Course Offerings

Agriculture Power and Machinery
year 1

Agriculture Technology and Mechanical Systems Core is an instructional program designed to provide basic skills for students to become employed in the industry of agricultural power mechanics or to continue their education in postsecondary institutions. Skills taught in this pathway relate to the selection, operation, service, maintenance, and repair of a variety of agricultural power units and agricultural machinery and equipment. Students in the pathway will participate in active learning exercises including integral activities of the FFA organization and supervised experiences.

year 2

The Agriculture Power and Machinery pathway is a curriculum that provides an educational option for students who have successfully completed the Agriculture Power and Machinery Core (2 Carnegie credits).

Agriculture Power and Machinery is a pathway designed to provide basic skills for students to become employed in the industry of agricultural power mechanics or to continue their education in postsecondary institutions. Skills taught in this pathway relate to the selection, operation, service, maintenance, and repair of a variety of agricultural power units and agricultural machinery and equipment. This pathway also includes instruction in gasoline and diesel engines, welding, hydraulics, and other power systems. Students in the pathway will participate in active learning exercises including integral activities of the FFA organization and supervised experiences. Students who successfully complete the competencies in this pathway will possess fundamental knowledge and skills that can be used to secure entry-level employment or as a foundation for continuing their education. Industry standards are adapted from the publication Career Cluster Resources for Agriculture, Food, and Natural Resources, developed by the National Association of State Directors of Career and Technical Education.

Carpentry
year 1
 

The Construction Core instructional program provides a foundation of knowledge to prepare students for employment or continued education in several occupations related to the construction industry. The curriculum framework for this program was developed in partnership with the Mississippi Construction Education Foundation (MCEF). MCEF is the accredited sponsor for the National Center for Construction Education and Research (NCCER).

When developing this curriculum, the authors recognized the importance of incorporating differentiated instruction and the needs of the 21st-century learners. Therefore, teaching strategies include a blend of online and face-to-face instruction that aligns with NCCER Connect e-books, online lectures, video presentations, online quizzes, active figures, and Spanish content. Students will have access to this information to learn new content, as well as to review, reinforce, and revise their work.

 

Industry Certification

NCCER Learning Series

 

year 2

The Construction pathway is designed as a secondary program for preparation to enter the field of Carpentry. The Carpentry program includes an introduction to the basic carpentry processes. The purpose of the course is to prepare students to continue study in a postsecondary construction program (Residential Carpentry) or to begin work at the entry level in a carpentry occupation. The carpentry units are written to the National Center for Construction Education and Research (NCCER) certification standards.

 

Industry Certification

NCCER Learning Series – Carpentry Standards Level 1

Lodging, Hospitality, and Tourism

The Lodging, Hospitality and Tourism Management pathway encompasses the management, marketing, and operation of lodging, restaurants, and tourism related services. This program offers a sequence of courses that provide coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare students for further education and careers in the hospitality and tourism industry. Students’ technical skill knowledge is further enhanced through experiences in authentic, real-world problems that contribute to their academic knowledge, higher-order reasoning and problem-solving skills, and general employability skills that ensure their success in the 21st century workplace.

Healthcare and Clincal Services
year 1

Health Sciences (Core) is a pathway of courses for students in the Health Sciences career cluster. The Health Sciences (Core) pathway includes classroom and hands-on experiences that will provide students with an overview of the health-care field, as outlined according to the Health Science Cluster in the National Career Clusters Framework and the National Consortium on Health Science Education (NCHSE), as well as begin to prepare students for careers in occupations predicted to have a high number of available jobs in the next 10 years, including

careers in nursing services (registered nurse, nurse aide, practical nurse, home health aide), therapeutic services (sports medicine, athletic trainer, dietitian, respiratory therapy), diagnostic services (radiologist, phlebotomist, radiologic tech, sonographer, CT technology, medical lab technician), health informatics (health information technician, medical coder), veterinary services, medical services (optometrists, medical assistants), emergency services, rehabilitative services (physical therapy, occupational therapy, speech therapy) counselors, pharmacists, mental health services (psychologists).

Scheduling and operating more than one course in the same classroom/laboratory with the same teacher is not recommended. In order to enable the teacher to instruct students in skills on a 1 on 1 basis, the recommended class size is 12-15 students for the first 2 credits. For students taking the last 2 credits who are job shadowing, the recommended class size is 10 - 12 students. Please be aware that health care facilities often require a 10 to 1 student/teacher ratio in order to participate in job shadowing. Having a class that is too large decreases the quality experience that Health Sciences (Core) is meant to be for the student.

This program includes a minimum of 100 hours of clinical-type experience to be obtained by the program’s completion. It is recommended to spread these hours out among the length of the program. This clinical-type experience can include: tours of health-care facilities, guest speakers, participation in health fairs or community service, laboratory practice, demonstration in the classroom, and observation or job shadowing experiences in medical facilities.

It is recommended that students complete Health Sciences (Core) with a grade of C or higher in classwork to advance to the next level.

year 2

Healthcare and Clinical Services (HCCS) is a pathway of courses for students in the Health Sciences career cluster. The HCCS pathway includes classroom and hands-on experiences that will provide students with an overview of the health-care field, as outlined according to the Health Science Cluster in the National Career Clusters Framework and the National Consortium on Health Science Education (NCHSE), as well as begin to prepare students for careers in occupations predicted to have a high number of available jobs in the next 10 years, including

careers in nursing services (registered nurse, nurse aide, practical nurse, home health aide), therapeutic services (sports medicine, athletic trainer, dietitian, respiratory therapist), diagnostic services (radiologist, phlebotomist, radiologic tech, sonographer, CT technician, medical lab technician), health informatics (health information technician, medical coder), veterinary services, medical services (optometrist, medical assistant), emergency services, rehabilitative services (physical therapist, occupational therapist, speech therapist) counselors, pharmacists, mental health services (psychologists).

Scheduling and operating more than one course in the same classroom/laboratory with the same teacher is not recommended. In order to enable the teacher to instruct students in skills on a one-on-one basis, the recommended class size is 12-15 students for the first two credits. For students taking the last two credits who are job shadowing, the recommended class size is 10 - 12 students. Please be aware that health care facilities often require a 10 to one student/teacher ratio in order to participate in job shadowing. Having a class that is too large decreases the quality experience that Healthcare and Clinical Services is meant to be for the student.

 

This program includes a minimum of 100 hours of clinical-type experience to be obtained by the program’s completion. It is recommended to spread these hours out among the length of the program. This clinical-type experience can include: tours of health-care facilities, guest speakers, participation in health fairs or community service, laboratory practice, demonstration in the classroom, and observation or job shadowing experiences in medical facilities.

Teacher Academy

Teacher Academy is a pathway for students in the Education and Training Career Cluster. Teacher Academy is a high school program with courses designed to attract students to the field of education, provide information and field experiences relevant to pursuing a degree in education, and prepare students for the rigors of a career in education so they will remain long-term educators. The Teacher Academy pathway includes classroom and hands-on experiences that will prepare students for employment or continuing education in the education field.

Marketing
year 1- Business Fundamentals
Business fundamentals is prerequisite to all pathways in the business management and administration, marketing, and finance clusters. Courses in business fundamentals provide instruction in basic business skills and knowledge related to economic fundamentals, management, communications, finance, human relations, career development, ethics, and business etiquette.
year 2 Marketing

The marketing pathway focuses on the general process and techniques of direct wholesale and retail buying and selling operations and introduces individuals to related careers. Marketing courses include instruction in the principles of entrepreneurial economics, basic sales skills, the distribution channels for goods and services, and supervised practical application experiences.

Information and Communication Technology 1

Information and Communication Technology I (ICT I) is an innovative instructional program that prepares students to effectively use technology in learning, communication, and life. Students in Information and Communication Technology I complete study in interpersonal and self-directional skills, basic technology operation and technology concepts, ethical issues in technology, keyboarding, technology communication tools, technology resource tools, multimedia presentation applications, word processing applications, and social media.

Information and Communication Technology 2

Information and Communication Technology II (ICT II) is an innovative instructional program that prepares students to effectively use technology in learning, communication, and life. Students in Information and Communication Technology II complete study in interpersonal and self-directional skills, basic technology operation and technology concepts, ethical issues in technology, technology communication tools, lab management and networking, financial literacy, spreadsheet applications, database applications, design applications, graphic design applications, web design applications, and career preparation.

 

Stem Applications

Science, Technology, Engineering, and Mathematics (STEM) Applications is an innovative instructional program that prepares students to engage in future academic and vocational courses of study in high school, community college, and institutions of higher learning. Students in STEM Applications complete study in technology literacy, the design process, emerging technologies, computer-aided design, sustainable design and technology, power and energy, robotics simulation, financial and economic literacy, and workplace skills for the 21st century. The STEM Applications curriculum framework is built upon 21st Century Skills Standards, ACT College Readiness Standards, and the National Educational Technology Standards for Students.