2016 – 2017
Florida Department of Education
Curriculum Framework 

Program Title:	Health and Wellness
Program Type:	Career Preparatory
Career Cluster:	Health Science

	Secondary – Career Preparatory	
Program Number	8417000	
CIP Number	0331050405	
Grade Level	9-12, 30, 31	
Standard Length	3 credits	
Teacher Certification	Health Science Core	ANY HEALTH OCCUP G *(See DOE approved list)	
	Health and Wellness 3	PH THER TEC @7 G
HEALTH FIT SPEC 7G
MED PROF 7 G	
CTSO	HOSA: Future Health Professionals	
SOC Codes (all applicable) 	31-9099 Healthcare Support Workers, All Other
39-9031 Fitness Trainers and Aerobics Instructors	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

Purpose 

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in the Health Science career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of Health Science career cluster. 
The content includes but is not limited to planning, management, finance, technical and production skills, applied aspect of leadership, underlying principles of technology, labor issues, community issues and health, safety, and environmental issues.  Work based learning experiences are an integral part of this program.

The purpose of this program is to prepare students for the wellness and fitness marketplace and its various components such as instructing or coaching groups or individuals in exercise activities and the fundamentals of an individual’s health and wellness.  Personal trainers demonstrate techniques and methods of participation and observe participants and inform them of corrective measures necessary to improve their skills and personal health.

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

Program Structure

This program is a planned sequence of instruction consisting of three courses and two occupational completion points. The two credit core is required as a prerequisite for all programs and options.  Secondary students completing the two required courses will not have to repeat the core in postsecondary.  When the recommended sequence is followed, the structure allows students to complete at specified points for employment or remain for advanced training or cross-training.  A student who completes the applicable competencies at any occupational completion point may either continue with the training program or exit as an occupational completer.

The two courses in the core are:

	8417100 - Health Science Anatomy and Physiology (Previously titled Health Science 1)
	8417110 - Health Science Foundations (Previously titled Health Science 2) 

The following table illustrates the secondary program structure:

OCP	Course Number	Course Title	Length	   SOC Code	Level	Graduation Requirement	
A	8417100	Health Science Anatomy and Physiology	1 credit	31-9099
	3	EQ	
	8417110	Health Science Foundations	1 credit	31-9099
	3	VO	
B	8417120	Health and Wellness 3	1 credit	39-9031	3	VO	
(Graduation Requirement Abbreviations- EQ= Equally Rigorous Science, PA= Practical Arts, EC= Economics, VO= Career and Technical Education)

Academic Alignment Table

Academic alignment is an ongoing, collaborative effort of professional educators specializing in the fields of science, mathematics, English/language arts, and Career and Technical Education (CTE). This initiative supports CTE programs by improving student performance through the integration of academic content within CTE courses. Career and Technical Education courses that have been aligned to the Next Generation Sunshine State Standards for Science and the Florida Standards for Mathematics and English/Language Arts will show the following data: the quantity of academic standards in the CTE course; the total number of standards contained in the academic course; and the percentage of alignment to the CTE course.

Courses	Anatomy/ Physiology
Honors	Astronomy     Solar/Galactic Honors	Biology 1	Chemistry 1	Earth-Space Science	Environmental Science	Genetics	Integrated Science	Marine Science 1 Honors	Physical Science	Physics 1	
8417100	46/87
53%	6/80
8%	52/83
63%	7/69
10%	26/67
39%	8/70
11%	21/69
30%	34/82
41%	9/66
14%	29/74
39%	6/72
8%	
8417110	17/87
20%	16/80
20%	32/83
39%	13/69
19%	28/67
42%	15/70
21%	14/69
20%	28/82
34%	18/66
27%	31/74
42%	12/72
17%	
8417120	46/87
56%	20/80
25%	5/83
6%	20/69
29%	1/67
1%	20/70
29%	21/69
30%	2/82
2%	15/66
23%	2/74
3%	20/72
28%	
**   Alignment pending review    						#   Alignment attempted, but no correlation to academic course

