2014 – 2015
Florida Department of Education
Curriculum Framework 

Program Title:	Game/Simulation/Animation Visual Design
Program Type:	Career Preparatory 
Career Cluster:	Information Technology

PSAV	
Program Number	B082100	
CIP Number	0550041114	
Grade Level	30, 31	
Standard Length	600 hours	
Teacher Certification	BUS ED  1 @2
COMPU SCI  6
COMM ART @7 7G
TV PRO TEC @7 7G	
CTSO	Phi Beta Lambda
BPA	
SOC Codes (all applicable) 	15-1199 – Computer Occupations, All Other
27-1014 – Multimedia Artists and Animators	
Facility Code	212 http://www.fldoe.org/edfacil/sref.asp (State Requirements for Educational Facilities)	
Targeted Occupation List	http://www.labormarketinfo.com/wec/TargetOccupationList.htm	
Perkins Technical Skill Attainment Inventory	http://www.fldoe.org/workforce/perkins/perkins_resources.asp 	
Industry Certifications	http://www.fldoe.org/workforce/fcpea/default.asp 	
Statewide Articulation	http://www.fldoe.org/workforce/dwdframe/artic_frame.asp 	
Basic Skills Level	Mathematics:	10
Language:	10
Reading: 	10	

Purpose

This program offers a sequence of project-based courses that provide 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 Information Technology career cluster such as Game or Simulation Designer, Game or Simulation Graphic Artist, and Game or Simulation 3-D Animator; 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 the Information Technology career cluster. 

The content includes but is not limited to practical experiences in game/simulation conceptualization, design, storyboarding, development methodologies, 2D/3D animation design and production, and implementation issues.  Specialized skills involving graphic animation software are used to produce a variety of two and three dimensional components.

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 occupational completion points

This program is comprised of courses which have been assigned course numbers in the SCNS (Statewide Course Numbering System) in accordance with Section 1007.24 (1), F.S.  Career and Technical credit shall be awarded to the student on a transcript in accordance with Section 1001.44 (3)(b), F.S.

The following table illustrates the postsecondary program structure:

OCP	Course Number	Course Title	Course Length	SOC Code	
A	DIG0070	Game/Simulation Designer	300 hours	15-1199	
B	DIG0071	Game/Simulation Graphic Artist	150 hours	27-1014	
C	DIG0072	Game/Simulation 3D Animator	150 hours	27-1014	
 Note: OTA0040 is a highly recommended core. 

Program Recommendations

The Game, Simulation and Animation Visual program emphasizes the development of technical abilities as well as ethical and societal awareness necessary to function in a highly technological society.  The use of cooperative learning groups is recommended.  By learning and practicing group process skills, students will be prepared to work "together" in real work situations.  Program graduates will develop enhanced self-esteem as well as the problem solving and teamwork skills necessary to succeed in careers and postsecondary education.  

The Game, Simulation & Animation Visual Design program places a strong emphasis on workplace learning.  Job shadowing and mentoring experiences with game and simulation professionals along with on-site trips to local businesses connect classroom learning to the workplace.  In-class guest speakers bring the real world into the classroom.  

The Foundations and Design courses should be taken in sequence prior to the 2D Graphic Development and 3D Graphic Animation courses.  The 2D Graphic Development and 3D Graphic Animation courses may be taken concurrently.  

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:

01.0	Create a game design production plan that describes the game play, outcomes, controls, interface and artistic style of a video game.
02.0	Design and create a playable game.
03.0	Categorize the different gaming genres.
04.0	Categorize different gaming systems.
05.0	Understand the historical significance of electronic and non-electronic games.
06.0	Describe the trends in current and next-generation game development.
07.0	Understand the role of play in human culture.
08.0	Understand the psychological impact of games on individuals and groups.
09.0	Understand the business model commonly used in the game development industry.
10.0	Examine and categorize the significant processes in the production of interactive games.
11.0	Understand the core tasks and challenges that face a video game design team.
12.0	Understand legal issues that affect games, developers and players.
13.0	Describe the impact of the video game industry on the economy.
14.0	Demonstrate the professional level of written and oral communication required in the game development industry.
15.0	Demonstrate human relations/interpersonal skills for the workplace.
16.0	Investigate career opportunities in the game industry.
17.0	Demonstrate an understanding of the vocabulary for discussing games and play.
18.0	Demonstrate an understanding of the techniques used to evaluate game mechanics, game play, flow, and game design.
19.0	Describe the complex interaction between video games and players and the role it plays in the popularity of a game.
20.0	Understand the general procedure and requirements of game design.
21.0	Explore the methods used to create and sustain player immersion.
22.0	Become familiar with popular game tools such as DirectX, 3DMax, and different gaming engines.
23.0	Demonstrate an understanding of interface design and hardware constraints on video games including processors and I/O devices.
24.0	Create a working game or simulation individually or as part of a team.
25.0	Describe the game development life cycle.
26.0	Identify hardware constraints on video games including processors and I/O devices.
27.0	Identify non-hardware development constraints.
28.0	Understand the general principles of storytelling.
29.0	Understand the use of storyboarding in game design.
30.0	Develop a game design document or blueprint.
31.0	Understand strategic outlining in game designs.
32.0	Explore elements of puzzle design.
33.0	Discuss key strategic considerations in game design. 
34.0	Understand the process of creating and designing player actions.
35.0	Create and design the game flow as it relates to story and plot.
36.0	Assess common principles and procedures in game flow design.
37.0	Describe rule creation elements of player challenge.
38.0	Identify tools and software commonly used in game development. 
39.0	Understand the methodologies for integrating digital media into a game or simulation.
40.0	Identify commonly used art and animation production tools in the game design industry.
41.0	Understand the general concepts of environmental design.
42.0	Describe how environmental design is used in conjunction with game level design.
43.0	Define the meaning of simulation and pertinent issues facing game designers.
44.0	Describe applied event modeling as it relates to game design.
45.0	Understand basic HCI principles. 
46.0	Discuss the eight golden rules of HCI.
47.0	Understand the use of inventory systems in game design.
48.0	Demonstrate language arts knowledge and skills.
49.0	Demonstrate mathematics knowledge and skills.
50.0	Demonstrate science knowledge and skills.
51.0	Use oral and written communication skills in creating, expressing and interpreting information and ideas. 
52.0	Solve problems using critical thinking skills, creativity and innovation. 
53.0	Use information technology tools. 
54.0	Describe the roles within teams, work units, departments, organizations, inter-organizational systems, and the larger environment. 
55.0	Describe the importance of professional ethics and legal responsibilities. 
56.0	Understand the significance of historical and cultural heritage of art and artistic styles as it relates to 2D game graphics. 
57.0	Understand intellectual property rights, copyright laws and plagiarism as it applies to creative assets. 
58.0	Understand the various job titles and responsibilities of a 2D artist as it relates to the game industry. 
59.0	Develop the art direction for a 2D game. 
60.0	Determine and document the graphical and animation needs of a game using design documents including art direction and reference materials. 
61.0	Understand the fundamentals of drawing and painting techniques. 
62.0	Demonstrate a working knowledge of vector and paint programs used to make 2D graphics and animation. 
63.0	2D world building, making graphics and backgrounds for 2D side scrolling, top down, and Isometric projection. 
64.0	Understand the principles of Sprite animation as it relates to 2D game graphics (walk, run, Jump, idle…etc.). 
65.0	Facial animation, expressions, and audio lip syncing. 
66.0	Create graphics for the user interface including titles and button states. 
67.0	Particle system design and other in-game effects such as lighting and shadows. 
68.0	Demonstrate the effective use of 2D hardware such as scanners and digital tablets. 
69.0	Demonstrate the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance. 
70.0	Demonstrate leadership and teamwork skills needed to accomplish team goals and objectives. 
71.0	Explain the importance of employability skill and entrepreneurship skills. 
72.0	Demonstrate personal money-management concepts, procedures, and strategies.
73.0	Understand the significance of historical and cultural heritage of art and artistic styles as it relates to 3D game graphics. 
74.0	Understand intellectual property rights, copyright laws and plagiarism as it applies to creative assets. 
75.0	Understand the various job titles and responsibilities of a 3D artist as it relates to the game industry. 
76.0	Develop the art direction for a 3D game. 
77.0	Determine and document the graphical and animation needs of a game using design documents including art direction and reference materials. 
78.0	Understand the fundamentals of drawing and painting techniques. 
79.0	Demonstrate a working knowledge of modeling and paint programs used to make 3D graphics and animation. 
80.0	3D world building, making graphics and backgrounds for 3D side scrolling, top down, and Isometric projection. 
81.0	Understand the principles of Sprite animation as it relates to 3D game graphics (walk, run, Jump, idle…etc.). 
82.0	Facial animation, expressions, and audio lip syncing. 
83.0	Create graphics for the user interface including titles and button states. 
84.0	Particle system design and other in-game effects such as lighting and shadows. 
85.0	Demonstrate the effective use of 3D hardware such as scanners and digital tablets. 

