Waltham Public Schools

Students will be introduced to the automotive shop and taught basic skills including vehicle lifting, safety inspections, and safe use of hand tools, power tools, and shop equipment. Students will begin to learn vehicle and engine configurations, basic engine construction, engine support systems, precision measuring, basic electrical/electronics, and starting and charging systems. Students will have the chance to disassemble, inspect and reassemble an engine. Students will take part in a 10-Hour OSHA safety course, earning their OSHA safety certification if they achieve a passing score. During the course students will be introduced to working on ‘live’ cars including practice vehicles and customer’s cars. (5 Credits)

Unit	Timeframe	Big Ideas (Statements or Essential Questions) and Major Learning Experiences from Unit
Introduction to the Automotive Shop	September	Students will learn the layout and safety features of the shop including the location of emergency exits, fire alarms, safety switches, Safety Data Sheets (SDS), and fire extinguishers. Students will learn general safety procedures and guidelines for working in an automotive service shop.
Automotive Shop Safety	September - April	Students will familiarize themselves with working safely in the shop. They will be trained on safe use of shop equipment and work towards earning their OSHA certification
Automotive Careers	October	Students will explore and research careers in the automotive service industry and begin to develop a career plan.
Hand Tools, Power Tool, and Fasteners	October- November	Students will begin using professional automotive tools. They will also learn about fasteners associated with automotive repair and service. Students will demonstrate skills by disassembling an engine. While disassembled, students will be learning how to use precision measuring tools to take measurements of engine wear.
Basic Piston Engine Operation	December- January	Students will explore the 4-stroke engine cycle and learn about basic engine components and operation. While covering this unit students will be reassembling the engines they had disassembled and measured.
Basic Electrical Theory	January- February	Students will be introduced to basic electrical fundamentals. Students will learn about electrical circuits and how to take voltage, resistance, and current measurements.
Batteries	March	Students will learn about battery safety and construction. Students will learn how to inspect and service batteries and perform testing using professional diagnostic equipment
Starting Systems	April	Students will explore more complex electrical circuits used in starting systems. Students will learn about electromagnetism, relays, solenoids, and DC electric motor operation. Students will practice diagnosing starting system concerts and perform voltage drop tests.
Charging Systems	May-June	Students will learn the principles of magnetic induction and rectifying alternating current to direct current using diodes and capacitors. Students will explore the internal parts of an alternator and how voltage regulators control output. Students will test charging systems using advanced diagnostic equipment.

This is the second year in the three-year Automotive Technology program at Waltham High School. This year the students will study all aspects of brake, steering, and suspension systems. A strong emphasis is placed on theory and diagnosis, as well as the actual repair of the system. Students will use the latest equipment including brake lathes, an electronic wheel balancer, the Hunter alignment machine, and a Snap-On Modis diagnostic computer scanner. Work will be performed on bench mounted mock-ups, donated shop cars, and customer cars. In addition to performing the work, students will also interact with the customers in order to improve communication skills and develop a diagnostic strategy.

Unit	Timeframe	Big Ideas (Statements or Essential Questions)	Major Learning Experiences from Unit
Shop safety, brake system operation, brake hydraulics	September 4 Weeks	Review of Safety Instruction Brake System Operation	Shop regulations, review lifts and jacks, safety tests Types of brakes, brake fluid properties, friction, asbestos handling procedures
Hydraulic systems cont., Power boosters	October 4 Weeks	Brake Hydraulic Systems Power Brake Boosters	Pascal’s Law, master cylinder service, brake bleeding procedures, proportioning, pressure differential and metering valves. Fabricating brake lines Vacuum booster operation, hydro-boost operation, servicing power boost systems
Drum brake systems, Disc brake systems	November 4 Weeks	Diagnosing and Repairing Drum Brake Systems Diagnosing and Repairing Disc Brake Systems	Drum brake operation, self adjusting systems, machining drums, adjusting drum brakes, drum brake diagnosis Disc brake operation, servicing disc brake calipers, machining rotors, diagnosing disc brake problems
Parking brakes, antilock brake systems	December 4 Weeks	Diagnosing and Repairing Parking Brake Systems Antilock Brake Systems	Parking brake construction, parking brake adjustments, diagnosing the parking brake Antilock brake system (ABS) operation, diagnosing and repairing ABS brakes including use of scanner, traction control systems
Tires and wheels	January 4 Weeks	Mid-Term, Brake Systems Tire and Wheel Service	Review of brakes. Mid-term exam covering brake systems. Tire construction, identify tire markings, tire and wheel removal and installation, wheel balancing, servicing tires and wheels
Front suspension systems	February 4 Weeks	Front Suspension Systems SLA and Mcpherson struts	Identify front suspension systems and parts, service McPherson struts, wheel bearing service, ball joint service
Rear suspension systems	March 4 Weeks	Rear Suspension Systems Wheel Alignment Service	Identify rear suspension systems and parts, service rear suspension Pre-alignment inspection, alignment service, 4-wheel alignment, rear wheel adjustments, front wheel adjustments
Wheel alignment Begin steering systems	April 4 Weeks	Wheel Alignment Service (Cont.) Automotive Steering Systems	Wheel alignment theory, caster, camber, toe, SAI, toe-out on turns Types of steering systems, power assist steering systems, identify and service steering components, 4-wheel steering systems
Steering systems	May 4 Weeks	Automotive Steering Systems (Cont.)	Electric steering systems
	June	Preview Year End Review Final Exam	Review disk and drum brakes, electronic brake control, tires, steering, and suspension. Final Exam covering all topics studied during the year.

Unit

Timeframe

Big Ideas (Statements or Essential Questions)

Major Learning Experiences from Unit

Shop safety, brake system operation, brake hydraulics

September 4 Weeks

Review of Safety Instruction

Brake System Operation

Shop regulations, review lifts and jacks, safety tests

Types of brakes, brake fluid properties, friction, asbestos handling procedures

Hydraulic systems cont.,

Power boosters

October

4 Weeks

Brake Hydraulic Systems

Power Brake Boosters

Pascal’s Law, master cylinder service, brake bleeding procedures, proportioning, pressure differential and metering valves. Fabricating brake lines

Vacuum booster operation, hydro-boost operation, servicing power boost systems

Drum brake systems, Disc brake systems

November

4 Weeks

Diagnosing and Repairing Drum Brake Systems

Diagnosing and Repairing Disc Brake Systems

Drum brake operation, self adjusting systems, machining drums, adjusting drum brakes, drum brake diagnosis

Disc brake operation, servicing disc brake calipers, machining rotors, diagnosing disc brake problems

Parking brakes, antilock brake systems

December

4 Weeks

Diagnosing and Repairing Parking Brake Systems

Antilock Brake Systems

Parking brake construction, parking brake adjustments, diagnosing the parking brake

Antilock brake system (ABS) operation, diagnosing and repairing ABS brakes including use of scanner, traction control systems

Tires and wheels

January

4 Weeks

Mid-Term, Brake Systems

Tire and Wheel Service

Review of brakes.

Mid-term exam covering brake systems.

Tire construction, identify tire markings, tire and wheel removal and installation, wheel balancing, servicing tires and wheels

Front suspension systems

February

4 Weeks

Front Suspension Systems

SLA and Mcpherson struts

Identify front suspension systems and parts, service McPherson struts, wheel bearing service, ball joint service

Rear suspension systems

March

4 Weeks

Rear Suspension Systems

Wheel Alignment Service

Identify rear suspension systems and parts, service rear suspension

Pre-alignment inspection, alignment service, 4-wheel alignment, rear wheel adjustments, front wheel adjustments

Wheel alignment Begin steering systems

April

4 Weeks

Wheel Alignment Service

(Cont.)

Automotive Steering Systems

Wheel alignment theory, caster, camber, toe, SAI, toe-out on turns

Types of steering systems, power assist steering systems, identify and service steering components, 4-wheel steering systems

Steering systems

May

4 Weeks

Automotive Steering Systems

(Cont.)

Electric steering systems

June

Preview

Year End Review

Final Exam

Review disk and drum brakes, electronic brake control, tires, steering, and suspension.

Final Exam covering all topics studied during the year.

This is the third and final year in the three year Automotive Technology program at Waltham High School. This year the students will study all aspects of engine performance including basic engine operation, mechanical problems, computer controls, electronic fuel injection, forced induction, and emission controls. Students will use the latest in electronic diagnostic test equipment, including computer scanners and oscilloscopes, to diagnose and repair the complex electronic systems used in today’s vehicles. They will finish up the year studying heating and air conditioning systems earning EPA certification for recovery and recycling of refrigerants. In addition to performing the work, students will continue to interact with the customers in order to develop a diagnostic strategy. Students will also be involved in ASE testing throughout the year in several categories