Courses	Algebra 1	Algebra 2	Geometry	English 1	English 2	English 3	English 4	
8417100	21/67
31%	9/75
12%	18/54
33%	14/46
30%	14/45
31%	#	#	
8417110	25/67
37%	15/75
20%	18/54
33%	22/46
48%	22/45
49%	25/45
56%	25/45
56%	
8417120	8/67
12%	14/75
19%	8/54
15%	** 	** 	** 	** 	
**   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 English Language Development (ELD)
English language learners communicate for social and instructional purposes within the school setting. ELD.K12.SI.1.1 

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SI.pdf.
For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.

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. 

Standards

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

Standards 1-30 encompass the Health Science Core: 

01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Health and Wellness. 
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Health and Wellness.
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Health and Wellness.
04.0	Analyze and interpret an overview of the human body, including organization and chemical process.
05.0	Apply correct medical terminology relating to body structure and function within a real-world application.
06.0	Evaluate cells and tissues microscopically and macroscopically and relate their specialized functions.
07.0	Analyze the integumentary system in relation to health and disease.
08.0	Analyze the skeletal system in relation to health and disease.
09.0	Analyze the muscular system in relation to health and disease.
10.0	Analyze the nervous system in relation to health and disease.
11.0	Analyze the endocrine system in relation to health and disease.
12.0	Analyze the cardiovascular/circulatory system in relation to health and disease.
13.0	Analyze the lymphatic and immune systems in relation to health and disease.
14.0	Analyze the respiratory system in relation to health and disease.
15.0	Analyze the digestive system in relation to health and disease.
16.0	Analyze the urinary system in relation to health and disease.
17.0	Analyze the both the male and female reproductive systems in relation to health and disease.
18.0	Identify and explain factors relating to genetics and disease.
19.0	Evaluate and apply the principles of disease transmission and control to real-world scenarios.
20.0	Demonstrate knowledge of the healthcare delivery system and health occupations.
21.0	Demonstrate the ability to communicate and use interpersonal skills effectively.
22.0	Demonstrate legal and ethical responsibilities.
23.0	Demonstrate an understanding of and apply wellness and disease concepts.
24.0	Recognize and practice safety and security procedures.
25.0	Recognize and respond to emergency situations.
26.0	Recognize and practice infection control procedures.
27.0	Demonstrate an understanding of information technology applications in healthcare.
28.0	Demonstrate employability skills.
29.0	Demonstrate knowledge of blood borne diseases, including HIV/AIDS.
30.0	Apply basic math and science skills.

Standards 31-39 encompass Health and Wellness 3 : 
31.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Health and Wellness.
32.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Health and Wellness.
33.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Health and Wellness.
34.0	Identify and classify management and human resource strategies.
35.0	Demonstrate a working knowledge of current and legal issues in fitness and wellness.
36.0	Identify and describe fiscal and facility development.
37.0	Identify and describe basic human anatomy and physiology in relation to personal fitness or personal training. 
38.0	Define, identify and describe basic fitness, wellness, and exercise prescription and programming concepts. 
39.0	Classify and demonstrate competence and skill in the care and prevention of athletic injuries.

2016 – 2017
Florida Department of Education
Student Performance Standards
Health Science Core: 

The first two courses in this program are referred to as the Health Science Core and consist of the courses Health Science Anatomy & Physiology (8417100) and Health Science Foundations (8417110). These courses were previously titled Health Science 1 and Health Science 2. To ensure consistency whenever these courses are offered, the standards and benchmarks for the health science core have been placed in a separate document. 
You can access the course outline by visiting this link: http://www.fldoe.org/core/fileparse.php/5652/urlt/health_sci_core_secondary_1617.rtf 

The two credit core is required as a prerequisite for all secondary programs except for Practical Nursing and Pharmacy Technician.  Secondary students completing the two required courses will not have to repeat the core in postsecondary.  When the recommended sequence is followed, the structure allows students to complete at specified points for employment or remain for advanced training or cross-training.  

