Florida Department of Education Curriculum Framework



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#77356

Revised: 5/20/2014


2014 – 2015

Florida Department of Education

Curriculum Framework




Course Title: Introduction to Architecture & Construction and Career Planning

Course Type: Orientation/Exploratory

Career Cluster: Architecture & Construction





Secondary – Middle School

Program Number

8109360

CIP Number

148109360M

Grade Level

6-8

Standard Length

Semester

Teacher Certification

TEC ED 1@2

BLDG CONST @7 7G

BLDG MAINT @7 7G

DRAFTING @7 7G



CTSO

SkillsUSA

Facility Code

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



Purpose

The purpose of this course is to assist students in making informed decisions regarding their future academic and occupational goals and to provide information regarding careers in the Architecture & Construction career cluster. The content includes but is not limited to careers in designing, planning, managing, building and maintaining the built environment. Reinforcement of academic skills occurs through classroom instruction and applied laboratory procedures.


Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.


Standards

After successfully completing this program, the student will be able to perform the following:




  1. Demonstrate an understanding of the Design/ Pre-Construction career pathway.

  2. Demonstrate an understanding of the Construction career pathway.

  3. Demonstrate an understanding of the Maintenance/ Operation career pathway.

  4. Apply leadership and communication skills.

  5. Describe how information technology is used in the Architecture and Construction career cluster.

  6. Use information technology tools.


Listed below are the standards that must be met to satisfy the requirements of Section 1003.4156, Florida Statutes--The student will be able to:


  1. Describe the influences that societal, economic, and technological changes have on employment trends and future training.

  2. Develop skills to locate, evaluate, and interpret career information.

  3. Identify and demonstrate processes for making short and long term goals.

  4. Demonstrate employability skills such as working in a group, problem-solving and organizational skills, and the importance of entrepreneurship.

  5. Understand the relationship between educational achievement and career choices/postsecondary options.

  6. Identify a career cluster and related pathways through an interest assessment that match career and education goals.

  7. Develop a career and education plan that includes short and long-term goals, high school program of study, and postsecondary/career goals.

  8. Demonstrate knowledge of technology and its application in career fields/clusters.


2014 – 2015

Florida Department of Education

Student Performance Standards




Course Title: Introduction to Architecture & Construction and Career Planning

Course Number: 8109360

Course Length: Semester




Course Description:

Beginning with a broad overview of the Architecture & Construction career cluster, students are introduced to the terminology, careers, history, required skills, and technologies associated with each pathway in the Architecture & Construction career cluster. Additionally, they will be provided with opportunities to acquire and demonstrate beginning leadership skills.




CTE Standards and Benchmarks

  1. Demonstrate an understanding of the Design/ Pre-Construction career pathway--The student will be able to:

    1. Define and use proper terminology associated with the Design/ Pre-Construction career pathway.

    1. Describe some of the careers available in the Design/ Pre-Construction career pathway.

    1. Identify common characteristics of the careers in the Design/ Pre-Construction career pathway.

    1. Research the history of the Design/ Pre-Construction career pathway and describe how the associated careers have evolved and impacted society.

    1. Identify skills required to successfully enter any career in the Design/Pre-Construction career pathway.

    1. Describe technologies associated in careers within the Design/ Pre-Construction career pathway.

  1. Demonstrate an understanding of the Construction career pathway--The student will be able to:

    1. Define and use proper terminology associated with the Construction career pathway.

    1. Describe some of the careers available in the Construction career pathway.

    1. Identify common characteristics of the careers in the Construction career pathway.

    1. Research the history of the Construction career pathway and describe how the careers have evolved and impacted society.

    1. Identify skills required to successfully enter any career in the Construction career pathway.

    1. Describe technologies associated in careers within the Construction career pathway.

  1. Demonstrate an understanding of the Maintenance/ Operation career pathway--The student will be able to:

    1. Define and use proper terminology associated with the Maintenance/ Operation career pathway.

    1. Describe some of the careers available in the Maintenance/ Operation career pathway.

    1. Identify common characteristics of the careers in the Maintenance/ Operation career pathway.

    1. Research the history of the Maintenance/ Operation career pathway and describe how the careers have evolved and impacted society.

    1. Identify skills required to successfully enter any career in the Maintenance/ Operation career pathway.

    1. Describe technologies associated in careers within the Maintenance/ Operation career pathway.

  1. Apply leadership and communication skills--The student will be able to:

    1. Discuss the establishment and history of the SkillsUSA organization.

    1. Identify the characteristics and responsibilities of organizational leaders.

    1. Demonstrate parliamentary procedure skills during a meeting.

    1. Participate in a committee which has an assigned task and report to the class.

    1. Demonstrate effective communication skills through delivery of a speech, a slide presentation, or conducting a demonstration.

    1. Use a computer to assist in the completion of a project related to the Architecture & Construction career cluster.

  1. Describe how information technology is used in the Architecture and Construction career cluster. – The student will be able to:

    1. Identify information technology (IT) careers in the Architecture and Construction career cluster, including the responsibilities, tasks and skills they require.

    1. Relate information technology project management concepts and terms to careers in the Architecture and Construction career cluster.

    1. Manage information technology components typically used in professions of the Architecture and Construction career cluster.

    1. Identify security-related ethical and legal IT issues faced by professionals in the Architecture and Construction career cluster.

  1. Use information technology tools. – The student will be able to:

    1. Identify the functions of web browsers, and use them to access the World Wide Web and other computer resources typically used in the Architecture and Construction career cluster.

    1. Use e-mail clients to send simple messages and files to other Internet users.

    1. Demonstrate ways to communicate effectively using Internet technology.

    1. Use different types of web search engines effectively to locate information relevant to the Architecture and Construction career cluster.


Listed below are the standards that must be met to satisfy the requirements of Section 1003.4156, Florida Statutes--The student will be able to:


  1. Describe the influences that societal, economic, and technological changes have on employment trends and future training.

  1. Develop skills to locate, evaluate, and interpret career information.

  1. Identify and demonstrate processes for making short and long term goals.

  1. Demonstrate employability skills such as working in a group, problem-solving and organizational skills, and the importance of entrepreneurship.

  1. Understand the relationship between educational achievement and career choices/postsecondary options.

  1. Identify a career cluster and related pathways that match career and education goals.

  1. Develop a career and education plan that includes short and long-term goals, high school program of study, and postsecondary/career goals.

  1. Demonstrate knowledge of technology and its application in career fields/clusters.


Additional 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 these occupations. Equipment and supplies should be provided to enhance hands-on experiences for students.



Career Planning

The requirements of section 1003.4156 (1) (e), Florida Statutes, have been integrated into this course. The statute requires that students take a career and education planning course that must result in a completed personalized academic and career plan for the student; must emphasize the importance of entrepreneurship skills; must emphasize technology or the application of technology in career fields; and, beginning in the 2014-2015 academic year, must provide information from the Department of Economic Opportunity’s economic security report as described in section 445.07, Florida Statutes. For additional information on the Middle School Career and Education Planning course requirements, go to http://www.fldoe.org/workforce/ced/.



Career and Technical Student Organization (CTSO)

SkillsUSA 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.



Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (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 IEP served in Exceptional Student Education (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 and regulated secondary programs cannot be modified.




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