Unit	Timeframe	Big Ideas (Statements or Essential Questions)	Major Learning Experiences from Unit
Review shop safety, introduction to engine performance diagnosis	September 4 Weeks	Review of Safety Instruction Introduction to Engine Performance Diagnosis	Shop regulations, review lifts and jacks, safety tests Develop a diagnostic strategy, check service history, research TSB’s, interpret VIN information Diagnose and repair the cooling and lubricating systems
Diagnose engine mechanical problems	October 4 Weeks	Diagnose and Repair Engine Mechanical Problems Introduction to Ignition Systems	Perform and interpret cylinder compression test, cylinder leakage test, cylinder power balance test, and engine vacuum test. Interpret internal engine noises and leaks. Explain electromagnetic theory and operation
Computerized engine controls, ignition systems	November 4 Weeks	Ignition Systems Introduction to Engine Computer Inputs	Identify ignition system components. Diagnose and repair ignition system related problems such as no-starting, hard starting and engine misfire on distributor systems, distributorless systems, and coil on plug (COP). Identify primary switching devices and sensor inputs
Computerized engine controls cont., inputs and sensors	December 4 Weeks	Diagnose and Repair Engine Computer Inputs	Identify commonly used sensors. Explain the difference between analog and digital signals. O2 sensors, heaters and A/F ratio sensors. Identify commonly used actuators. Inspect and test computerized engine control system sensors and actuators
Computerized engine controls cont., emission control systems	January 4 Weeks	Introduction to Computerized Engine Controls outputs Diagnose and Repair Emissions Control Systems	Identify and understand outputs. Fuel pumps, injectors, solenoids, coils are explained Identify types of pollutants, NOX, CO, HC. Inspect, test, and service PCV, EGR, EVAP, and air injection systems. Inspect and test catalytic converter efficiency. Discuss the role of engine sensors and emissions
OBD II and Computer communication and networking	February 4 Weeks	Computers(PCM) On Board Diagnostics and Scan Tools	Computer memory RAM, ROM, PROM, KAM are explained. Acronyms and terminology Identify J1962 OBD standards Retrieve and interpret stored OBD-I and OBD-II diagnostic trouble codes. P,B,C,U Codes and their meaning
Computerized engine controls cont., air induction systems	March 4 Weeks	Diagnose and Repair Fuel, Air Induction, and Exhaust Systems	Identify components of the air induction, fuel, and exhaust systems. Diagnose and repair fuel, air, and exhaust system problems using learned diagnostic strategies
Heating and air conditioning systems	April 4 Weeks	Introduction to Heating and Air Conditioning Systems	Discuss types of heat exchange, air conditioning theory and operation. Diagnose air conditioning systems. Perform air conditioning recovery, recycling and recharging. Introduction to A/C control systems. Receive AC recycling and recharging certificate
Clutches, transmissions and differentials	May 4 Weeks	Introduction to Manual Transmissions, Automatic Transmissions, and Differentials	Introduction to transmission and differential operation. Disassemble and identify components of a manual transmission, automatic transmission and differential

Unit

Timeframe

Big Ideas (Statements or Essential Questions)

Major Learning Experiences from Unit

Review shop safety, introduction to engine performance diagnosis

September

4 Weeks

Review of Safety Instruction

Introduction to Engine Performance Diagnosis

Shop regulations, review lifts and jacks, safety tests

Develop a diagnostic strategy, check service history, research TSB’s, interpret VIN information

Diagnose and repair the cooling and lubricating systems

Diagnose engine mechanical problems

October

4 Weeks

Diagnose and Repair Engine Mechanical Problems

Introduction to Ignition Systems

Perform and interpret cylinder compression test, cylinder leakage test, cylinder power balance test, and engine vacuum test. Interpret internal engine noises and leaks.

Explain electromagnetic theory and operation

Computerized engine controls, ignition systems

November

4 Weeks

Ignition Systems

Introduction to Engine Computer Inputs

Identify ignition system components. Diagnose and repair ignition system related problems such as no-starting, hard starting and engine misfire on distributor systems, distributorless systems, and coil on plug (COP).

Identify primary switching devices and sensor inputs

Computerized engine controls cont., inputs and sensors

December

4 Weeks

Diagnose and Repair Engine Computer Inputs

Identify commonly used sensors. Explain the difference between analog and digital signals. O2 sensors, heaters and A/F ratio sensors.

Identify commonly used actuators. Inspect and test computerized engine control system sensors and actuators

Computerized engine controls cont., emission control systems

January

4 Weeks

Introduction to Computerized Engine Controls outputs

Diagnose and Repair Emissions Control Systems

Identify and understand outputs. Fuel pumps, injectors, solenoids, coils are explained

Identify types of pollutants, NOX, CO, HC. Inspect, test, and service PCV, EGR, EVAP, and air injection systems. Inspect and test catalytic converter efficiency. Discuss the role of engine sensors and emissions

OBD II and Computer communication and networking

February

4 Weeks

Computers(PCM)

On Board Diagnostics and Scan Tools

Computer memory RAM, ROM, PROM, KAM are explained.

Acronyms and terminology

Identify J1962 OBD standards

Retrieve and interpret stored OBD-I and OBD-II diagnostic trouble codes. P,B,C,U Codes and their meaning

Computerized engine controls cont., air induction systems

March

4 Weeks

Diagnose and Repair Fuel, Air Induction, and Exhaust Systems

Identify components of the air induction, fuel, and exhaust systems. Diagnose and repair fuel, air, and exhaust system problems using learned diagnostic strategies

Heating and air conditioning systems

April

4 Weeks

Introduction to Heating and Air Conditioning Systems

Discuss types of heat exchange, air conditioning theory and operation. Diagnose air conditioning systems. Perform air conditioning recovery, recycling and recharging. Introduction to A/C control systems.

Receive AC recycling and recharging certificate

Clutches, transmissions and differentials

May

4 Weeks

Introduction to Manual Transmissions, Automatic Transmissions, and Differentials

Introduction to transmission and differential operation. Disassemble and identify components of a manual transmission, automatic transmission and differential

Student Outcomes Knowledge is the most important tool you can provide to your students. You must form a solid base in the fundamentals in order to build your students’ wiring skills. Emphasize the importance of developing reading, writing, mathematics, and communication skills. Stress that in addition to electrical wiring skills, employers often list the abilities to follow proper procedures, work with others, and communicate clearly as the deciding factors as to which job applicants will be hired.

Unit	Timeframe (Dates are approximate and may vary.)	“This is an up-to-date course of instruction for beginners who wish to learn about electrical principles and practices. Although most of the information is directly related to residential installations, the concepts can be applied to commercial and light construction as well. Procedures and principles of electricity are carefully blended to provide an effective learning tool for the student.” (Quote from the 2020 Modern Residential Wiring book)
		ELECTRICAL 1
First week of school	End of August	Classroom Rules & Expectations Class Syllabus
Chapter 1: Electrical Careers	September 1-30th.	Objectives Explore the many job titles related to electrical careers. Prepare for a job search and applying and interviewing for jobs. Consider the aspects of business ownership. Understand training and licensing requirements for electricians.
Chapter 2: Safety	October 1-31st	Objectives Understand the effects of electrical shock. Describe conditions likely to affect the severity of an electrical shock. List basic workplace safety rules. Explain a lockout/tagout/blockout program. Describe steps for helping a shock victim. Identify common workplace hazards.
Chapter 3: Hand and Power Tools	November 1-30th	Objectives Select essential tools for residential wiring. Know the specialty tools available for infrequent applications. Discuss basic principles of tool use and care.
Chapter 4: Electrical Measurement and Testing Equipment	December 1-31st	Objectives Recognize standard types of measuring and testing tools. Identify the common applications of various testing equipment. Understand the need for measuring and testing tools to ensure personal safety. Follow basic safety procedures and practices for electrical testing and measuring.
Chapter 5: Electrical Energy Fundamentals	January 1-31st	Objectives Explain the electron theory for current. Explain conductors and insulating materials. Define and explain the difference between direct current and alternating current. Define basic electrical terms. Describe the makeup of an electrical circuit. Differentiate between series and parallel circuits. Apply Ohm’s law to resistance, voltage, and current. Apply the basic power formula to power, voltage, and current. Explain electromagnetic induction. Discuss the operation of electric motors. Discuss electric power transmission. Explain the operation of transformers.
Chapter 6: Print Reading, Specifications, and Codes	February 1-28th	Objectives Identify the types of prints that an electrician may read. List the standard parts of a drawing. Recognize and use standard electrical symbols. Understand the schedules that are found on prints. Describe the two types of notes. Read an electrical print. Recognize specifications and understand their importance. Know where to find codes and authorities for an installation. Recognize the marks of the most commonly used testing agencies.
Chapter 7: Branch-Circuit, Feeder, and Service Design	March 1-31st	Objectives Calculate branch-circuit loads. Determine the number of branch circuits for a house. Explain noncoincident loads. Calculate feeder and service loads using two different methods. Understand the basic requirements for switches, receptacles, and lighting.
Chapter 8: Conductors	April 1-30th	Objectives List the NEC rules regarding conductors for general wiring. Know the different materials used for conductors. Use the NEC to select a wire type when given a specific installation. Properly specify wire size using the American Wire Gage (AWG) or kcmils. Explain the cause of voltage drop. Compute voltage drop. List the factors that affect conductor ampacity rating. Determine the correct conductor size based on the circuit load using the NEC. Use the NEC to adjust conductor ampacity based on ambient temperature and number of conductors.
Chapter 9: Cable Systems	May 1-31st	Objectives Identify the most common types of cable systems used in residential wiring. Choose appropriate cable products for various installations. Understand color-coding and labeling on nonmetallic cable. Prepare standard types of cable for connection to devices.

Unit

Timeframe

(Dates are approximate and may vary.)

“This is an up-to-date course of instruction for beginners who wish to learn about electrical principles and practices. Although most of the information is directly related to residential installations, the concepts can be applied to commercial and light construction as well. Procedures and principles of electricity are carefully blended to provide an effective learning tool for the student.”

(Quote from the 2020 Modern Residential Wiring book)

ELECTRICAL 1

First week of school

End of August

Classroom Rules & Expectations
Class Syllabus

Chapter 1: Electrical Careers

September 1-30th.

Objectives

Explore the many job titles related to electrical careers.

Prepare for a job search and applying and interviewing for jobs.

Consider the aspects of business ownership.

Understand training and licensing requirements for electricians.

Chapter 2: Safety

October 1-31st

Objectives

Understand the effects of electrical shock.

Describe conditions likely to affect the severity of an electrical shock.

List basic workplace safety rules.

Explain a lockout/tagout/blockout program.

Describe steps for helping a shock victim.

Identify common workplace hazards.

Chapter 3: Hand and Power Tools

November 1-30th

Objectives

Select essential tools for residential wiring.

Know the specialty tools available for infrequent applications.

Discuss basic principles of tool use and care.

Chapter 4: Electrical Measurement and Testing Equipment

December 1-31st

Objectives

Recognize standard types of measuring and testing tools.

Identify the common applications of various testing equipment.

Understand the need for measuring and testing tools to ensure personal safety.

Follow basic safety procedures and practices for electrical testing and measuring.

Chapter 5: Electrical Energy Fundamentals

January 1-31st

Objectives

Explain the electron theory for current.

Explain conductors and insulating materials.

Define and explain the difference between direct current and alternating current.

Define basic electrical terms.

Describe the makeup of an electrical circuit.

Differentiate between series and parallel circuits.

Apply Ohm’s law to resistance, voltage, and current.