Course Title: 	Health Science Anatomy & Physiology 
Course Number: 	8417100
Course Credit:	1

Course Description:
This course is part of the secondary Health Core consisting of an overview of the human body, both structurally and functionally with emphasis on the pathophysiology and transmission of disease.  Medical terminology is an integral part of the course.

You can access the course standards and benchmarks by visiting this link: http://www.fldoe.org/core/fileparse.php/5652/urlt/health_sci_core_secondary_1617.rtf

Course Title: 	Health Science Foundations 
Course Number: 	8417110
Course Credit:	1

Course Description:
This course is part of the Secondary Health Core designed to provide the student with an in depth knowledge of the health care system and associated occupations.  Emphasis is placed on communication and interpersonal skills, use of technology, ethics and the development of critical thinking and problem solving skills.  Students may shadow professionals throughout the course.  

You can access the course standards and benchmarks by visiting this link: http://www.fldoe.org/core/fileparse.php/5652/urlt/health_sci_core_secondary_1617.rtf

2016 – 2017
Florida Department of Education
Student Performance Standards

Course Title:		Health and Wellness 3
Course Number:	8417120
Course Credit:	1

Course Description:

This course prepares students to be employed as Personal Trainers.  Content includes, but not limited to, identifying and practicing within the appropriate scope of practice for a personal trainer, develop and implement exercise programs for apparently healthy individuals or those who have medical clearance to exercise, proficiency in the appropriate fitness equipment used, as well as a foundation in the musculo-skeletal system of the body.

Florida Standards	Correlation to CTE Program Standard #	
31.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Health and Wellness.		
31.01	Key Ideas and Details		
31.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
LAFS.1112.RST.1.1		
31.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.1112.RST.1.2		
31.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.1112.RST.1.3		
31.02	Craft and Structure		
31.02.1	Determine the meaning of symbols key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
LAFS.1112.RST.2.4		
31.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.5		
31.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
LAFS.1112.RST.2.6		
31.03	Integration of Knowledge and Ideas		
31.03.1	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem.
LAFS.1112.RST.3.7		
31.03.2	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
LAFS.1112.RST.3.8		
31.03.3	Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
LAFS.1112.RST.3.9		
31.04	Range of Reading and Level of Text Complexity		
31.04.1	By the end of grade 11, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
31.04.2	By the end of grade 12, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 11–CCR text complexity band independently and proficiently.
LAFS.1112.RST.4.10		
32.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Health and Wellness.		
32.01	Text Types and Purposes		
32.01.1	Write arguments focused on discipline-specific content.
LAFS.1112.WHST.1.1		
32.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.1112.WHST.1.2		
32.02	Production and Distribution of Writing		
32.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.4		
32.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.1112.WHST.2.5		
32.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
LAFS.1112.WHST.2.6		
32.03	Research to Build and Present Knowledge		
32.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.1112.WHST.3.7		
32.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
LAFS.1112.WHST.3.8		
32.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.1112.WHST.3.9		
32.04	Range of Writing		
32.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.1112.WHST.4.10		
33.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Health and Wellness.		
33.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
33.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
33.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
33.04	Model with mathematics.
MAFS.K12.MP.4.1		
33.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
33.06	Attend to precision.
MAFS.K12.MP.6.1		
33.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
33.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note:  This course is pending alignment in the following categories:  FS-M/LA 

