meetings and publications in scientific journals < Know examples of advanced and emerging technologies (e.g., virtual environment, personal digital assistants, voice recognition software) and how they could impact society < Observe common courtesies and acceptable use policies while telecomputing < Know of significant advances in computers and peripherals (e.g., data scanners, digital cameras) in CAD and Technology Education classes < Use a variety of input devices (e.g., keyboards, scanners, voice/sound recorders, mouse) < Know limitations and tradeoff of various types of hardware < Identify malfunctions and problems in hardware

5 Page 5 TRADE AND INDUSTRIAL EDUCATION Technology Education Automotive Program Freshman Basic Electricity & Electronics Sophomore Small Engines Junior Auto Engines Senior Auto Mechanics Advanced Placement Automotive Program Freshman Basic Electricity & Electronics (required) Sophomore Small Engines & Auto Engines Junior Auto Mechanics Senior *Independent Study *based on Instructor approval and students selected area of certification.

6 Page 6 BUSINESS EDUCATION Business Education is a broad, comprehensive curriculum at the middle and high school levels that provides students with meaningful instruction for and about business. Instruction in Business Education encompasses business skills and techniques, an understanding of basic economics, and business attitudes essential to participate in the international marketplace as productive workers, contributing citizens, and consumers. Havre Public Schools has a responsibility to provide a competent, business literate, and skilled workforce. Business Education is critical to this process. Business Education is for every student because it is designed to integrate business and computer technology skills into the high school curriculum. Therefore, a Business Education course should be part of the curriculum for each student. Business Education has relevance and helps young adults to manage their own financial affairs and make intelligent consumer and business-related choices.

7 Page 7 FAMILY AND CONSUMER SCIENCES EDUCATION Family and Consumer Science Education at the middle and high school levels help prepare students for independent and family living. It also provides students with the needed skills for entering careers in related occupations. Family and Consumer Science programs help students establish and maintain successful homes and rewarding family lives. Students learn management, decision making, and interpersonal relationship skills in the six core areas of Family and Consumer Science. The program s unique focus is on families, work, and their interrelationships. Program Design Family and Consumer Sciences Education is founded on six distinct core areas. The areas are: < Consumer Education and Resource Management < Family and Interpersonal Relationships < Foods, Nutrition, and Wellness < Interiors, Housing, and Design < Human Development and Parenting Education < Textiles, Apparel, and Fashion Developmentally appropriate courses incorporate these six core areas, as well as academic integration and workplace applications, to prepare students to successfully manage individual, family, work, and community roles. Examples of workplace applications include basic skills, thinking skills, and personal qualities. Ultimately, students prepare to enter paid employment and to advance within a career with additional training and/or education.

8 Page 8 TECHNOLOGY EDUCATION Technology Education is designed to help students develop an appreciation and understanding of technology through the study and application of materials, tools, and processes of the past and present. This series of courses allow students to apply knowledge, tools, skills, and insights to the solving of problems found in communication, manufacturing, structural, and transportation systems. Students learn about and from technology, by applying abstract ideas and concepts of mathematics, science, language arts. Through this integrated study of technology, students develop an understanding of the importance and role of technology in our society. Design Communication skills and problem solving are major focuses of the prerequisite course, Fundamentals of Technology. Emphasis is placed on skills and tools central to technology studies and the systems courses, including interpreting technical communication, problem-solving, modeling, safety, testing instrumentation, and technology assessment necessary for understanding contemporary technologies. The systems courses follow a similar course structure, while developing in-depth skills in the specific areas of communication, manufacturing, structural, and transportation systems. This systematic approach to learning about technology prepares students for the rapidly changing technological world by developing skills necessary for adapting to new technologies as they evolve. The Vocational Industrial Clubs of America(VICA) is also an essential component of Technology Education. Through VICA, students learn and apply technical, leadership, social, and civic skills. Students become effective team members through the use and development of interpersonal skills. VICA activities are an integral part of the Technology Education program and relate directly to the program outcomes.

9 Page 9 VOCATIONAL EDUCATION STUDENT LEARNER GOALS Goal 1: CAREER EXPLORATION AND APPLICATION OBJECTIVES: Goal 2: OBJECTIVES: Students will: 1. Understand and implement the process of career research. 2. Examine the nature, importance and aspects of a contract. 3. Understand the concept of worker s rights. 4. Investigate governmental regulations of employment. 5. Explain and differentiate elements of business organization. 6. Understand and investigate factors that affect the economy. 7. Investigate business operations. 8. Examine and apply concepts of entrepreneurship. 9. Understand and implement steps necessary to secure a job (resume, job analysis, portfolio, interview, etc.). 10. Understand the types of on-the-job activities that are required for various entry level positions. 11. Explore the roles of employers and employees. 12. Demonstrate decision-making and problem solving skills. 13. Effectively demonstrate principles of safety relevant to specific tasks. 14. Explain and apply business processes and principles relating to goods and services. RESOURCE MANAGEMENT Students will: 1. Understand credit functions and financial responsibilities. 2. Understand protection of economic loss through insurance. 3. Explain the importance of finances in business operations. 4. Understand business principles and procedures (marketing, accounting, and law). 5. Prepare and analyze financial plans. 6. Understand financial forecasts and objectives. 7. Understand the importance of organization and time management skills. 8. Evaluate the use of physical resources in business and trade applications. Goal 3: OBJECTIVES: PERSONAL AND LEADERSHIP LIFE SKILLS Students will: 1. Prepare and compose various types of communication (business and media related). 2. Explain components of working relationships. 3. Explain the influence of attitude and working relationships. 4. Describe individual role in working relationships. 5. Analyze self concept. 6. Describe the roles and responsibilities of adulthood. 7. Evaluate and discuss civic responsibilities. 8. Discuss and analyze personal and work ethics.

10 Page 10 Goal 4: OBJECTIVES: Goal 5: OBJECTIVES: TECHNOLOGY AND TECHNICAL SKILLS Students will: 1. Gain an awareness of the role of the computer and develop basic proficiency for personal and business use. 2. Implement all parts of the word processing cycle. 3. Explore the new technologies occurring in today s business. 4. Practice safe and appropriate use of technology. 5. Use various forms of multimedia to create presentations. 6. Understand features of operating systems. 7. Apply and utilize features of various software. 8. Understand and apply various aspects of the internet. 9. Create spreadsheets and databases for various activities. 10. Design and create web pages. 11. Distinguish between the components of a computer and describe their functions. 12. Demonstrate mastery of tools and equipment relative to task. INDEPENDENT AND FAMILY LIVING Students will: 1. Recognize the function of the home and basic needs it fulfills. 2. Examine family lifestyles and consumer decision making. 3. Analyze one s own values in relation to life style. 4. Identify food groups and classification of different foods. 5. Examine, plan, and prepare a variety of foods. 6. Evaluate nutritional value of foods and diets. 7. Analyze fabric technology and demonstrate construction techniques. 8. Identify and apply choices for housing and interior design. 9. Manage personal economic affairs (family and individual such as banking, taxes, etc.). 10. Evaluate interpersonal relationships with family and peers. 11. Identify physical, emotional, social and mental growth patterns. 12. Develop and utilize skills relevant to basic necessities. 13. Identify and describe family and parenting practices.

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