Apply the basic power formula to power, voltage, and current.

Explain electromagnetic induction.

Discuss the operation of electric motors.

Discuss electric power transmission.

Explain the operation of transformers.

Chapter 6: Print Reading, Specifications, and Codes

February 1-28th

Objectives

Identify the types of prints that an electrician may read.

List the standard parts of a drawing.

Recognize and use standard electrical symbols.

Understand the schedules that are found on prints.

Describe the two types of notes.

Read an electrical print.

Recognize specifications and understand their importance.

Know where to find codes and authorities for an installation.

Recognize the marks of the most commonly used testing agencies.

Chapter 7: Branch-Circuit, Feeder, and Service Design

March 1-31st

Objectives

Calculate branch-circuit loads.

Determine the number of branch circuits for a house.

Explain noncoincident loads.

Calculate feeder and service loads using two different methods.

Understand the basic requirements for switches, receptacles, and lighting.

Chapter 8: Conductors

April 1-30th

Objectives

List the NEC rules regarding conductors for general wiring.

Know the different materials used for conductors.

Use the NEC to select a wire type when given a specific installation.

Properly specify wire size using the American Wire Gage (AWG) or kcmils.

Explain the cause of voltage drop.

Compute voltage drop.

List the factors that affect conductor ampacity rating.

Determine the correct conductor size based on the circuit load using the NEC.

Use the NEC to adjust conductor ampacity based on ambient temperature and number of conductors.

Chapter 9: Cable Systems

May 1-31st

Objectives

Identify the most common types of cable systems used in residential wiring.

Choose appropriate cable products for various installations.

Understand color-coding and labeling on nonmetallic cable.

Prepare standard types of cable for connection to devices.

Student Outcomes Knowledge is the most important tool you can provide to your students. You must form a solid base in the fundamentals in order to build your students’ wiring skills. Emphasize the importance of developing reading, writing, mathematics, and communication skills. Stress that in addition to electrical wiring skills, employers often list the abilities to follow proper procedures, work with others, and communicate clearly as the deciding factors as to which job applicants will be hired.

Unit	Timeframe (Dates are approximate and may vary.)	“This is an up-to-date course of instruction for beginners who wish to learn about electrical principles and practices. Although most of the information is directly related to residential installations, the concepts can be applied to commercial and light construction as well. Procedures and principles of electricity are carefully blended to provide an effective learning tool for the student.” (Quote from the 2020 Modern Residential Wiring book)
Chapter 10: Raceway Systems	September 1-30th	Objectives Become familiar with the many different types of raceway systems. Understand the distinct uses of different types of raceways, based on the NEC. Cut, prepare, and join various types of raceway materials. Practice essential conduit bending techniques.
Chapter 11: Boxes, Fittings, and Covers	October 1-31st	Objectives Identify the four common box shapes. Discuss the four types of boxes and their typical uses. Know how to remove a knockout and to gang boxes. Discuss box mounting systems and box fittings. Explain the purpose of ground clips and grounding bushings. Calculate box fill allotment. Discuss covers for different boxes and applications.
Chapter 12: Device Wiring	November 1-30th	Objectives Discuss the significance of listing or labeling electrical devices and materials. Properly prepare conductors for connection to devices and equipment. Make safe, secure conductor splices. Demonstrate the proper method for attaching conductors to switches and receptacles. Ground a receptacle. Split-wire a receptacle.
Chapter 13: Lighting Systems	December 1-31st	Objectives Understand basic lighting terminology. Explain the main types of lighting in a home. Identify various lighting fixtures. Select lighting fixtures for specific applications. Compare lamp types and lighting technologies. Identify various light switches. Make wiring connections for common lighting circuits.
Chapter 14: Appliance Wiring and Special Outlets	January 1-30th	Objectives Discuss NEC regulations for appliance circuits and other special circuits. Discuss installation practices for various appliances and special circuits. Describe the various methods of heating. Understand the basic electrical requirements of many common household appliances.
Chapter 15: Overcurrent Protection	February 1-28th	Objectives Explain the causes of overcurrent. List and describe electrical circuit overcurrent protective devices (OCPDs). Discuss the rating systems for an OCPD. Explain the operation of a ground-fault circuit interrupter (GFCI) and where it is used. Know which branch circuits require an arc-fault circuit interrupter. Understand how an AFCI works and the hazards it is designed to prevent.
Chapter 16: Grounding	March 1-31st	Objectives Cite working principles for electrical grounding. Explain equipment grounding and the methods used to install it. Explain how system grounding works. Define bonding and explain how it is done.
Chapter 17: Service Equipment	April 1-30th	Objectives List the components of the service. List eight basic guidelines when locating a residential main service panel. Select proper conductors and components for the service. Size and install conductors between the meter socket, main disconnect, and main service panel. List service drop clearances specified in the NEC. Provide proper grounding for a service. Explain the purpose of a step-down transformer and indicate where it is used.
Chapter 18: Farm Wiring	May1-31st	Objectives Describe electrical power distribution systems on farms. Describe an appropriate grounding system. Select materials and components for corrosive and damp conditions found on farms. Install conduit, wiring, and enclosures using appropriate farm wiring. Compute loads and design adequate circuits for various farm buildings and operations. Design and install an electrical power distribution system for a farm.

Unit

Timeframe

(Dates are approximate and may vary.)

“This is an up-to-date course of instruction for beginners who wish to learn about electrical principles and practices. Although most of the information is directly related to residential installations, the concepts can be applied to commercial and light construction as well. Procedures and principles of electricity are carefully blended to provide an effective learning tool for the student.”

(Quote from the 2020 Modern Residential Wiring book)

Chapter 10: Raceway Systems

September 1-30th

Objectives

Become familiar with the many different types of raceway systems.

Understand the distinct uses of different types of raceways, based on the NEC.

Cut, prepare, and join various types of raceway materials.

Practice essential conduit bending techniques.

Chapter 11: Boxes, Fittings, and Covers

October 1-31st

Objectives

Identify the four common box shapes.

Discuss the four types of boxes and their typical uses.

Know how to remove a knockout and to gang boxes.

Discuss box mounting systems and box fittings.

Explain the purpose of ground clips and grounding bushings.

Calculate box fill allotment.

Discuss covers for different boxes and applications.

Chapter 12: Device Wiring

November 1-30th

Objectives

Discuss the significance of listing or labeling electrical devices and materials.

Properly prepare conductors for connection to devices and equipment.

Make safe, secure conductor splices.

Demonstrate the proper method for attaching conductors to switches and receptacles.

Ground a receptacle.

Split-wire a receptacle.

Chapter 13: Lighting Systems

December 1-31st

Objectives

Understand basic lighting terminology.

Explain the main types of lighting in a home.

Identify various lighting fixtures.

Select lighting fixtures for specific applications.

Compare lamp types and lighting technologies.

Identify various light switches.

Make wiring connections for common lighting circuits.

Chapter 14: Appliance Wiring and Special Outlets

January 1-30th

Objectives

Discuss NEC regulations for appliance circuits and other special circuits.

Discuss installation practices for various appliances and special circuits.

Describe the various methods of heating.

Understand the basic electrical requirements of many common household appliances.

Chapter 15: Overcurrent Protection

February 1-28th

Objectives

Explain the causes of overcurrent.

List and describe electrical circuit overcurrent protective devices (OCPDs).

Discuss the rating systems for an OCPD.

Explain the operation of a ground-fault circuit interrupter (GFCI) and where it is used.

Know which branch circuits require an arc-fault circuit interrupter.

Understand how an AFCI works and the hazards it is designed to prevent.

Chapter 16: Grounding

March 1-31st

Objectives

Cite working principles for electrical grounding.

Explain equipment grounding and the methods used to install it.

Explain how system grounding works.

Define bonding and explain how it is done.

Chapter 17: Service Equipment

April 1-30th

Objectives

List the components of the service.

List eight basic guidelines when locating a residential main service panel.

Select proper conductors and components for the service.

Size and install conductors between the meter socket, main disconnect, and main service panel.

List service drop clearances specified in the NEC.

Provide proper grounding for a service.

Explain the purpose of a step-down transformer and indicate where it is used.

Chapter 18: Farm Wiring

May1-31st

Objectives

Describe electrical power distribution systems on farms.

Describe an appropriate grounding system.

Select materials and components for corrosive and damp conditions found on farms.

Install conduit, wiring, and enclosures using appropriate farm wiring.

Compute loads and design adequate circuits for various farm buildings and operations.

Design and install an electrical power distribution system for a farm.

Student Outcomes Knowledge is the most important tool you can provide to your students. You must form a solid base in the fundamentals in order to build your students’ wiring skills. Emphasize the importance of developing reading, writing, mathematics, and communication skills. Stress that in addition to electrical wiring skills, employers often list the abilities to follow proper procedures, work with others, and communicate clearly as the deciding factors as to which job applicants will be hired.

Unit	Timeframe (Dates are approximate and may vary.)	“This is an up-to-date course of instruction for beginners who wish to learn about electrical principles and practices. Although most of the information is directly related to residential installations, the concepts can be applied to commercial and light construction as well. Procedures and principles of electricity are carefully blended to provide an effective learning tool for the student.” (Quote from the 2020 Modern Residential Wiring book)
Chapter 19: Mobile Home Wiring	September 1-30th	Objectives Define terms applying specifically to mobile home electrical systems. Describe acceptable feeder assemblies used for mobile homes. Demonstrate familiarity with NEC requirements for mobile home electric service and wiring. Compute loads for mobile homes and mobile home parks.
Chapter 20: Swimming Pool Wiring	October 1-31st	Objectives List in detail the rules for bonding metal fixtures and parts around a swimming pool. Explain grounding requirements for swimming pool wiring. Give the NEC requirements for wiring underwater light fixtures. Name the fixture types used in pools. Cite NEC rules for overhead conductor clearance around a pool area.
Chapter 21: Telephone and Computer Network Wiring	November 1-30th	Objectives Understand the telephone system from the central office to the telephone. Know which cables are used in most residential computer networks. Install telephone and computer cabling in a new and existing house. Terminate telephone cabling. Review alternative options for installing communication wiring.
Chapter 22: Motors	December 1-31st	Objectives Interpret data contained on the nameplate of an electric motor. Properly size circuit conductors for various motors and loads. Determine permissible voltage drop for an electric motor. Determine proper protective devices to use for a motor and its conductors. Determine the rating and type of motor controller and disconnecting means to use with different types of motors. Determine the motor controller, disconnecting means, proper protective devices, and conductors to use with hermetic motors. Diagnose the causes of different types of motor failure. Know the steps for mounting a motor and connecting it to a load. Discuss proper procedure for service and repair of motors.
Chapter 23: Emergency and Standby Systems	January 1-31st	Objectives Exercise caution regarding the fuels, fumes, and wiring of combustion engine power generators. Explain the differences among emergency systems, legally required standby systems, and optional standby power systems. Calculate the wattage requirement of a generator for an optional standby power system. Discuss installation procedures for portable generators and permanent generators for use in standby power systems. Understand the dangers of installing a standby generator without a transfer switch. Determine in what circumstances to install a battery-powered uninterruptible power supply.
Chapter 24: Electrical Remodeling	February 1-28th	Objectives Perform electrical remodeling in a safe manner. Describe the special tools required in remodeling and their proper use. Install electrical boxes and wiring within finished walls. Demonstrate procedures for extending or updating wiring systems. Understand the steps to upgrade the service of a house. Properly ground equipment installed during electrical remodeling work. Install surface raceways and multioutlet assemblies. Identify code requirements applicable to different types of old work.
Chapter 25: Maintenance and Troubleshooting	March 1-31st	Objectives List safety procedures to follow when troubleshooting electrical circuits. List the troubleshooting tools required. Explain procedures for testing receptacles, ground continuity, switches, fixtures, fuses, and circuit breakers. Explain overloaded neutrals and unbalanced currents in multiwire branch circuits.

Unit

Timeframe

(Dates are approximate and may vary.)

“This is an up-to-date course of instruction for beginners who wish to learn about electrical principles and practices. Although most of the information is directly related to residential installations, the concepts can be applied to commercial and light construction as well. Procedures and principles of electricity are carefully blended to provide an effective learning tool for the student.”

(Quote from the 2020 Modern Residential Wiring book)

Chapter 19: Mobile Home Wiring

September 1-30th

Objectives

Define terms applying specifically to mobile home electrical systems.

Describe acceptable feeder assemblies used for mobile homes.

Demonstrate familiarity with NEC requirements for mobile home electric service and wiring.

Compute loads for mobile homes and mobile home parks.

Chapter 20: Swimming Pool Wiring

October 1-31st

Objectives

List in detail the rules for bonding metal fixtures and parts around a swimming pool.

Explain grounding requirements for swimming pool wiring.

Give the NEC requirements for wiring underwater light fixtures.

Name the fixture types used in pools.

Cite NEC rules for overhead conductor clearance around a pool area.

Chapter 21: Telephone and Computer Network Wiring

November 1-30th

Objectives

Understand the telephone system from the central office to the telephone.

Know which cables are used in most residential computer networks.

Install telephone and computer cabling in a new and existing house.

Terminate telephone cabling.

Review alternative options for installing communication wiring.

Chapter 22: Motors

December 1-31st

Objectives

Interpret data contained on the nameplate of an electric motor.

Properly size circuit conductors for various motors and loads.

Determine permissible voltage drop for an electric motor.

Determine proper protective devices to use for a motor and its conductors.

Determine the rating and type of motor controller and disconnecting means to use with different types of motors.

Determine the motor controller, disconnecting means, proper protective devices, and conductors to use with hermetic motors.

Diagnose the causes of different types of motor failure.

Know the steps for mounting a motor and connecting it to a load.

Discuss proper procedure for service and repair of motors.

Chapter 23: Emergency and Standby Systems

January 1-31st

Objectives

Exercise caution regarding the fuels, fumes, and wiring of combustion engine power generators.

Explain the differences among emergency systems, legally required standby systems, and optional standby power systems.

Calculate the wattage requirement of a generator for an optional standby power system.

Discuss installation procedures for portable generators and permanent generators for use in standby power systems.

Understand the dangers of installing a standby generator without a transfer switch.

Determine in what circumstances to install a battery-powered uninterruptible power supply.

Chapter 24: Electrical Remodeling

February 1-28th

Objectives

Perform electrical remodeling in a safe manner.

Describe the special tools required in remodeling and their proper use.

Install electrical boxes and wiring within finished walls.

Demonstrate procedures for extending or updating wiring systems.

Understand the steps to upgrade the service of a house.

Properly ground equipment installed during electrical remodeling work.

Install surface raceways and multioutlet assemblies.

Identify code requirements applicable to different types of old work.

Chapter 25: Maintenance and Troubleshooting

March 1-31st

Objectives

List safety procedures to follow when troubleshooting electrical circuits.

List the troubleshooting tools required.

Explain procedures for testing receptacles, ground continuity, switches, fixtures, fuses, and circuit breakers.

Explain overloaded neutrals and unbalanced currents in multiwire branch circuits.

As a member of the Culinary Arts program, students will learn all aspects of working in the foodservice industry. They will learn about the many positions needed to run a successful restaurant, bake shop or catering company and apply that knowledge in a practical, hands-on shop setting. Students will be responsible for preparing and serving food, beverages and desserts for a number of school sponsored events. All classes emphasize safety and sanitation standards required by prospective future employers. The students will learn to work together safely as well as independently, developing their self confidence. They will learn that “working with your hands” is not easy and requires knowledge and the ability to apply that knowledge. Students will have access to professional/commercial equipment and kitchen tools.

Unit	Timeframe	Big Ideas (Statements or Essential Questions) and Major Learning Experiences from Unit
		*Culinary Arts 1*
Safety & Sanitation	August - September	Students will learn: Students will obtain a foundation of safety and sanitation Safety and Sanitation guidelines Temperature control safety foods Temperature danger zone Foodborne Illness Mise En Place
Breakfast	September - October	Students will learn: Quick Breads Ingredient functions Breakfast production This unit will include multiple project based learning assessments.
Fall Seasonal	November	Students will learn: Quick Breads continued Cut-in method Seasonal Fall food preparation This unit will include multiple project based learning assessments.
Cookies & Bars	December	Students will learn: Multiple cookie techniques to include creaming method, drop method, bar cookies, cut out cookies and more Ingredient usage Types of Cookies & Bars This unit will include multiple project based learning assessments.
Yeast Dough	January - February	Students will learn: The straight dough method Types of Yeast Types of Dough Shaping techniques Baking & Proofing OSHA This unit will include multiple project based learning assessments.
Entree Unit	March - April	Students will learn: Meal?Menu planning & preparation Starch preparation and cooking Vegetable preparation and cooking Meat preparation and cooking Minimum internal cooking temperatures This unit will include multiple project based learning assessments.
Cakes	May	Students will learn: Cake preparation Icing preparation Cake Test Method Piping techniques Frosting techniques This unit will include multiple project based learning assessments.
Garde Manger / Close the shop	June	Students will learn: Cold food production Break down / Sanitize the shop This unit will include multiple project based learning assessments.

As a member of the Culinary Arts program, students will learn all aspects of working in the foodservice industry. They will learn about the many positions needed to run a successful restaurant, bake shop or catering company and apply that knowledge in a practical, hands-on shop setting. Students will be responsible for preparing and serving food, beverages and desserts for a number of school sponsored events. All classes emphasize safety and sanitation standards required by prospective future employers. The students will learn to work together safely as well as independently, developing their self confidence. They will learn that “working with your hands” is not easy and requires knowledge and the ability to apply that knowledge. Students will have access to professional/commercial equipment and kitchen tools.

Unit	Timeframe	Big Ideas (Statements or Essential Questions) and Major Learning Experiences from Unit
		*Culinary Arts 2*
Safety & Sanitation	August - September	Students will Learn: Students will build upon the safety and sanitation foundation learned in tech one Sanitation guidelines Temperature control safety foods Cool down methods Temperature danger zone Foodborne Illness Hazard analysis critical control points (HACCP) Effectively work safe with food Mise En Place
Seasonal Fall	October	Students will Learn: Quick Breads Ingredient Functions Fall Sale Menu Planning This unit will include multiple project based learning assessments.
Thanksgiving	November	Students will Learn: Meat preparation and cooking Meat Carving Meat Roasting Vegetable prep and cooking Strach prep and cooking Gravy Knife Skills Table setting Students prepare a Full Thanksgiving dinner Thanksgiving Sale, pies, breads, sauce preparation This unit will include multiple project based learning assessments.
Cookies & Bars Catering Unit Winter Projects	December	Students will Learn: The creaming method Ingredient usage Types of Cookies & Bars Catering Sales Helping Customers Food Costing Student Independent Winter Project This unit will include multiple project based learning assessments.
Yeast Dough Unit Soup, Stew, Chowder Unit	January	Students will Learn: The straight dough method Types of Yeast Types of Dough Shaping techniques Baking & Proofing Knife Skills Soups, Stews, and Chowders Ingredient Usage Sales This unit will include multiple project based learning assessments.
Soup, Stew, Chowder Unit Continued Valentines Day Unit	February	Students will Learn: Knife Skills Soups, Stews, and Chowders Valentines Day Sale Customer Sales, marketing of catering, employability skills This unit will include multiple project based learning assessments.
Saint Patrick's Day Culinary Unit Yeast Dough Continued Entree Unit	March	Students will Learn: Saint Patrick’s Day Sale Sales management-aspects of customer service Introduction to protein preparation and cooking Starch preparation and cooking Vegetable preparation and cooking This unit will include multiple project based learning assessments.
Entree Unit Continued Spring Culinary Unit Easter Culinary Unit	April	Students will Learn: Protein preparation and cooking Starch preparation and cooking Vegetable preparation and cooking Knife Skills Minimum internal cooking temperatures, safety and sanitation Spring & Easter Unit, preparation, sales management and employability This unit will include multiple project based learning assessments.
Cinco De Mayo Unit School Catering Unit	May	Students will Learn: Catering Unit Batch Cooking Cinco De Mayo Unit-international cuisines Safety and Sanitation This unit will include multiple project based learning assessments.
Spring/Summer Seasonal Unit Cold Production Unit -Garde Manger	June	Students will Learn: Advanced Cold Food Production Cold Desserts and Sauces Salads Dressings This unit will include multiple project based learning assessments.

As a member of the Culinary Arts program, students will learn all aspects of working in the foodservice industry. They will learn about the many positions needed to run a successful restaurant, bake shop or catering company and apply that knowledge in a practical, hands-on shop setting. Students will be responsible for preparing and serving food, beverages and desserts for a number of school sponsored events. All classes emphasize safety and sanitation standards required by prospective future employers. The students will learn to work together safely as well as independently, developing their self confidence. They will learn that “working with your hands” is not easy and requires knowledge and the ability to apply that knowledge. Students will have access to professional/commercial equipment and kitchen tools.

Unit	Timeframe	Big Ideas (Statements or Essential Questions) and Major Learning Experiences from Unit
		*Culinary Arts 3*
Safety & Sanitation	August - September	Students will Learn: Students will build upon the safety and sanitation foundation learned in tech one Sanitation guidelines Temperature control safety foods Cool down methods Temperature danger zone Foodborne Illness Hazard analysis critical control points (HACCP) Effectively work safe with food Mise En Place
Seasonal Fall	October	Students will Learn: Quick Breads Ingredient Functions Fall Sale Menu Planning This unit will include multiple project based learning assessments.
Thanksgiving	November	Students will Learn: Meat preparation and cooking Meat Carving Meat Roasting Vegetable prep and cooking Strach prep and cooking Gravy Knife Skills Table setting Students prepare a Full Thanksgiving dinner Thanksgiving Sale, pies, breads, sauce preparation This unit will include multiple project based learning assessments.
Cookies & Bars Catering Unit Winter Projects	December	Students will Learn: The creaming method Ingredient usage Types of Cookies & Bars Catering Sales Helping Customers Food Costing Student Independent Winter Project This unit will include multiple project based learning assessments.
Yeast Dough Unit Soup, Stew, Chowder Unit	January	Students will Learn: The straight dough method Types of Yeast Types of Dough Shaping techniques Baking & Proofing Knife Skills Soups, Stews, and Chowders Ingredient Usage Sales This unit will include multiple project based learning assessments.
Soup, Stew, Chowder Unit Continued Valentines Day Unit	February	Students will Learn: Knife Skills Soups, Stews, and Chowders Valentines Day Sale Customer Sales, marketing of catering, employability skills This unit will include multiple project based learning assessments.
Saint Patrick's Day Culinary Unit Yeast Dough Continued Entree Unit	March	Students will Learn: Saint Patrick’s Day Sale Sales management-aspects of customer service Introduction to protein preparation and cooking Starch preparation and cooking Vegetable preparation and cooking This unit will include multiple project based learning assessments.
Entree Unit Continued Spring Culinary Unit Easter Culinary Unit	April	Students will Learn: Protein preparation and cooking Starch preparation and cooking Vegetable preparation and cooking Knife Skills Minimum internal cooking temperatures, safety and sanitation Spring & Easter Unit, preparation, sales management and employability This unit will include multiple project based learning assessments.
Cinco De Mayo Unit School Catering Unit	May	Students will Learn: Catering Unit Batch Cooking Cinco De Mayo Unit-international cuisines Safety and Sanitation This unit will include multiple project based learning assessments.
Spring/Summer Seasonal Unit Cold Production Unit -Garde Manger	June	Students will Learn: Advanced Cold Food Production Cold Desserts and Sauces Salads Dressings This unit will include multiple project based learning assessments.

The Electronics Program prepares students to enter the diverse and lucrative industry of electronics as a technician by applying scientific principles of electronic devices and circuits leading to practical consumer, computer, telecommunications systems outcomes using modern tools, instruments, equipment, materials, techniques and processes.Students will take part in a 10-Hour OSHA safety course, earning their OSHA safety certification if they achieve a passing score.

Electronics I Prerequisite: Electronics Exploratory

The first in a series of three consecutive outcome-based courses in which students are exposed to all aspects of the electronics industry providing genuine theory and practice within this career field leading to employment or further study. Investigate basic concepts and applications of electronics to include power supplies, amplifiers and oscillators. Fabricate test equipment from assembly documentation. Illustrate and simulate/emulate analog circuits using computer software. Fabricate printed circuit boards and printed circuit board assemblies. Perform “live work” on various non-functional, serviceable circuits and systems to return them to industry standard condition.

Requisites: CVTE Application, Safety and Ethics Contract and Dress Code.

Unit	Timeframe	Big Ideas (Statements or Essential Questions) and Major Learning Experiences from Unit
		Electronics 1
Introduction & Safety procedures.	3 to 4 class periods.	An introduction to the class syllabus, rules and expectations. Learning and practicing classroom safety procedures, including Fire Drills, Lock Down and Classroom Management Plan.Students will prepare for a shop health and safety plan describing safety procedures and work habits.
Understanding shop equipment and working on basic electronic kits.	8 to 16 class periods	Working on basic electronics kits to learn soldering, wire splicing and breadboarding.Working on Discovery of 21 in 1 Electronic kits by Chaney Electronics.
Fundamentals of Electronic Circuit Assembly	10 to 14 class periods.	Identify passive component symbols. Identify active component symbols. Identify and list variable component symbols. Draw a schematic diagram. Sketch a basic circuit by hand. Create a basic circuit using schematic software. Construct an electronic circuit prototype according to current industry and OSHA standards. Describe the connections on a solderless breadboard. Arrange components on a solderless breadboard. Assemble an electronic circuit on a printed circuit board. Use solder to connect leaded components on a printed circuit board. Use solder to connect surface mount components on a printed circuit board. Differentiate polarity markings on components.
Theory and Application of DC	15 to 20 class periods	Apply electronic circuit laws. Use Ohm's Law to calculate voltage. Use Ohm's Law to calculate current. Use Ohm's Law to calculate resistance. Use Watt’s law to calculate power. Use Kirchhoff’s law to verify total voltage and total current. Describe basic magnetism laws and principles. Apply electronic circuit theorems. Use Norton’s theorem to analyze DC circuits. Use Thevenin’s theorem to analyze DC circuits. Use Superposition to analyze DC circuits. Construct and test DC circuits. Construct a circuit and verify Thevenin’s Theorem. Construct a circuit and verify Norton’s Theorem.
OSHA 10-hour industry course	Whenever possible	Complete the requirements of OSHA 10-hour certification course and receive a course completion card

The Electronics Program prepares students to enter the diverse and lucrative industry of electronics as a technician by applying scientific principles of electronic devices and circuits leading to practical consumer, computer, telecommunications systems outcomes using modern tools, instruments, equipment, materials, techniques and processes.Students will take part in a 10-Hour OSHA safety course, earning their OSHA safety certification if they achieve a passing score.

Electronics II Prerequisite: Electronics I

The second in a series of three consecutive outcome-based courses in which students are exposed to all aspects of the electronics industry providing genuine theory and practice within this career field leading to employment or further study. Investigate basic concepts and applications of digital electronics to include logic gates, counter displays, memory registers, and data selectors. Fabricate test equipment from assembly documentation. Illustrate and simulate/emulate digital circuits using computer software. Fabricate printed circuit boards and printed circuit board assemblies. Perform “live work” on various non-functional, serviceable circuits and systems to return them to industry standard condition.

Requisites: CVTE Application, Safety and Ethics Contract and Dress Code.

Unit	Timeframe	Big Ideas (Statements or Essential Questions) and Major Learning Experiences from Unit
		Electronics 2
Introduction & Safety procedures.	3 to 4 class periods.	An introduction to the class syllabus, rules and expectations. Learning and practicing classroom safety procedures, including Fire Drills, Lock Down and Classroom Management Plan.Students will prepare for a shop health and safety plan describing safety procedures and work habits.
Understanding shop equipment and working on basic electronic kits.	8 to 16 class periods	Working on basic electronics kits to learn soldering, wire splicing and breadboarding.Working on Electronic kits by Chaney Electronics.
Theory and Application of AC	8 to 12 class periods.	Perform calculations in AC circuits. Calculate RMS, peak, peak-to-peak, and average values of a sine wave. Calculate frequency, time and duty cycle of a periodic waveform. Calculate phase shift. Calculate reactance. Calculate impedance. Calculate apparent, true, reactive, power factor. Calculate transformer characteristics. Calculate filter circuit parameters. Perform measurements in AC circuits. Measure peak and peak-to-peak values of a sine wave. Measure frequency, time and duty cycle of a periodic waveform. Measure phase shift. Graphically plot reactance versus frequency. Graphically plot impedance versus frequency.
Theory and Application of Analog Electronics	15 to 20 class periods	Analyze semiconductors. Explain manufacturers’ specifications of semiconductor devices. Explain characteristics of discrete semiconductors. Explain biasing of discrete semiconductor devices. Describe thermal management of discrete semiconductor devices. Identify transistor configurations. Identify and list types of transistor biasing configurations. Identify rectifier diode circuits. Identify regulator diode circuits. Analyze power supply circuits. Analyze a thyristor circuit. Test semiconductors. Test diodes with multimeters. Test transistors. Test thyristors. Construct and test semiconductor circuits. Measure and explain current and voltage characteristics of diode types. Measure and explain current and voltage characteristics of transistor types. Measure and explain current voltage characteristics of thyristor types. Analyze transistor amplifiers circuits. Analyze oscillator circuits. Evaluate operational amplifier circuits. Describe operational amplifier IC characteristics. Design operational amplifier circuits.
Theory and Application of Digital Electronics	20 to 25 class periods	Perform calculations in digital circuits. Use the two’s complement number system for math operations. Convert between binary, decimal and hexadecimal numbers. Identify and use alternate digital codes. Draw logic diagrams from Boolean expressions. Write a truth table from a Boolean expression or logic circuit. Use reduction theorems to simplify digital electronic circuits. Analyze waveforms for latches/flip-flops. Analyze counter circuits waveforms. Identify and apply digital principles. Differentiate between high, low and tri-state characteristics of a digital signal. Identify basic TTL gates of the 7400 series and describe IO characteristics. Specify pin numbers and manufacturer markings on digital ICs. Compare and contrast the differences between TTL and CMOS logic families. Identify and calculate parity bits for error control. Describe the universal properties of NAND and NOR gates. Illustrate alternate schematic forms of basic logic gates. Identify various combinational and sequential logic circuits. List reduction theorems used to simplify digital Electronic circuits. Identify the basic architecture of a microprocessor or microcontroller. Describe a digital oscillator circuit. Describe circuits that perform A/D and D/A conversions. Identify and describe characteristics of digital components. Define and describe PLDs (Programmable Logic Devices). Describe line driver characteristics and their applications. Construct and test digital circuits. Wire, test and explain combinational logic circuits. Wire and test various flip-flops to verify truth tables. Wire and test various latches to verify truth tables. Measure waveforms for counter circuits and analyze behaviors and characteristics. Construct, simulate and explain encode and decode circuits. Construct, simulate and explain shift registers. Construct, simulate and explain comparators. Construct, simulate and explain adder circuits. Construct, simulate and explain multiplexer ICs.
OSHA 10-hour industry course	Whenever possible	Complete the requirements of OSHA 10-hour certification course and receive a course completion card
Career Exploration and Navigation	During Senior year	Assess personal strengths and interest areas to determine potential careers, career pathways and career ladders. Examine potential career field(s)/discipline(s) and identify criteria to select, secure and keep employment in chosen field(s). Research and evaluate a variety of careers utilizing multiple sources of information and resources to determine potential career(s) and alternatives. Identify training and education requirements that lead to employment in chosen field(s) and demonstrate skills related to evaluating employment opportunities. Demonstrate job search skills. Demonstrate all phases of the job interview process.