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
34.0	Identify and classify management and human resource strategies–The student will be able to:			
34.01	Identify management leadership styles.			
34.02	Identify the major functions of management.			
34.03	Classify activities as part of the planning function of management.			
34.04	Classify activities as part of the organizing function of management.			
34.05	Classify activities as part of the staffing function of management.			
34.06	Classify activities as part of the directing /controlling function of management.			
34.07	Select the most effective communication system.			
34.08	Demonstrate knowledge of the relationship between authority and responsibility to task accomplishment.			
35.0	Demonstrate a working knowledge of current and legal issues in fitness and wellness–The student will be able to:			
35.01	Demonstrate an understanding of negligence and basic legal terms.			
35.02	Demonstrate an understanding of contract law.			
35.03	Demonstrate an understanding of labor law.			
35.04	Demonstrate an understanding of anti-trust law.			
35.05	Demonstrate an understanding of workers compensation law.			
35.06	Demonstrate an understanding of tort law.			
35.07	Demonstrate an understanding of disability laws			
35.08	Demonstrate an understanding of the athletic administrator’s/coaches legal duties.			
35.09	Demonstrate an understanding of gender equity.			
35.10	Demonstrate an understanding of the requirements for and ethical issues associated with administering drug testing.  			
35.11	Prepare outline and deliver a short oral presentation regarding a current and/or legal issue related to fitness and wellness. 			
36.0	Identify and describe fiscal and facility development–The student will be able to:			
36.01	Identify various types of budgets.			
36.02	Identify sources of funding for high school/college athletics			
36.03	Identify components of a budget.			
36.04	Identify requisitions and purchase orders and their use.			
36.05	Describe the process of inventory control.			
36.06	Describe the importance of a market analysis for the construction of an athletic facility.			
36.07	Identify the individuals in groups in the planning process of construction.			
36.08	Discuss the sources of funding for the construction of a facility.			
37.0	Identify and describe basic human anatomy and physiology in relation to personal fitness or personal training–The student will be able to:		SC.912.L.14.13
SC.912.L.14.14
SC.912.L.14.16
SC.912.L.14.19
SC.912.L.14.20
SC.912.L.14.21
SC.912.L.14.27
SC.912.L.14.28
SC.912.L.14.29
SC.912.L.14.30
SC.912.L.14.31
SC.912.L.14.34
SC.912.L.14.35
SC.912.L.14.36
SC.912.L.14.40
SC.912.L.14.42
SC.912.L.14.44
SC.912.L.14.46
SC.912.L.14.47
SC.912.L.14.48
SC.912.L.14.49
SC.912.L.14.50
SC.912.L.14.52 
SC.912.L.16.3 
SC.912.L.18.6 
SC.912.L.18.8	
37.01	Identify directional terms referring to areas of the body.			
37.02	Describe the human skeleton form, including names and function of the bones.			
37.03	Describe the structure and function of the three types of muscles.			
37.04	Describe the anatomy of the human nervous system and its functions.			
37.05	Describe the endocrine glands, including location and function.			
37.06	Discuss basic hematology, including composition of blood, Rh factor and clotting.			
37.07	Discuss how the immune system functions.			
37.08	Describe the anatomy of the lymphatic division and the vascular system.			
37.09	Describe the anatomy and physiology of the heart and its functions.			
37.10	Describe the human circulatory systems and its pathways.			
37.11	Describe the structure and function of the respiratory system.			
37.12	Describe and demonstrate cardio-pulmonary resuscitation and the Heimlich maneuver.			
37.13	Describe the anatomy of the human digestive system and absorption of foods			
37.14	Demonstrate an understanding of the anatomy of the urinary system and the physiology of the kidney.			
37.15	Describe the anatomy and physiology of the male and female reproductive systems.			
38.0	Define, identify and describe basic fitness, wellness, and exercise prescription and programming concepts–The students will be able to:		SC.912.L.14.39 
SC.912.L.16.18 
SC.912.L.18.2
SC.912.L.18.3
SC.912.L.18.4 
SC.912.N.1.1	
38.01	Classify health fitness standards, including components of wellness, and describe health appraisals, fitness assessments and exercise prescriptions.			
38.02	Identify lifestyle factors that improve health and increase longevity.			
38.03	Identify risk factors that may interfere with safe participation in exercise.			
38.04	Define basic nutrition and describe its relationship to health, wellness, and weight management.			
38.05	Discuss the national Dietary Guidelines for Americans.			
38.06	Identify and describe the relationship between nutrition, diet and athletic performance.			
38.07	Create a nutrition and wellness research paper.			
38.08	Define body composition and its relationship to assessment of recommended body weight.			
38.09	Identify various techniques used to assess body composition.			
38.10	Describe the physiology of weight loss and management.			
38.11	Identify components and benefits of a lifetime exercise program and staying healthy.			
38.12	Define cardio-respiratory endurance and the benefits of cardio-respiratory endurance training.			
38.13	Define aerobic and anaerobic exercise.			
38.14	Define and identify the principles that govern cardio-respiratory exercise prescription: intensity, mode, duration, and frequency.			
38.15	Define muscular strength and muscular endurance.			
38.16	Define and understand muscular flexibility.			
38.17	Define and understand the role of fitness in relation to stress management and maintaining health.			
38.18	Define and understand the major risk factors that lead to coronary heart disease.			
38.19	Discuss the health effects of tobacco use.			
38.20	Define and understand the benefits of a smoking-cessation program.			
38.21	Describe the relationship between fitness and aging.			
38.22	Define and describe factors on how to select appropriate exercise.			
38.23	Demonstrate safe and proper techniques in using fitness and personal training equipment.			
38.24	Develop experiences to help individuals enhance their personal health, as well as develop sound programs for others.			
38.25	Design a training program that includes various components of fitness, body composition, muscular strength, flexibility, nutrition, and weight management.			
39.0	Classify and demonstrate competence and skill in the care and prevention of athletic injuries – The students will be able to:			
39.01	Demonstrate skills necessary to recognize the causes and preventative measures associated with athletic participation.			
39.02	Discuss selection and use of appropriate treatment modalities for athletic injuries.			
39.03	Identify acceptable selection and usage of rehabilitation and reconditioning techniques.			
39.04	Demonstrate knowledge and understanding of care and prevention of athletic injuries.			
39.05	Demonstrate basic taping and strapping techniques.			
39.06	Demonstrate application of standard first aid.			
39.07	Classify appropriate use of protective equipment.			

Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students.

This program requires a clinical component of approximately 50% the length of the courses following the health science core. A portion of the clinical experience can be achieved through simulation when appropriate.  

Clinical courses require contact hours in the clinical setting in order to complete the health science program.  Hospitals, nursing homes, and other clinical facilities with clinical affiliation agreements limit the number of students that can rotate and/or be on site at one time.  Most facilities, including hospitals and nursing homes, limit the number of students to 15.  Due to these industry limitations, it is recommended that the student ratio be 15:1 (student/teacher) based on the clinical facilities that students attend to for clinical training.

Special Notes

The purpose of the programs in this cluster is to prepare students for employment or advanced training in the health occupations industry.  The programs in this cluster also provide students the opportunity to be cross-trained in a variety of entry level positions.

The course Anatomy and Physiology (2000350) or Anatomy and Physiology Honors (2000360) may be substituted for the course Health Science Anatomy & Physiology (8417100).   

Following the completion of the Health Science Core, the student is eligible to take the National Health Care Foundation Skill Standards Assessment with instructor approval and the completion of a portfolio. 

However, In order for students to participate in the ACSM Certified Personal Trainer Certification exam they must be 18 years of age, have earned a high school diploma, and hold a current Adult AHA CPR certification.  For more information on this exam please visit www.acsm.org  

This program meets the Department of Health HIV/AIDS, Domestic Violence and Prevention of Medical Errors education requirements.  Upon completion of this program, the instructor will provide a certificate to the student verifying that these requirements have been met.

Career and Technical Student Organization (CTSO)

HOSA: Future Health Professionals is the intercurricular career and technical student organization 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.  

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program.  Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply. 

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. 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.

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.

Additional Resources

For additional information regarding articulation agreements, Bright Futures Scholarships, Fine Arts/Practical Arts Credit and Equivalent Mathematics and Equally Rigorous Science Courses please refer to:
http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml