2017 – 2018
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	
Course Number	8109360	
CIP Number	148109360M	
Grade Level	6-8	
Standard Length	Semester	
Teacher Certification	Refer to the Course Structure section.	
CTSO	SkillsUSA	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

*Effective July 1, 2017, there is no longer a promotion requirement for middle grades students to complete a Career and Education Planning course. However, these courses will continue to be available and should be taught integrating the eight career and education planning course standards. Additional information on the Middle School Career and Education Planning course and the list of standards is available at http://www.fldoe.org/academics/college-career-planning/educators-toolkit/  . The MyCareerShines powered by Kuder® career planning system is available free of charge to all Florida middle and high schools to assist students in exploring career options and developing an academic and career plan.

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.

Course Structure

The length of this course is one semester. It may be offered for two semesters when appropriate. When offered for one semester, it is recommended that it be at the exploratory level and more in-depth when offered for two semesters. 

To teach the course(s) listed below, instructors must hold at least one of the teacher certifications indicated for that course.

The following table illustrates the course structure:
Course Number	Course Title	Teacher Certification	Length	
8109360	Introduction to Architecture & Construction and Career Planning	TEC ED 1@2
BLDG CONST @7 7G
BLDG MAINT @7 7G
DRAFTING   @7 7G	Semester	

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.

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:

01.0	Demonstrate an understanding of the Design/ Pre-Construction career pathway.
02.0	Demonstrate an understanding of the Construction career pathway.
03.0	Demonstrate an understanding of the Maintenance/ Operation career pathway.
04.0	Apply leadership and communication skills.
05.0	Describe how information technology is used in the Architecture and Construction career cluster.
06.0	Use information technology tools.

Listed below are the eight career and education planning course standards:

07.0	Describe the influences that societal, economic, and technological changes have on employment trends and future training. 
08.0	Develop skills to locate, evaluate, and interpret career information. 
09.0	Identify and demonstrate processes for making short and long term goals. 
10.0	Demonstrate employability skills such as working in a group, problem-solving and organizational skills, and the importance of entrepreneurship. 
11.0	Understand the relationship between educational achievement and career choices/postsecondary options. 
12.0	Identify a career cluster and related pathways through an interest assessment that match career and education goals. 
13.0	Develop a career and education plan that includes short and long-term goals, high school program of study, and postsecondary/career goals. 
14.0	Demonstrate knowledge of technology and its application in career fields/clusters. 

2017 – 2018
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	
01.0	Demonstrate an understanding of the Design/ Pre-Construction career pathway--The student will be able to:	
01.01	Define and use proper terminology associated with the Design/ Pre-Construction career pathway. 	
01.02	Describe some of the careers available in the Design/ Pre-Construction career pathway. 	
01.03	Identify common characteristics of the careers in the Design/ Pre-Construction career pathway.	
01.04	Research the history of the Design/ Pre-Construction career pathway and describe how the associated careers have evolved and impacted society. 	
01.05	Identify skills required to successfully enter any career in the Design/Pre-Construction career pathway.	
01.06	Describe technologies associated in careers within the Design/ Pre-Construction career pathway.	
02.0	Demonstrate an understanding of the Construction career pathway--The student will be able to:	
02.01	Define and use proper terminology associated with the Construction career pathway. 	
02.02	Describe some of the careers available in the Construction career pathway. 	
02.03	Identify common characteristics of the careers in the Construction career pathway.	
02.04	Research the history of the Construction career pathway and describe how the careers have evolved and impacted society. 	
02.05	Identify skills required to successfully enter any career in the Construction career pathway.	
02.06	Describe technologies associated in careers within the Construction career pathway.	
03.0	Demonstrate an understanding of the Maintenance/ Operation career pathway--The student will be able to:	
03.01	Define and use proper terminology associated with the Maintenance/ Operation career pathway. 	
03.02	Describe some of the careers available in the Maintenance/ Operation career pathway. 	
03.03	Identify common characteristics of the careers in the Maintenance/ Operation career pathway.	
03.04	Research the history of the Maintenance/ Operation career pathway and describe how the careers have evolved and impacted society. 	
03.05	Identify skills required to successfully enter any career in the Maintenance/ Operation career pathway.	
03.06	Describe technologies associated in careers within the Maintenance/ Operation career pathway.	
04.0	Apply leadership and communication skills--The student will be able to:	
04.01	Discuss the establishment and history of the SkillsUSA organization. 	
04.02	Identify the characteristics and responsibilities of organizational leaders. 	
04.03	Demonstrate parliamentary procedure skills during a meeting.	
04.04	Participate in a committee which has an assigned task and report to the class. 	
04.05	Demonstrate effective communication skills through delivery of a speech, a slide presentation, or conducting a demonstration. 	
04.06	Use a computer to assist in the completion of a project related to the Architecture & Construction career cluster.	
05.0	Describe how information technology is used in the Architecture and Construction career cluster. – The student will be able to: 	
05.01	Identify information technology (IT) careers in the Architecture and Construction career cluster, including the responsibilities, tasks and skills they require.	
05.02	Relate information technology project management concepts and terms to careers in the Architecture and Construction career cluster.	
05.03	Manage information technology components typically used in professions of the Architecture and Construction career cluster.	
05.04	Identify security-related ethical and legal IT issues faced by professionals in the Architecture and Construction career cluster.	
06.0	Use information technology tools. – The student will be able to:	
06.01	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. 	
06.02	Use e-mail clients to send simple messages and files to other Internet users.	
06.03	Demonstrate ways to communicate effectively using Internet technology.	
06.04	Use different types of web search engines effectively to locate information relevant to the Architecture and Construction career cluster.	

Listed below are the eight career and education planning course standards:

The student will be able to:
	
07.0	Describe the influences that societal, economic, and technological changes have on employment trends and future training. 	
08.0	Develop skills to locate, evaluate, and interpret career information. 	
09.0	Identify and demonstrate processes for making short and long term goals. 	
10.0	Demonstrate employability skills such as working in a group, problem-solving and organizational skills, and the importance of entrepreneurship. 	
11.0	Understand the relationship between educational achievement and career choices/postsecondary options.  	
12.0	Identify a career cluster and related pathways that match career and education goals. 	
13.0	Develop a career and education plan that includes short and long-term goals, high school program of study, and postsecondary/career goals. 	
14.0	Demonstrate knowledge of technology and its application in career fields/clusters. 	

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.

Special Notes 

The length of this course is one semester. It may be offered for two semesters when appropriate. When offered for one semester, it is recommended that it be at the exploratory level and more in-depth when offered for two semesters. 

MyCareerShines is an interactive resource to assist students in identifying their ideal career and to enhance preparation for employment. Teachers are encouraged to integrate this resource into the program curriculum to meet the employability goals for each student.  Access MyCareerShines by visiting: www.mycareershines.org.

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 intercurricular 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.  

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.

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