The Electronics Program prepares students to enter the diverse and lucrative industry of electronics as a technician by applying scientific principles of electronic devices and circuits leading to practical consumer, computer, telecommunications systems outcomes using modern tools, instruments, equipment, materials, techniques and processes.Students will take part in a 10-Hour OSHA safety course, earning their OSHA safety certification if they achieve a passing score.

Electronics III Prerequisite: Electronics II

The third in a series of three consecutive outcome-based courses in which students are exposed to all aspects of the electronics industry providing genuine theory and practice within this career field leading to employment or further study. Develop Employability and Career Readiness to

Perform “live work” on various non-functional, serviceable circuits and systems to return them to industry standard condition.

Requisites: CVTE Application, Safety and Ethics Contract and Dress Code.

Unit	Timeframe	Big Ideas (Statements or Essential Questions) and Major Learning Experiences from Unit
		Electronics 3
Introduction & Safety procedures.	3 to 4 class periods.	An introduction to the class syllabus, rules and expectations. Learning and practicing classroom safety procedures, including Fire Drills, Lock Down and Classroom Management Plan.Students will prepare for a shop health and safety plan describing safety procedures and work habits.
Understanding shop equipment and working on basic electronic kits.	8 to 16 class periods	Working on basic electronics kits to learn soldering, wire splicing and breadboarding.Working on Electronic kits by Chaney Electronics.
Theory and Application of AC	8 to 12 class periods.	Perform calculations in AC circuits. Calculate RMS, peak, peak-to-peak, and average values of a sine wave. Calculate frequency, time and duty cycle of a periodic waveform. Calculate phase shift. Calculate reactance. Calculate impedance. Calculate apparent, true, reactive, power factor. Calculate transformer characteristics. Calculate filter circuit parameters. Perform measurements in AC circuits. Measure peak and peak-to-peak values of a sine wave. Measure frequency, time and duty cycle of a periodic waveform. Measure phase shift. Graphically plot reactance versus frequency. Graphically plot impedance versus frequency.
Theory and Application of Analog Electronics	15 to 20 class periods	Analyze semiconductors. Explain manufacturers’ specifications of semiconductor devices. Explain characteristics of discrete semiconductors. Explain biasing of discrete semiconductor devices. Describe thermal management of discrete semiconductor devices. Identify transistor configurations. Identify and list types of transistor biasing configurations. Identify rectifier diode circuits. Identify regulator diode circuits. Analyze power supply circuits. Analyze a thyristor circuit. Test semiconductors. Test diodes with multimeters. Test transistors. Test thyristors. Construct and test semiconductor circuits. Measure and explain current and voltage characteristics of diode types. Measure and explain current and voltage characteristics of transistor types. Measure and explain current voltage characteristics of thyristor types. Analyze transistor amplifiers circuits. Analyze oscillator circuits. Evaluate operational amplifier circuits. Describe operational amplifier IC characteristics. Design operational amplifier circuits.
Theory and Application of Digital Electronics	20 to 25 class periods	Perform calculations in digital circuits. Use the two’s complement number system for math operations. Convert between binary, decimal and hexadecimal numbers. Identify and use alternate digital codes. Draw logic diagrams from Boolean expressions. Write a truth table from a Boolean expression or logic circuit. Use reduction theorems to simplify digital electronic circuits. Analyze waveforms for latches/flip-flops. Analyze counter circuits waveforms. Identify and apply digital principles. Differentiate between high, low and tri-state characteristics of a digital signal. Identify basic TTL gates of the 7400 series and describe IO characteristics. Specify pin numbers and manufacturer markings on digital ICs. Compare and contrast the differences between TTL and CMOS logic families. Identify and calculate parity bits for error control. Describe the universal properties of NAND and NOR gates. Illustrate alternate schematic forms of basic logic gates. Identify various combinational and sequential logic circuits. List reduction theorems used to simplify digital Electronic circuits. Identify the basic architecture of a microprocessor or microcontroller. Describe a digital oscillator circuit. Describe circuits that perform A/D and D/A conversions. Identify and describe characteristics of digital components. Define and describe PLDs (Programmable Logic Devices). Describe line driver characteristics and their applications. Construct and test digital circuits. Wire, test and explain combinational logic circuits. Wire and test various flip-flops to verify truth tables. Wire and test various latches to verify truth tables. Measure waveforms for counter circuits and analyze behaviors and characteristics. Construct, simulate and explain encode and decode circuits. Construct, simulate and explain shift registers. Construct, simulate and explain comparators. Construct, simulate and explain adder circuits. Construct, simulate and explain multiplexer ICs.
OSHA 10-hour industry course	Whenever possible	Complete the requirements of OSHA 10-hour certification course and receive a course completion card
Career Exploration and Navigation	During Senior year	Assess personal strengths and interest areas to determine potential careers, career pathways and career ladders. Examine potential career field(s)/discipline(s) and identify criteria to select, secure and keep employment in chosen field(s). Research and evaluate a variety of careers utilizing multiple sources of information and resources to determine potential career(s) and alternatives. Identify training and education requirements that lead to employment in chosen field(s) and demonstrate skills related to evaluating employment opportunities. Demonstrate job search skills. Demonstrate all phases of the job interview process.

This course builds on the foundation learned during the Early Education & Care Exploratory course. Students will review concepts and methods previously taught including basic child development, classroom management techniques, and curriculum models, as well as shop & personal safety standards. Students will look more in depth at how children develop from infancy through preschool. They will look to become proficient at understanding the physical, social, emotional, and intellectual growth of children. The Baby Think It Over dolls are an integral part of this program. A more in depth look at OSHA safety regulations and safety standards within the EEC program will be covered. Prerequisite – A passing score in the CVTE Exploratory recommended, meeting attendance, discipline/conduct record, safety requirements, meeting minimum course requirements, and an accepted application to become a member of the CVTE Department Team.

Unit	Timeframe	Big Ideas (Statements or Essential Questions) and Major Learning Experiences from Unit
Learning About Children	Sept	Understanding Children, Reasons of Study, Benefits of Play, Five Principles of Development
Theorists	Sept	Historical Influences on Early Childcare & Education, Theories of Development, Erikson’s Psychosocial Theory, Piaget’s Cognitive Development Theory, Vygotsky’s Sociocultural Theory, Gardner’s Multiple Intelligences Theory
Families Today	Oct	Family Structures, Advantages & Disadvantages of different Families , Cultural Influences
Preparing to Parent	Oct	Roles of the Parent, Parenting Styles, Difficulties of Parenting, Infertility: Physical & Psychological problems of infertility
Pregnancy	Nov	SIgns of Pregnancy, Conception, Reproductive Systems, Genetic Factors, Types of Pregnancy
Prenatal Care	Dec	Stages of Prenatal Development, Environmental Factors, Health Hazards, Complications
Childbirth	Jan	Family Decisions, Methods of Delivery, Stages of Labor, Complications, Postpartum Care
The Newborn	Feb	Reflexes, Meeting the Newborn’s Physical Needs, Meeting the Newborn’s Intellectual Needs, Meeting Parents’ needs
Infants	March	Physical, Intellectual, Social Emotional Development
Teaching Through Play	April	Importance of Play, Stages of Play, Adult’s Role in Children’s Play
Health & Safety	April	Basic Needs for Good Health, Accidents & Allergies, Indoor/Outdoor Safety
Childcare & Group Settings	May	Types of Group Programs
Special Needs	June	Children with Special Needs, Mental/Learning/Behavior Disabilities, IEPs

This course builds on the foundation learned during the Early Education & Care 1 course. In addition to continuing activities listed above, students will work on developing and organizing files for future use and complete extensive work on their portfolios. Eligible students may participate in the Cooperative Education Program at an approved worksite. Prerequisite – A passing grade in Early Education & Care 1, and meeting attendance, discipline/conduct record, and safety requirements.

