2018 – 2019
Florida Department of Education
Curriculum Framework 

Course Title:	Introduction to Health Science Career Pathways and Career Planning*
Course Type:	Orientation/Exploratory and Career Planning
Career Cluster:	Health Science

Secondary – Middle School	
Course Number	8709360	
CIP Number	148709360M	
Grade Level	6-8	
Standard Length	Semester	
Teacher Certification	Refer to the Course Structure section.	
CTSO	HOSA: Future Health Professionals	
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 Health Science career cluster.  

The content includes but is not limited to a broad overview of the Health Science career cluster, including terminology, careers, history, required skills, and technologies associated with each pathway in the Health Science career cluster.  

Instruction and learning activities are provided in a laboratory setting using hands-on experiences with the equipment, materials and technology appropriate to the course content and in accordance with current practices.  

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

Course Structure

This program is a planned sequence of instruction consisting of 1 course.

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 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	
8709360	Introduction to Health Science Career Pathways and Career Planning	ANY HEALTH OCCUP G *(See DOE approved list)	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.

Standards

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

01.0	Demonstrate an understanding of the Therapeutic Services career pathway. 
02.0	Demonstrate an understanding of the Diagnostic Services career pathway.
03.0	Demonstrate an understanding of the Health Informatics career pathway.
04.0	Demonstrate an understanding of the Support Services career pathway.
05.0	Demonstrate an understanding of the Biotechnology Research and Development career pathway.
06.0	Apply leadership and communication skills.

Listed below are the eight career and education planning course standards: 
 
07.0	Develop skills to locate, evaluate, and interpret career information. 
08.0	Identify and demonstrate processes for making short and long term goals. 
09.0	Demonstrate employability skills such as working in a group, problem-solving and organizational skills, and the importance of entrepreneurship. 
10.0	Understand the relationship between educational achievement and career choices/postsecondary options. 
11.0	Identify a career cluster and related pathways through an interest assessment that match career and education goals. 
12.0	Develop a career and education plan that includes short and long-term goals, high school program of study, and postsecondary/career goals. 
13.0	Demonstrate knowledge of technology and its application in career fields/clusters.

2018 – 2019
Florida Department of Education
Student Performance Standards

Course Title: 	Introduction to Health Science Career Pathways and Career Planning
Course Number: 	8709360
Course Length:	Semester

Course Description:

Beginning with a broad overview of the Health Science career cluster, students are introduced to the terminology, careers, history, required skills, and technologies associated with each pathway in the Health Science 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 Therapeutic Services career pathway.--The student will be able to:	
01.01	Define and use proper terminology associated with the Therapeutic Services career pathway.	
01.02	Explore a variety of careers in the Therapeutic Services career pathway, including educational requirements and salary expectations, such as EMS; Nursing; Dentistry; Pharmacy; Sports Medicine.	
01.03	Identify common characteristics of the careers in the Therapeutic Services pathway.	
01.04	Identify skills and equipment used in Therapeutic Service careers.	
01.05	Perform lab activities that are relevant to each career that is being explored.	
02.0	Demonstrate an understanding of the Diagnostic Services career pathway. --The student will be able to:	
02.01	Define and use proper terminology associated with the Diagnostic Services career pathway.	
02.02	Explore a variety of careers in the Diagnostic Services career pathway.
Suggested careers to focus on: Medical Laboratory Services; Radiology; Ophthalmology	
02.03	Identify common characteristics of the careers in the Diagnostic Services career pathway.	
02.04	Identify skills required to successfully enter any career in the Diagnostic Services career pathway.	
02.05	Perform lab activities related to careers being explored for example blood glucose testing, blood typing, and vision testing.	
03.0	Demonstrate an understanding of the Health Informatics career pathway. --The student will be able to:	
03.01	Define and use proper terminology associated with the Health Informatics career pathway.	
03.02	Explore a variety of careers in the Health Informatics career pathway.	
03.03	Explore the careers available in the Health Informatics; Medical Coding/Biller;  Medical Office Administration	
03.04	Identify common characteristics of the careers in the Health Informatics career pathway.	
03.05	Identify skills required to successfully enter any career in the Health Informatics career pathway.	
03.06	Perform activities related to health informatics careers such as evaluating medical records or bills, office reception and support.	
04.0	Demonstrate an understanding of the Support Services career pathway. --The student will be able to:	
04.01	Define and use proper terminology associated with the Support Services career pathway.	
04.02	Explore a variety of careers in the Support Services career pathway. Suggested careers: dietary services;; central supply ; social services; environmental services	
04.03	Identify common characteristics of the careers in the Support Services career pathway.	
04.04	Identify skills required to successfully enter any career in the Support Services career pathway.	
04.05	Perform lab skills related to covered careers such as diet plan design and housekeeping skills.	
05.0	Demonstrate an understanding of the Biotechnology Research and Development career pathway. --The student will be able to:	
05.01	Define and use proper terminology associated with the Biotechnology Research and Development career pathway.	
05.02	Explore a variety of careers in the Biotechnology Research and Development career pathway.
Suggested careers: Biomedical Engineering and Biomedical Research	
05.03	Identify skills required to successfully enter any career in the Biotechnology Research and Development career pathway.	
05.04	Perform lab skills related to covered career, for example: microbiology labs; investigating antisepsis procedures; DNA extraction lab.	
05.05	Explore the role of research in medical advancements and discoveries that promote wellness for example development of vaccines and discovery of the structure of DNA.	
06.0	Apply leadership and communication skills. --The student will be able to:	
06.01	Increase awareness of leadership opportunities through professional organizations such as Career Technical Student Organizations (CTSOs).	
06.02	Identify the characteristics of effective leadership.	
06.03	Demonstrate effective communication skills.	
06.04	Demonstrate an understanding of how information technology is used in health care.	

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 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.	

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. 

Special Notes

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.

The intended progression for the Health Science Middle School courses is Introduction to Health Science Career Pathways (8709350 & 8709360), Orientation to Health Science Professions (8400110) and Exploration of Health Science Professions (8400310 & 8400210). By offering the middle school courses in the intended progression, each course increases in complexity, rigor and skill level as appropriate.

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. 

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.

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