86.0	

2014 – 2015
Florida Department of Education
Student Performance Standards

Program Title:	Game, Simulation, Animation Programming
PSAV Number:	B082100

Course Number:  DIG0070
Occupational Completion Point:  A 
Game/Simulation Designer – 300 Hours – SOC Code 15-1199	
01.0	Create a game design production plan that describes the game play, outcomes, controls, interface and artistic style of a video game.  ̶  The student will be able to:	
01.01	Use industry standard game design production documents to create a game design production plan.	
02.0	Design and create a playable game.  ̶   The student will be able to:	
02.01	Use a number of computer tools to enhance and ease game programming and artistry.	
02.02	Use a game engine to create a playable game.	
02.03	Use animated objects.	
02.04	Program sound and music to enhance the game experience.	
02.05	Test and debug the completed game.	
03.0	Categorize the different gaming genres.  ̶  The student will be able to:	
03.01	Research, compare and categorize the different gaming genres.	
03.02	Analyze examples of different gaming genres.	
03.03	Define and use the necessary vocabulary related to gaming and the different genres.	
04.0	Categorize different gaming systems.  ̶   The student will be able to:	
04.01	Research, compare and categorize different gaming systems.	
04.02	Analyze the distinctive features of each system.	
04.03	Define the target audience for different systems based on features, available games, and price of system and games.	
04.04	Define and use the necessary vocabulary related to gaming hardware.	
05.0	Understand the historical significance of electronic and non-electronic games.  ̶   The student will be able to:	
05.01	Discuss the history of non-electronic games.	
05.02	Describe the history and theory of mainstream and experimental media including radio, movies, television, art, and theatre.	
05.03	Explain the historical timeline of electronic games, marking the significant highlights in their evolution.	
06.0	Describe the trends in current and next-generation game development.  ̶   The student will be able to:	
06.01	Determine and analyze the significant trends in game development in the past two decades.	
06.02	Research and brainstorm the possibilities for the next generation of electronic games based on current and emerging technologies and future predictions.	
07.0	Understand the role of play in human culture.  ̶   The student will be able to:	
07.01	Discuss the word “play” and its many definitions.  	
07.02	Discuss the effect of play on today’s culture, specifically why it is important and what it provides in terms of balance in our lives.	
07.03	Describe the history of play and its importance in developing societies and cultures.	
07.04	Investigate and discuss how play can help humans, particularly children, acquire knowledge.	
07.05	Describe the benefits of role-playing games and simulations, including online economies and community-building.	
08.0	Understand the psychological impact of games on individuals and groups.  ̶   The student will be able to:	
08.01	Investigate studies that discuss the impact of violent games on children and adults.  	
08.02	Compare and contrast the different opinions on the effects of games on behavior, cognitive development, and motor skills. 	
08.03	Research and discuss differing opinions on video game addiction and what would define addiction.    	
08.04	Examine online digital worlds such as Second Life and the impact these worlds have on individuals and groups.	
09.0	Understand the business model commonly used in the game development industry.  ̶   The student will be able to:	
09.01	Identify, define and discuss the different ways games are funded, marketed and sold.	
09.02	Identify and describe licensing management for different gaming platforms.	
09.03	Discuss the product value and business differences between major game platforms.	
09.04	Identify successful business models and analyze various facets of those models, such as market analysis, marketing strategy, and product value.	
10.0	Examine and categorize the significant processes in the production of interactive games.  ̶  The student will be able to:	
10.01	Discuss the relationships between publishers, developers, distributors, marketers, and retailers.	
10.02	Identify processes of development including content creation, team roles, design documentation, and process management.	
10.03	Explore and describe the effects of globalization on the design and production of video games.	
11.0	Understand the core tasks and challenges that face a video game design team.  ̶   The student will be able to:	
11.01	Identify and define the roles and responsibilities of team members on a video game design team.	
11.02	Describe the effects of group dynamics and the importance of team building for a design team.	
11.03	Explore and discuss methods of communications and scheduling for design teams.	
11.04	Describe the importance and interrelationship between development schedule and budget constraints in video game design. 	
12.0	Understand legal issues that affect games, developers and players.  ̶   The student will be able to:	
12.01	Define and discuss intellectual property and contract law as it relates to the gaming industry.	
12.02	Describe legal and liability issues that could affect online communities.	
12.03	Compare and contrast government and industry content regulation and industry ratings of video games.	
13.0	Describe the impact of the video game industry on the economy.  ̶   The student will be able to:	
13.01	Explore and discuss the impact of video games on the economy including domestic sales, foreign exports, and video game rentals. 	
13.02	Research and describe the effect of game software in driving new technologies and the purchases of video game hardware, gaming PCs, and complementary technologies such as high-definition televisions.	
13.03	Analyze the technological transfers from video games to other industries, such as education, medical, corporate training, and military simulation technologies that were developed by the video game industry, as well as 3D "gaming" graphics cards that have found use for other applications. 	
13.04	Describe how frequent exposure and/or access to video games has reshaped the level of technical proficiency of our work force.	
14.0	Demonstrate the professional level of written and oral communication required in the game development industry.  ̶   The student will be able to:	
14.01	Use listening, speaking, telecommunication and nonverbal skills and strategies to communicate effectively with supervisors, co-workers, and customers.	
14.02	Organize ideas and communicate oral and written messages appropriate for the game development industry environment.	
14.03	Identify, define, and discuss terminology appropriate for both internal and external communications in the game development industry environment.	
15.0	Demonstrate human relations/interpersonal skills for the workplace.  ̶   The student will be able to:	
15.01	Solicit and accept constructive criticism.	
15.02	Demonstrate personal and interpersonal skills appropriate for the workplace such as responsibility, dependability, punctuality, positive attitude, initiative, respect for self and others, and professional dress. 	
15.03	Collaborate with individuals and teams to complete tasks and solve problems.	
16.0	Investigate career opportunities in the game industry.  ̶   The student will be able to:	
16.01	Use personal assessment tools to identify personal strengths and weaknesses related to learning and work environments.	
16.02	Analyze job and career requirements and relate career interests to opportunities in the global economy.	
16.03	Describe job requirements for a variety of occupations within the game development industry.	
17.0	Demonstrate an understanding of the vocabulary for discussing games and play – The student will be able to:	
17.01	Identify, define, and discuss professional game design and analysis terminology appropriate for internal and external communications in a game design environment.	
17.02	Identify and define the vocabulary used by game players and online gaming communities.	
18.0	Demonstrate an understanding of the techniques used to evaluate game mechanics, game play, and flow and game design.  ̶   The student will be able to:	
18.01	Test and analyze games to determine the quality of rules, interfaces, navigation, performance, play, artistry and longevity in design and structure.	
18.02	Research and evaluate the game analysis techniques used by the video game industry.	
18.03	Identify the key elements in a game and make intelligent judgments about whether the game succeeded or failed in its objectives. 	
18.04	Evaluate professional reviews and write a critical analysis of a current video game.	
19.0	Describe the complex interaction between video games and players and the role it plays in the popularity of a game.  ̶   The student will be able to: 	
19.01	Analyze and deconstruct game environments and interactions.	
19.02	Compare and contrast the top selling video games in terms of player interaction, plot complexity, and reward.	
20.0	Understand the general procedure and requirements of game design.  ̶   The student will be able to:	
20.01	Describe the design process from conception to production.	
20.02	Discuss the iterative nature of game and simulation design.	
20.03	Develop design plans, character sketches, documentation and storyboards for proposed games.	
21.0	Explore the methods used to create and sustain player immersion.  ̶   The student will be able to:	
21.01	Research and define the term “player immersion”.	
21.02	Explore and explain the factors that create player immersion in a game. 	
21.03	Examine popular games and explain the methods each game uses to increase player immersion.	
22.0	Become familiar with popular game tools such as DirectX, 3DMAX, and different gaming engines.  ̶   The student will be able to:	
22.01	Identify and discuss the popular game development tools currently used in the industry.	
22.02	Identify and discuss popular gaming engines.	
22.03	Research and analyze the uses for different game development tools.	
23.0	Demonstrate an understanding of interface design and hardware constraints on video games including processors and I/O devices.  ̶   The student will be able to:	
23.01	Identify the different control systems for video games.	
23.02	Compare and contrast personal computer and video game console hardware.	
23.03	Explain the factors that can limit the game playing ability of personal computers. 	
23.04	Chart the evolution of video game hardware over the past 20 years.	

Instruction relating to the standards in this section should be interspersed throughout the entire course with the other standards taught progressively in the context of game design and development. 	
24.0	Create a working game or simulation individually or as part of a team.  ̶   The student will be able to:	
24.01	Create a storyboard describing the essential elements, plot, flow, and functions of the game/simulation.	
24.02	Create a design specification document to include interface and delivery choices, rules of play, navigation functionality, scoring, media choices, start and end of play, special features, and development team credits.	
24.03	Using a simple game development tool, create a game or simulation.	
24.04	Present the game or simulation.	
25.0	Describe the game development life cycle.  ̶   The student will be able to:	
25.01	Identify steps in the pre-production process including the proof of concept and market research.	
25.02	Describe the iterative prototyping process – Alpha, Beta, RTM.	
25.03	Determine scripting requirements.	
25.04	Implement techniques of scenario development, levels, and missions.	
25.05	Discuss game testing requirements and methods.	
25.06	Identify and describe maintenance, upgrade and sequel issues.	
26.0	Identify hardware constraints on video games including processors and I/O devices.  ̶   The student will be able to:	
26.01	Identify the different control systems for video games.	
26.02	Compare and contrast personal computer and video game console hardware, including display systems.	
26.03	Explain the factors that can limit the game-playing ability of personal computers. 	
27.0	Identify non-hardware development constraints.  ̶   The student will be able to:	
27.01	Identify and discuss software integration issues relating to scripting, sound, art animation, game engine and world design software integration.	
27.02	Describe constraints such as development time, personnel, talent acquisition, financial/budget constraints, and schedule.	
27.03	Describe societal and legal constraints affecting game and simulation design.	
28.0	Understand the general principles of storytelling.  ̶   The student will be able to:	
28.01	Identify the essential elements of a story.	
28.02	Describe how creative writing is used as a game design tool.	
28.03	Compare and contrast methods of delivering a story in a game.	
29.0	Understand the use of storyboarding in game design.  ̶   The student will be able to:	
29.01	Assess the techniques used in the gaming industry for rendering basic Game Design Art.	
29.02	Describe how game layout charts are used in game design.	
29.03	Describe how storyboards in the game design process can be used as a pre-development sales tool.	
29.04	Analyze and compare the use of storyboards in the game design industry with regard to environmental illustrations, level designs, character designs, model sheets and GUI Designs.	
30.0	Develop a game design document or blueprint.  ̶   The student will be able to:	
30.01	Evaluate and discuss the choice of delivery system.	
30.02	Evaluate and discuss choices of genre, game design software, art, digital media, and animation software.	
30.03	Create a game strategy overview, character overview, and storyboard overview.	
30.04	Define the rules of play and multi-player options.	
30.05	Create the layout and interfaces overview and digital media overview.	
30.06	Determine the event modeling requirements and create the progression levels overview. 	
30.07	Define strategic positioning of game immersion dynamics and psychological effect. 	
30.08	Identify hardware and software constraints.	
31.0	Understand strategic outlining in game designs.  ̶   The student will be able to:	
31.01	Assess techniques of goal design in gaming. 	
31.02	Describe the concept of nested victories.	
31.03	Discuss the use of players as agents of change.	
31.04	Compare and contrast examples of understandable context in gaming.	
31.05	Discuss the principles underlying the creation of understandable rules.	
31.06	Describe how skill building is used in game design.	
31.07	Describe conventional techniques of positive feedback.	
31.08	Discuss functional consistency as it relates to the use of interfaces.	
32.0	Explore elements of puzzle design.  ̶   The student will be able to:	
32.01	Describe the essential elements of a puzzle.	
32.02	Identify the different types of puzzles.	
32.03	Describe the basic principles of high-level puzzle design.	
32.04	Describe the basic principles of low-level puzzle design.	
33.0	Discuss key strategic considerations in game design.  ̶   The student will be able to: 	
33.01	Describe the use of artificial intelligence challenges in game design and the need for giving the player rest time between challenges.	
33.02	Evaluate the impact of randomness in game design especially as it pertains to pattern recognition.	
33.03	Identify techniques used in the industry to help the player to navigate.	
33.04	Explain the use of “just barely” victories as an exciting and immersive technique. 	
33.05	Assess techniques used to provide a range of challenges and appeal to a wide range of abilities.	
33.06	Describe the psychological cost of failure in games as it pertains to immersion and psychological effect.	
33.07	Identify methods of preparing the player for greater challenge while allowing for plot development as the story serves the game.	
34.0	Understand the process of creating and designing player actions.  ̶   The student will be able to:	
34.01	Discuss the principles of player-centric design.	
34.02	Research and correlate game complexity level to appropriate age group such that content matches user skill set required.	
34.03	Examine and discuss design elements that encourage continuous active engagement both mental and physical.	
34.04	Analyze design elements that maintain player interest and vary the degree of challenge.	
34.05	Discuss the need for a balance of design elements for the purpose of rewarding and frustrating players.	
35.0	Create and design the game flow as it relates to story and plot.  ̶   The student will be able to:	
35.01	Identify techniques of introducing the story plot and beginning play.	
35.02	Describe story plot development techniques for the middle of play in game design.	
35.03	Analyze and discuss planning techniques for climax and finale of games.	
36.0	Assess common principles and procedures in game flow design.  ̶   The student will be able to:	
36.01	Assess missions and scenarios game flow techniques.	
36.02	Describe common use of mission design and campaigns.	
36.03	Evaluate usage of static versus dynamic campaigns.	
37.0	Describe rule creation elements of player challenge.  ̶   The student will be able to:	
37.01	Research common design methods for clearing obstacles or series of obstacles.	
37.02	Describe common design elements introducing skill, luck and combinations including escalating challenges to games.	
37.03	Identify common design elements used to vary weapons, characters and tools.	
37.04	Discuss the incorporation of risk reward and adaptive challenges (AI).	
37.05	Evaluate industry use of boss encounters in games.	
37.06	Analyze and discuss design considerations from the perspective of other players and multi-player environments.	
38.0	Identify tools and software commonly used in game development.  ̶   The student will be able to: 	
38.01	Identify and discuss the popular game development tools currently used in the industry.	
38.02	Identify and discuss popular gaming engines.	
38.03	Identify and discuss popular world building tools.	
39.0	Understand the methodologies for integrating digital media into a game or simulation.  ̶   The student will be able to:	
39.01	Survey and discuss the use of naming conventions and temp sounds.	
39.02	Analyze and discuss methods of matching sound effects to art assets.	
39.03	Identify and categorize commonly used technology sound engine integration equipment.	
39.04	Identify and discuss resources such as sound effects libraries.	
39.05	Examine methods of sound implementation and associated software.	
39.06	Describe how and why digital video may be integrated into a game or simulation design.	
39.07	Describe how special effects differ from animation.	
40.0	Identify commonly used art and animation production tools in the game design industry.  ̶   The student will be able to:	
40.01	Identify, categorize and discuss art and animation tools commonly used in game design.	
41.0	Understand the general concepts of environmental design.  ̶   The student will be able to:	
41.01	Survey and evaluate commonly used concept art.	
41.02	Create a world sketch with particular attention to maintaining continuity of style.	
41.03	Describe the emotional/psychological aspects of environmental design that signify mood, façade of freedom, and resource struggling.	
42.0	Describe how environmental design is used in conjunction with game level design.  ̶   The student will be able to:	
42.01	Examine and evaluate examples of focus on a theme.	
42.02	Describe methods of creating a purposeful architecture giving consideration to continuity and themes and taking advantage of revisiting.	
42.03	Consider and discuss environmental design elements for multi-player or single player games.	
42.04	Describe the history of creating shifts in game design environments and embracing novel ideas. 	
42.05	Identify and discuss environmental design pitfalls such as red herrings and cookie-cutter layouts.	
43.0	Define the meaning of simulation and pertinent issues facing game designers.  ̶   The student will be able to:	
43.01	Discuss the meaning of simulation and give examples of simulation and complexity including architecture, exposure, concealment and heuristics.	
43.02	Describe applied event modeling including goal discovery, map making, event exploration, developing incentives and learning in event modeling for games.	
43.03	Explain the concepts of modes of understanding, inductive and iconic logic, significance and saturation in event modeling for game design.	
44.0	Describe applied event modeling as it relates to game design.  ̶   The student will be able to:	
44.01	Discuss the process of specifying events including contexts of simulation, translating event models to simulations, formalizing thematic objectives, prototyping, interface design and use cases with modeling.	
44.02	Describe the design of an application framework including extensible frameworks, software design, configuration, encapsulation, windows and message loops.	
44.03	Describe the implementation of an application framework including adding graphics, GUI events and controls, and creating a console.	
44.04	Discuss the process of designing entities including behavior and entity graphics.	
44.05	Describe the implementation of entities including enumerating animations, playing with time, creating events, adding an entity class, and creating entity events and behaviors.	
44.06	Analyze event modeling in creating a world including the creation of a world class, adding and removing entities, accessing entities, updating and rendering, adding scene hierarchies and handling world events.	
44.07	Assess and discuss AI and physics issues for simulation including AI event contexts, adding intelligence and gravity, adding collision detection, updating for collisions and applying mass and force.	
44.08	Discuss environmental elements of simulation including logic, cognitive saturation, systems and interpretation, context of reality, shadows and lighting.	
44.09	Discuss the simulation of physical systems such as trees and forests and related events such as fires, or insect swarms such as beehives, bird flocks or anthills.	
44.10	Describe the simulation of social and economic systems including practical applications, historical precedents, modeling for community events, creation of communities including structures, states events and rendering and altering building states, population behaviors, and controlling influences.	
44.11	Describe the process of testing simulations and event models including effectiveness, diagrammatic systems evaluation, context influence, path transitions and assessing messages. 	
45.0	Understand basic HCI principles.  ̶   The student will be able to:	
45.01	Define and give examples of how HCI principles are considered in designing a game or simulation.	
45.02	Describe how client user background, education, goals, motivation, training, culture, age, gender, physical abilities and client sophistication affect interface design.	
46.0	Discuss the eight golden rules of HCI.  ̶   The student will be able to:	
46.01	Discuss the need for functional consistency, shortcuts, feedback, closure, error prevention, easy reversal of actions, feeling in control, and avoiding memory overload.	
46.02	Identify game design enhancements that could make better use of HCI Principles.	
47.0	Understand the use of inventory systems in game design.  ̶   The student will be able to:	
47.01	Discuss the various methods of describing items in player’s inventory in contemporary game design.	
47.02	Review and discuss industry methods of communicating how inventory items can have an effect on game play.	
48.0	Demonstrate language arts knowledge and skills.  ̶   The student will be able to:	
48.01	Locate, comprehend and evaluate key elements of oral and written information.	
48.02	Draft, revise, and edit written documents using correct grammar, punctuation and vocabulary.	
48.03	Present information formally and informally for specific purposes and audiences.	
49.0	Demonstrate mathematics knowledge and skills.  ̶   The student will be able to:	
49.01	Demonstrate knowledge of arithmetic operations.	
49.02	Analyze and apply data and measurements to solve problems and interpret documents.	
49.03	Construct charts/tables/graphs using functions and data.	
50.0	Demonstrate science knowledge and skills.  ̶   The student will be able to:	
50.01	Discuss the role of creativity in constructing scientific questions, methods and explanations.	
50.02	Formulate scientifically investigable questions, construct investigations, collect and evaluate data, and develop scientific recommendations based on findings.	
51.0	Use oral and written communication skills in creating, expressing and interpreting information and ideas.  ̶   The student will be able to:	
51.01	Select and employ appropriate communication concepts and strategies to enhance oral and written communication in the workplace.	
51.02	Locate, organize and reference written information from various sources.	
51.03	Design, develop and deliver formal and informal presentations using appropriate media to engage and inform diverse audiences.	
51.04	Interpret verbal and nonverbal cues/behaviors that enhance communication.	
51.05	Apply active listening skills to obtain and clarify information.	
51.06	Develop and interpret tables and charts to support written and oral communications.	
51.07	Exhibit public relations skills that aid in achieving customer satisfaction.	
52.0	Solve problems using critical thinking skills, creativity and innovation.  ̶   The student will be able to:	
52.01	Employ critical thinking skills independently and in teams to solve problems and make decisions.	
52.02	Employ critical thinking and interpersonal skills to resolve conflicts.	
52.03	Identify and document workplace performance goals and monitor progress toward those goals. 	
52.04	Conduct technical research to gather information necessary for decision-making.	
53.0	Use information technology tools.  ̶   The student will be able to:	
53.01	Use personal information management (PIM) applications to increase workplace efficiency.	
53.02	Employ technological tools to expedite workflow including word processing, databases, reports, spreadsheets, multimedia presentations, electronic calendar, contacts, email, and internet applications.	
53.03	Employ computer operations applications to access, create, manage, integrate, and store information.	
53.04	Employ collaborative/groupware applications to facilitate group work.	
54.0	Describe the roles within teams, work units, departments, organizations, inter-organizational systems, and the larger environment.  ̶   The student will be able to:	
54.01	Describe the nature and types of business organizations.	
54.02	Explain the effect of key organizational systems on performance and quality. 	
54.03	List and describe quality control systems and/or practices common to the workplace.	
54.04	Explain the impact of the global economy on business organizations.	
55.0	Describe the importance of professional ethics and legal responsibilities.  ̶   The student will be able to:	
55.01	Evaluate and justify decisions based on ethical reasoning.	
55.02	Evaluate alternative responses to workplace situations based on personal, professional, ethical, legal responsibilities, and employer policies.	
55.03	Identify and explain personal and long-term consequences of unethical or illegal behaviors in the workplace.	
55.04	Interpret and explain written organizational policies and procedures.	

Course Number:  DIG0071
Occupational Completion Point:  B 
Game/Simulation Graphic Artist – 150 Hours – SOC Code 27-1014 	
56.0	Understand the significance of historical and cultural heritage of art and artistic styles as it relates to 2D game graphics. – The student will be able to:	
56.01	Identify styles of art and trends such as surrealism, pop art, and expressionism by viewing reproductions, prints, videos, periodicals, books or Internet sites. 	
56.02	Identify art styles from various historical periods.	
56.03	Use concise vocabulary to compare and contrast artistic elements and design principles in personal works and the works of others.	
56.04	Explore the details in works noting the use of materials, lighting and features that contribute to the overall feel and mood of the work.	
57.0	Understand intellectual property rights, copyright laws and plagiarism as it applies to creative assets.  ̶   The student will be able to:	
57.01	Understand the use of “Fair use and Fair Dealing”.	
57.02	Understand the transfer and licensing of creative works.	
57.03	Understand the use of “exclusive rights” to intellectual creations.	
57.04	Demonstrate the use of digital watermarking.	
58.0	Understand the various job titles and responsibilities of a 2D artist as it relates to the game industry.  ̶   The student will be able to:	
58.01	Identify the job titles of visual artist used in a 2D game project.	
58.02	Demonstrate the ability to work as part of an art team.	
58.03	Perform the role of the concept artist for a 2D game project.	
58.04	Perform the role of the art director for a 2D game project.	
58.05	Perform the role of the texture artist for a 2D game project.	
58.06	Perform the role of the environment artist for a 2D game project.	
59.0	Develop the art direction for a 2D game.  ̶   The student will be able to:	
59.01	Develop a vision for visual elements of a 2D game.	
59.02	Effectively convey the mood or psychological appeal of the game to the target audience through the use of visual styles.	
59.03	Create conceptual game art using various techniques, emphasizing space and form through range of value, placement, reflections, and shadows.	
59.04	Create character sketches, architectural sketches and background sketches for the concept artist to render from.	
59.05	Develop the game design documents, including schedules and technical specifications for the art team.	
59.06	Understand the challenges of art direction as it relates to mobile devices.	
60.0	Determine and document the graphical and animation needs of a game using design documents including art direction and reference materials.  ̶   The student will be able to:	
60.01	Understand the design requirements and limitations of a 2D game engine.	
60.02	Develop characters and game elements in respect to the art direction laid out in the design documents. 	
60.03	Determine the appropriate file format vector based resolution independent vs. pixel based graphics which are resolution dependent.	
60.04	Understand the different aspects of quality and detail in relation to performance and size.	
60.05	Understand the role of naming conventions as it applies to creative assets storage used in the work flow.	
60.06	Demonstrate the effective use of alternative resolutions, scaling and file formats.	
61.0	Understand the fundamentals of drawing and painting techniques.  ̶   The student will be able to:	
61.01	Demonstrate the use (traditional or digital) of inks, watercolors, acrylics, oils, and mixed media in a 2D game.	
61.02	Demonstrate the use of different techniques, format, media or style.	
61.03	Understand the use of primitives. 	
61.04	Demonstrate basic understanding of composition of a scene.	
61.05	Understand the shape of the human form.	
61.06	Know the value of lights and shadows.	
62.0	Demonstrate a working knowledge of vector and paint programs used to make 2D graphics and animation.  ̶   The student will be able to:	
62.01	Know the difference between Vectors and Bitmaps.	
62.02	Demonstrate understanding of various 2D art programs.	
62.03	Utilize the programs tools and brushes.	
62.04	Know the importance of Layers.	
62.05	Identify file formats.	
63.0	2D world building, making graphics and backgrounds for 2D side scrolling, top down, and Isometric projection.  ̶   The student will be able to:	
63.01	Know the importance of scale in relation to the player.	
63.02	Understand 2D level design to successfully lead the player.	
63.03	Effectively use 2D graphics to convey mood and story in the game world.   	
64.0	Understand the principles of Sprite animation as it relates to 2D game graphics (walk, run, jump, idle).  ̶   The student will be able to:	
64.01	Demonstrate the ability to create character and object views from which to animate. 	
64.02	Break down animation into a series of pictures to import animation to a game engine.	
64.03	Demonstrate the effective use of animation loops and cycles in a game engine.	
64.04	Demonstrate an understanding of the value of timing to convey character motion.	
64.05	Demonstrate the effective use of animation arcs for the articulation of body elements.	
64.06	Demonstrate the use of principles of animation such as anticipation, squash, stretch, weight, exaggeration and overlapping & secondary motion.	
65.0	Facial animation, expressions, and audio lip syncing.  ̶   The student will be able to:	
65.01	Know the basics of lip syncing.	
65.02	Understand facial land marking.	
65.03	Demonstrate the ability to show emotions thru the eyes.	
66.0	Create graphics for the user interface including titles and button states.  ̶   The student will be able to:	
66.01	Understanding good menu flow of the user interface.	
66.02	Designing the ideal HUD (Heads Up Display).	
66.03	Wisely using text in the game interface.	
66.04	Demonstrate the ability for creating Mock-Ups.	
67.0	Particle system design and other in-game effects such as lighting and shadows.  ̶   The student will be able to:	
67.01	Understand particle design for fire and smoke.	
67.02	Create water using 2D particles.	
67.03	Know the anatomy of an explosion effect.	
67.04	Create a 3D feel in a 2D world using light and shadows.	
68.0	Demonstrate the effective use of 2D hardware such as scanners and digital tablets.  ̶   The student will be able to:	
68.01	Demonstrate the installation, software and hardware associated with digital tablets, scanners, and a digital camera.	
68.02	Demonstrate the use of a digital tablet within a paint software application.	
68.03	Demonstrate the process of capturing textures using a digital camera.	
68.04	Demonstrate the process of importing images from a digital camera into a photo editing software application.	
68.05	Demonstrate the proper use of a scanner for image processing.  	
69.0	Demonstrate the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance.  ̶   The student will be able to:	
69.01	Describe personal and jobsite safety rules and regulations that maintain safe and healthy work environments.	
69.02	Explain emergency procedures to follow in response to workplace accidents.	
69.03	Create a disaster and/or emergency response plan.	
70.0	Demonstrate leadership and teamwork skills needed to accomplish team goals and objectives.  ̶   The student will be able to:	
70.01	Employ leadership skills to accomplish organizational goals and objectives.	
70.02	Establish and maintain effective working relationships with others in order to accomplish objectives and tasks.	
70.03	Conduct and participate in meetings to accomplish work tasks.	
70.04	Employ mentoring skills to inspire and teach others.	
71.0	Explain the importance of employability skill and entrepreneurship skills.  ̶   The student will be able to:	
71.01	Identify and demonstrate positive work behaviors needed to be employable.	
71.02	Develop personal career plan that includes goals, objectives, and strategies.	
71.03	Examine licensing, certification, and industry credentialing requirements.  	
71.04	Maintain a career portfolio to document knowledge, skills, and experience.	
71.05	Evaluate and compare employment opportunities that match career goals.	
71.06	Identify and exhibit traits for retaining employment.	
71.07	Identify opportunities and research requirements for career advancement.	
71.08	Research the benefits of ongoing professional development.	
71.09	Examine and describe entrepreneurship opportunities as a career planning option.	
72.0	Demonstrate personal money-management concepts, procedures, and strategies.  ̶   The student will be able to:	
72.01	Identify and describe the services and legal responsibilities of financial institutions.	
72.02	Describe the effect of money management on personal and career goals.	
72.03	Develop a personal budget and financial goals.	
72.04	Complete financial instruments for making deposits and withdrawals.	
72.05	Maintain financial records.	
72.06	Read and reconcile financial statements.	
72.07	Research, compare and contrast investment opportunities.	

Course Number:  DIG0072
Occupational Completion Point:  C 
Game/Simulation 3D Animator – 150 Hours – SOC Code 27-1014 	
73.0	Understand the significance of historical and cultural heritage of art and artistic styles as it relates to 3D game graphics. – The student will be able to:	
73.01	Identify styles of art and trends such as surrealism, pop art, and expressionism by viewing reproductions, prints, videos, periodicals, books or Internet sites. 	
73.02	Identify art styles from various historical periods.	
73.03	Use concise vocabulary to compare and contrast artistic elements and design principles in personal works and the works of others.	
73.04	Explore the details in works noting the use of materials, lighting and features that contribute to the overall feel and mood of the work.	
74.0	Understand intellectual property rights, copyright laws and plagiarism as it applies to creative assets.  ̶   The student will be able to:	
74.01	Understand the use of “Fair use and Fair Dealing”.	
74.02	Understand the transfer and licensing of creative works.	
74.03	Understand the use of “exclusive rights” to intellectual creations.	
74.04	Demonstrate the use of digital watermarking.	
75.0	Understand the various job titles and responsibilities of a 3D artist as it relates to the game industry.  ̶   The student will be able to:	
75.01	Identify the job titles of visual artist used in a 3D game project.	
75.02	Demonstrate the ability to work as part of an art team.	
75.03	Perform the role of the concept artist for a 3D game project.	
75.04	Perform the role of the art director for a 3D game project.	
75.05	Perform the role of the texture artist for a 3D game project.	
75.06	Perform the role of the environment artist for a 3D game project.	
76.0	Develop the art direction for a 3D game.  ̶   The student will be able to:	
76.01	Develop a vision for visual elements of a 3D game.	
76.02	Effectively convey the mood or psychological appeal of the game to the target audience through the use of visual styles.	
76.03	Create conceptual game art using various techniques, emphasizing space and form through range of value, placement, reflections, and shadows.	
76.04	Create character sketches, architectural sketches and background sketches for the concept artist to render from.	
76.05	Develop the game design documents, including schedules and technical specifications for the art team.	
76.06	Understand the challenges of art direction as it relates to mobile devices.	
77.0	Determine and document the graphical and animation needs of a game using design documents including art direction and reference materials.  ̶   The student will be able to:	
77.01	Understand the design requirements and limitations of a 3D game engine.	
77.02	Develop characters and game elements in respect to the art direction laid out in the design documents. 	
77.03	Determine the appropriate file format as it applies to pixel based graphics, which are resolution dependent.	
77.04	Understand the different aspects of quality and detail in relation to performance and size.	
77.05	Understand the role of naming conventions as it applies to creative assets storage used in the work flow.	
77.06	Demonstrate the effective use of alternative resolutions, scaling and file formats.	
78.0	Understand the fundamentals of drawing and painting techniques.  ̶   The student will be able to:	
78.01	Demonstrate the use (traditional or digital) of inks, watercolors, acrylics, oils, and mixed media in a 3D game.	
78.02	Demonstrate the use of different techniques, format, media or style.	
78.03	Understand the use of primitives. 	
78.04	Demonstrate basic understanding of composition of a scene.	
78.05	Understand the shape of the human form.	
78.06	Know the value of lights and shadows.	
79.0	Demonstrate a working knowledge of modeling and paint programs used to make 3D graphics and animation.  ̶   The student will be able to:	
79.01	Understand the limitation of bitmaps graphics.	
79.02	Understand the use and application of bump map images applied to a model.	
79.03	Demonstrate understanding of various 3D art programs.	
79.04	Utilize the programs tools and brushes.	
79.05	Know the importance of Layers.	
79.06	Identify file formats.	
80.0	3D world building, making graphics and backgrounds for 3D side scrolling, top down, and Isometric projection.  ̶   The student will be able to:	
80.01	Know the importance of scale in relation to the player.	
80.02	Understand 3D level design to successfully lead the player.	
80.03	Effectively use 3D graphics to convey mood and story in the game world.   	
81.0	Understand the principles of Sprite animation as it relates to 3D game graphics (walk, run, jump, idle).  ̶   The student will be able to:	
81.01	Demonstrate the ability to create character and object views from which to animate. 	
81.02	Break down animation into a series of pictures to import animation to a game engine.	
81.03	Demonstrate the effective use of animation loops and cycles in a game engine.	
81.04	Demonstrate an understanding of the value of timing to convey character motion.	
81.05	Demonstrate the effective use of animation arcs for the articulation of body elements.	
81.06	Demonstrate the use of principles of animation such as anticipation, squash, stretch, weight, exaggeration and overlapping and secondary motion.	
81.07	Understand the use of motion capture techniques and acting principles.	
82.0	Facial animation, expressions, and audio lip syncing.  ̶   The student will be able to:	
82.01	Know the basics of lip syncing.	
82.02	Understand facial land marking.	
82.03	Demonstrate the ability to show emotions thru the eyes.	
82.04	Demonstrate the use of motion capture data as it applies to facial animation.	
83.0	Create graphics for the user interface including titles and button states.  ̶   The student will be able to:	
83.01	Understanding good menu flow of the user interface	
83.02	Designing the ideal HUD (Heads Up Display). 	
83.03	Wisely using text in the game interface.	
83.04	Demonstrate the ability for creating Mock-Ups.	
84.0	Particle system design and other in-game effects such as lighting and shadows.  ̶   The student will be able to:	
84.01	Understand particle design for fire and smoke.	
84.02	Create water using 3D particles.	
84.03	Know the anatomy of an explosion effect.	
84.04	Create a photorealistic or artistic style in a 3D world using light, shadows, bump maps, and textures.	
85.0	Demonstrate the effective use of 3D hardware such as scanners and digital tablets.  ̶   The student will be able to:	
85.01	Demonstrate the installation, software and hardware associated with digital tablets, scanners, and a digital camera.	
85.02	Demonstrate the use of a digital tablet within a paint software application.	
85.03	Demonstrate the process of capturing textures using a digital camera.	
85.04	Demonstrate the process of importing images from a digital camera into a photo editing software application.	
85.05	Demonstrate the proper use of a scanner for image processing.  	
85.06	Understand the use of motion capture systems, optical, mechanical, mark less as it applies to 3D animation content.	
85.07	Understand the use of 3D scanners to create objects and apply textures images captured from the device.	