Unit	Timeframe	Big Ideas (Statements or Essential Questions) and Major Learning Experiences from Unit
EEC Portfolio	Full School Year	Individual Portfolio that reflects each student’s knowledge, understanding & teaching ability in EEC. Portfolio consists of: Cover Letter, Resume, Letters of Recommendation, Lesson Plans, Academic Reflections & Certificates/Awards
Establishing Classroom Limits	September	Establishing & Enforcing Limits
Handling Daily Routines	September	Schedules, Daily Routines & Transitions
Curriculum	October	Developing Program Goals, Assessments, Factors to Considers, Themes, Written Plans, Classroom Environment
Observing Children	November	Assessment Tools. Using Technology to Assess, Portfolios, Guidelines for Observing Children
Engaging Parents & Families	December	Parent-Teacher Conferences, Written Communication, Respecting Parent and Family Differences
Guiding Art	January	Important of Art Experiences, Stages of Art Development, Sensory
Guiding Storytelling & Language Experiences	January	The Importance of Storytelling, Selecting Children’s Books, Displaying Books
Guiding Writing Experiences	February	Objectives for Writing, Building Writing Skills, Early Experiences in Writing
Guiding Mathematical Experiences	March	Goals of Early Math Experiences, Assessing Math Abilities, Planning Math Activities
Guiding Science and Technology	March	Planning Science & Technology Activities, Variety of Concepts to Teach Science, Integrating Technology into the classroom
Guiding Music & Movement	April	Importance of Music and Movement Experiences, Music Center, Teacher’s Role in Music & Movement
Guiding Children with Special Needs	May	Education Plans for Children with Special Needs, Hearing Impairments, Communications Disorders, Physical, Intellectual, Learning, Behavioral Disabilities, Giftedness, Integrating Children with Special Needs
Career in Early Childhood Education	June	Choosing a Career, Preparing a Resume, Cover Letters, The Interview, Employee Rights & Responsibilities

This course builds on the foundation learned during the Early Education & Care 2 course. In addition to continuing activities listed above, students will work on developing and organizing files for future use and complete extensive work on their portfolios. Eligible students may participate in the Cooperative Education Program at an approved worksite. Prerequisite – A passing grade in Early Education & Care 2, and meeting attendance, discipline/conduct record, and safety requirements.

Unit	Timeframe	Big Ideas (Statements or Essential Questions) and Major Learning Experiences from Unit
EEC Portfolio	Full School Year	Individual Portfolio that reflects each student’s knowledge, understanding & teaching ability in EEC. Portfolio consists of: Cover Letter, Resume, Letters of Recommendation, Lesson Plans, Academic Reflections & Certificates/Awards
Establishing Classroom Limits	September	Establishing & Enforcing Limits
Handling Daily Routines	September	Schedules, Daily Routines & Transitions
Curriculum	October	Developing Program Goals, Assessments, Factors to Considers, Themes, Written Plans, Classroom Environment
Observing Children	November	Assessment Tools. Using Technology to Assess, Portfolios, Guidelines for Observing Children
Engaging Parents & Families	December	Parent-Teacher Conferences, Written Communication, Respecting Parent and Family Differences
Guiding Art	January	Important of Art Experiences, Stages of Art Development, Sensory
Guiding Storytelling & Language Experiences	January	The Importance of Storytelling, Selecting Children’s Books, Displaying Books
Guiding Writing Experiences	February	Objectives for Writing, Building Writing Skills, Early Experiences in Writing
Guiding Mathematical Experiences	March	Goals of Early Math Experiences, Assessing Math Abilities, Planning Math Activities
Guiding Science and Technology	March	Planning Science & Technology Activities, Variety of Concepts to Teach Science, Integrating Technology into the classroom
Guiding Music & Movement	April	Importance of Music and Movement Experiences, Music Center, Teacher’s Role in Music & Movement
Guiding Children with Special Needs	May	Education Plans for Children with Special Needs, Hearing Impairments, Communications Disorders, Physical, Intellectual, Learning, Behavioral Disabilities, Giftedness, Integrating Children with Special Needs
Career in Early Childhood Education	June	Choosing a Career, Preparing a Resume, Cover Letters, The Interview, Employee Rights & Responsibilities

Students will be introduced to various equipment and procedures in the Collision Repair Shop. Students will be taught the basic skills in repair procedures,hand and power tools,vehicle identification and safe ways of vehicle lifting. Students will be taught the necessary safety equipment they will need to use in the shop. Students will take part in an OSHA training safety course earning their OSHA-10 certification if they achieve a passing score. Students will be working on a portfolio that they will keep adding to throughout their years in the shop.

Unit	Timeframe	Big Ideas (Statements or Essential Questions) and Major Learning Experiences from Unit
Introduction to the Collision Repair Shop	Sept	Students will learn the layout of the shop including where all the PPE equipment is located,where emergency exits,fire extinguishers and alarms are. Students will learn safety procedures and practices for working in a Collision Repair Shop
Collision Shop Safety	Sept-May	Student proficiency will be measured by safe workshop practices, written and performance safety tests. Students will demonstrate safe work practice during all hands-on activities.
Collision Careers	Oct.	Students will research and explore the many careers in Collision Repair and start to develop a career plan and also start on their portfolios.
Introduction into Collision Repair	Nov	Students will be able to summarize the typical steps in the collision repair field and describe the types of jobs available in the collision repair industry.
Vehicle Identification	Dec.	Students will be able to locate and define the vehicle ID numbers,Paint code numbers and why they are important to the Collision Repair Process.
Hand and Power Tools	Jan-Feb	Students will be introduced to the many tools and equipment used in the Collision Repair Industry. Students will demonstrate the safe use of floor jacks,jack stands and vehicle lifts. Students will be able to identify various hand and power tools used in the shop.
Shop Equipment	March	Students will be introduced to the frame straightening machine,the paint booth and welding equipment and be shown the safe and proper way to use these types of equipment.
Vehicle Detailing	April/ May	Students will be shown the various types of auto detailing,from washing and waxing and interior detailing to sanding and buffing procedures to remove contaminants from vehicle surfaces.
Year in Review /Shop Clean up	June	Students will review the lessons that they have been taught throughout the year and participate in shop clean-up for the end of the year.

Students will be expanding on their knowledge of Collision Repair by being taught many stages of the repair process. The students will start out using hammers,dollies and various types of dent pullers. Students will then be taught the types and uses of body filler and sandpapers used in the shop. The students will be taught the different types of spray guns and proper set-up and use of spray guns.Students will then be taught the different types of paints and primers used in the business and the mixing procedures necessary to mix paint correctly. Students will be shown various painting techniques and demonstrate their techniques. And students will be taught how to measure a damaged vehicle and assess the correct repair procedures.

Unit	Timeframe	Big Ideas (Statements or Essential Questions) and Major Learning Experiences from Unit
Non-structural Repairs	Sept-Oct	Students will be able to rough out specific types of non structural damage.Students will be taught the different types of hammers and dollies to be used in the straightening process and be shown different types of dent removal equipment.
Body fillers,sandpapers and sanding blocks.	Oct-Nov.	Students will be taught the procedures and steps for filling dents with body fillers,the proper sandpapers to be used and the various sanding blocks and tools used in the dent repair process.
Vehicle masking	Nov-Dec	Students will be taught the different materials and procedures in masking a vehicle for priming and painting.
Basic refinishing and spray guns	Jan	Students will be taught the various spray guns used in the shop,how to tear down and clean a spray gun and proper set-up and use of the spray guns. Students will spray some primer on projects they have worked on.
Paint and Refinishing	Feb-March	Students will be taught the many types of paints used in the industry. Students will be taught the correct paint mixing procedures and be taught the correct spraying techniques used in an overall paint job and a typical base coat/clear coat blend job.
Fasteners	April	Students will be familiar with the various types of nuts,bolts,rivets retainers and plastic retainers used in the collision repair procedures.
Collision Factors and Repairs	April-May	Students will assess vehicle damage to determine whether a component warrants replacement or repair.Students will understand the correct ways in determining the proper repair procedure and the steps necessary to complete the repairs.
Measurements and Structural Repair	May-June	Students will be introduced to vehicle dimensions,using tram gauges and dimensional frame charts and understanding point to point measurements.
Year in Review /Shop Clean up	June	Students will review the lessons that they have been taught throughout the year and participate in shop clean-up for the end of the year.

Students will be honing their skills that they have learned over the past three years and experiencing new repairs and procedures. Students will be researching careers and co-op opportunities and adding to their portfolios.Students will be taught about vehicle restraint systems, plastic repairs, M.I.G welding, mechanical and electrical repairs and vehicle estimating.

Unit	Timeframe	Big Ideas (Statements or Essential Questions) and Major Learning Experiences from Unit
Career Planning	September	What certifications and training is available to collision technicians? Career opportunities for students in collision repair and necessary preparation for these careers. Interviewing skills, portfolio development and co-op opportunities will be covered in this unit.
M.I.G Welding and Acetylene Torches	October	Students will familiarize themselves with the safety, operation, set-up, and applications for mig welding in collision repair. Shielding gasses, flux/solid core wire, PPE, and vehicle preparation will be reviewed.
Plastic Repair	November	Thermoset, thermosetting plastics, TPO, adhesives, plastic identification,plastic welding and damage repair will be covered in this unit.
Advanced Substrate Preparation	December	Proper identification and repair procedures for SMC, fiberglass, HSS, aluminum and plastics will be covered in this unit. How are repairs made to these substrates, when they are replaced as well as OEM repair procedures will be discussed. Tools and equipment necessary to facilitate repairs on these materials will be considered.
Vehicle Restraint Systems	January	What are SRS systems and how are they serviced? Air bag service, locations, seat belt replacement and service procedures will be discussed in this unit.
Mechanical and Electrical Repairs	February	Students will study essential suspension and brake components with an understanding of function and replacement procedures. Wheel torque and torque specifications will be reviewed in addition to inspecting steering and suspension components from collision damage. Students will inspect cooling and ac components that are often compromised from collision damages. Students will inspect wiring connections and harnesses, for collision related damages
Vehicle Estimating	March	Students will study what is included in repair estimates, how insurance companies and collision facilities facilitate repairs with customers and their vehicles. Crash study guides, included and not included procedures, overlap, supplements and basic estimating procedures will be covered in this unit.
Glass	April	Students will study fixed, mobile, privacy, laminated and tempered glass on vehicles. Replacement procedures as well as necessary tools in equipment for glass replacement. Sealants and adhesives for full and partial cut (cohesive/adhesive) bonding on stationary glass.
Review/Graduation	April-May	Students will have the opportunity to review any topic that they have had in the last 4 years. Students will be able to focus on a topic that they would like to spend some more time on before graduation.