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 and Technical Student Organization (CTSO)

Phi Beta Lambda and BPA are the appropriate student organizations 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.

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. 

Basic Skills

In PSAV programs offered for 450 hours or more, in accordance with Rule 6A-10.040, F.A.C., the minimum basic skills grade levels required for postsecondary adult career and technical students to complete this program are:  Mathematics 10.0, Language 10.0, and Reading 10.0.  These grade level numbers correspond to a grade equivalent score obtained on a state designated basic skills examination.  

Adult students with disabilities, as defined in Section 1004.02(7), Florida Statutes, may be exempted from meeting the Basic Skills requirements (Rule 6A-10.040).  Students served in exceptional student education (except gifted) as defined in s. 1003.01(3)(a), F.S., may also be exempted from meeting the Basic Skills requirement.  Each school district and Florida College must adopt a policy addressing procedures for exempting eligible students with disabilities from the Basic Skills requirement as permitted in Section 1004.91(3), F.S.

Students who possess a college degree at the Associate of Applied Science level or higher; who have completed or are exempt from the college entry-level examination; or who have passed a state, national, or industry licensure exam are exempt from meeting the Basic Skills requirement (Rule 6A-10.040, F.A.C.)  Exemptions from state, national or industry licensure are limited to the certifications listed at http://www.fldoe.org/workforce/dwdframe/rtf/basicskills-License-exempt.rtf.

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.

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.

Articulation

This program has no statewide articulation agreement approved by the Florida State Board of Education.  However, this does not preclude the awarding of credits by any college through local agreements. 

For details on statewide articulation agreements which correlate to programs and industry certifications, refer to http://www.fldoe.org/workforce/dwdframe/artic_frame.asp.