Unit	Timeframe	Big Ideas (Statements or Essential Questions)	Major Learning Experiences from Unit
Unit !	4 Weeks (required, reviewed, and reinforced the entire school year)	Safety: What are Safety Concerns that Carpentry Students, Carpenters, and/or any individuals working in a shop and at or around a work site?	WHS Cabinet Making & Carpentry (Safety Program) PPE Stationary Equipment Power & Hand Tools OSHA Hazardous Materials Job-site Working Conditions
Unit 2	4 Weeks (required, reviewed, and reinforced the entire school year)	Measuring: What is the importance of having the understanding and the ability to define and mark increments of an inch to the 1/16th?	Increments to Carpentry standards (16th”) Architectural Scale ruler (scale conversions) Measuring and cutting materials
Unit 3	1 Week	Carpentry Profession: What options does an individual have for their future?	Career Pathways Continuing Education The Carpenter’s Workplace Types of construction Industrial, Commercial, & Residential Union & Non-union Employment Related Fields
Unit 4	2.5 Weeks	Construction Materials Why is it important to select specific materials for certain applications?	The Nature of Wood (Growth, Species) Manufacture of Lumber Exterior & Interior Building Materials Products Fastening Methods
Unit 5	4 Weeks (required, reviewed, and reinforced the entire school year)	Plans, Drawings, & Codes How does having the ability to draft and interpret plans and drawings benefit a Carpenter? What relationship does building codes play in designing a build?	Read and interpret construction blueprints Shop Drawings Views & Symbols Building codes Zoning, Permits, and Inspections
Unit 6	1 Week	Building Layout What are the steps involved before “breaking ground”?	Site Preparation Builder’s Level
Unit 7	2.5 Weeks	Entrepreneurship Can someone start their own business and what are the factors to consider?	Estimating Proposals Billing Payroll Tax Requirements Insurance (Etc.)
Unit 8	1 Week	Footings and Foundations Is the statement that “a home or building is only as good as the foundation it is built on” true?	Concrete Types (Pour, CMU) Reinforced
Unit 9	4.5 Weeks	Framing Assemblies How long does it take to learn how to frame a simple style home?	Floor Framing Wall Framing Ceiling Framing Roof Framing Porch & Deck
Unit 10	½ Week	Windows & Exterior Doors How does someone select a window or door and what determines its placement?	U- factors & R-Values Options
Unit 11	½ Week	Insulation What causes energy loss and how can we reduce it?	Types & Methods Energy Types & Codes Options & Usage Requirements (State & Local)
Unit 12	4 Weeks Duration: Progression according to scope of work. Covered through-out the entire school year	Cabinetry Is the fabrication of site-built cabinetry a thing from the past?	Types Installation Personal Projects Component Fabricating Types of Joinery Assembly Finishing
Unit 12	3 Weeks	Finishes Are the same techniques used for the installation of all finishes?	Exterior components (Siding & Trim) Interior Wall and Ceiling Finish Flooring InteriorDoors Interior Trim Components
Unit 13	1.5 Week	Stair Construction How does someone determine the number of steps in a stair system?	Layout, Fabrication, & Assembly Components Interior & Exterior Railings Wall Porch & Deck
Unit 14	2 Weeks	Painting, Finishing, and Decorating Do Carpenters get involved in the painting/clear coat process of a project?	Products Methods of Application Techniques

The Unit numbers, Timeframes, Big Ideas, and Major Learning Experiences for Carpentry II (please see below) are drawn off of The Carpentry I Curriculum. In Carpentry II, more is required by the students in each of these areas and the subject matter is more in depth.

Unit	Timeframe	Big Ideas (Statements or Essential Questions)	Major Learning Experiences from Unit
Unit !	4 Weeks (required, reviewed, and reinforced the entire school year)	Safety: What are Safety Concerns that Carpentry Students, Carpenters, and/or any individuals working in a shop and at or around a work site?	WHS Cabinet Making & Carpentry (Safety Program) PPE Stationary Equipment Power & Hand Tools OSHA Hazardous Materials Job-site Working Conditions
Unit 2	4 Weeks (required, reviewed, and reinforced the entire school year)	Measuring: What is the importance of having the understanding and the ability to define and mark increments of an inch to the 1/16th?	Increments to Carpentry standards (16th”) Architectural Scale ruler (scale conversions) Measuring and cutting materials
Unit 3	1 Week	Carpentry Profession: What options does an individual have for their future?	Career Pathways Continuing Education The Carpenter’s Workplace Types of construction Industrial, Commercial, & Residential Union & Non-union Employment Related Fields
Unit 4	2.5 Weeks	Construction Materials Why is it important to select specific materials for certain applications?	The Nature of Wood (Growth, Species) Manufacture of Lumber Exterior & Interior Building Materials Products Fastening Methods
Unit 5	4 Weeks (required, reviewed, and reinforced the entire school year)	Plans, Drawings, & Codes How does having the ability to draft and interpret plans and drawings benefit a Carpenter? What relationship does building codes play in designing a build?	Read and interpret construction blueprints Shop Drawings Views & Symbols Building codes Zoning, Permits, and Inspections
Unit 6	1 Week	Building Layout What are the steps involved before “breaking ground”?	Site Preparation Builder’s Level
Unit 7	2.5 Weeks	Entrepreneurship Can someone start their own business and what are the factors to consider?	Estimating Proposals Billing Payroll Tax Requirements Insurance (Etc.)
Unit 8	1 Week	Footings and Foundations Is the statement that “a home or building is only as good as the foundation it is built on” true?	Concrete Types (Pour, CMU) Reinforced
Unit 9	4.5 Weeks	Framing Assemblies How long does it take to learn how to frame a simple style home?	Floor Framing Wall Framing Ceiling Framing Roof Framing Porch & Deck
Unit 10	½ Week	Windows & Exterior Doors How does someone select a window or door and what determines its’ placement?	U- factors & R-Values Options
Unit 11	½ Week	Insulation What causes energy loss and how can we reduce it?	Types & Methods Energy Types & Codes Options & Usage Requirements (State & Local)
Unit 12	4 Weeks Duration: Progression according to scope of work. Covered through-out the entire school year	Cabinetry Is the fabrication of site-built cabinetry a thing from the past?	Types Installation Personal Projects Component Fabricating Types of Joinery Assembly Finishing
Unit 12	3 Weeks	Finishes Are the same techniques used for the installation of all finishes?	Exterior components (Siding & Trim) Interior Wall and Ceiling Finish Flooring InteriorDoors Interior Trim Components
Unit 13	1.5 Week	Stair Construction How does someone determine the number of steps in a stair system?	Layout, Fabrication, & Assembly Components Interior & Exterior Railings Wall Porch & Deck
Unit 14	2 Weeks	Painting, Finishing, and Decorating Do Carpenters get involved in the painting/clear coat process of a project?	Products Methods of Application Techniques

Unit	Timeframe	Big Ideas (Statements or Essential Questions)	Major Learning Experiences from Unit
SAFETY & HEALTH	September & ongoing	Identify and describe safety procedures when dealing with different types of automotive lifts according to current industry standards. Identify, describe and apply health and safety regulations that apply to specific tasks and jobs. Students must complete a safety credential program, e.g., Occupational Safety and Health Administration 10, Describe First Aid procedures for potential injuries and other health concerns in the specific occupational areas	This is absolutely paramount for the program and our students .It is almost self explanatory as to the many reasons why we create lessons about this unit. A large scale take away without stating obvious reasons is so the student stays safe without injury on the job and especially in school. Not having accidents or sustaining an injury will drastically improve the students chances to remain in this space and have longevity.
TECHNICAL KNOWLEDGE (plans & prints)	October & ongoing	Identify and describe a site plan from a basic set of construction plans. Identify and describe a floor plan from a basic set of construction plans. Calculate missing dimensions on a plan without the use of a scale.	Most and or all construction sites have many layers of strategic planning. From site work , civil engineering , staffing and so on. Having an understanding of building codes and laws is extremely helpful in this process. These builds come with a set of plans from an architectural firm most likely. It is imperative students have an idea of what these plans look like and have an understanding of scale whether it is commercial or residential.
FINISH CARPENTRY	October & ongoing	Install door and window trim. Install interior doors. Install baseboard trim Install stair trim.	If students can perform these tasks they will be able to earn sustainable income for many years. This unit has many key ingredients , teaching measurements is the primary lesson for finish work. Included in these lessons is learning how to level and plumb.
RENOVATIONS	November & ongoing	Identify kitchen and bath cabinets, counter tops, and installation procedures. Install underlayment. Tiles and desks.	Remodels are a large percentage of the Carpentry business. Not only do students get to learn about installing manufactured materials such as composite decking they are introduced to demolition and debri removal. Through this process SWBAT perform installations on various types of underlayments and finishes. Kitchens and Baths are a wonderful learning experience for kids.
NEW CONSTRUCTION	February & ongoing	Describe and apply the factors in the construction of floor framing systems. Explain the importance of layout at 16 inches on center Explain why and demonstrate how to crown joists.Demonstrate accurate layout to receive floor joists. Fabricate floor frame and stairwell openings.Identify opening sizes and components for walls.Identify wall framing members.	(FRAMING MEMBERS) SWBAT DO Wall Layouts Stair Stringers Common Rafters Headers 16” O/C For especially upperclassmen they will be exposed to the mathematics , layout and proper cutting of members. This will give students the ability to move forward in the custom home building market.
EXTERIOR PROJECTS	April & ongoing	Install roofing materials Install windows and doors. Apply siding and finish trim. Identify proper installation of platforms, guardrails and handrails. Apply caulking and weatherization materials.	These exercises will broaden the students' chances to specialize in one sub section of this business. It is common for contractors to only concentrate in one area , increasing their pay scale dramatically. Learning about modern materials for roofing and the process of installation can only help assist students to be gainfully employed.
EMPLOYABILITY	September - June	Work productively with individuals and in teams. Demonstrate an understanding of the practices required to start a business. Apply practices related to pricing, purchasing and billing. Identify direct and indirect competition on a business See projects through completion and check work for quality and accuracy.5	In the field is where the students' growth and development are going to take place. We teach the students to work in groups and excel in a team. This practice will give a better understanding on how to be more aware of different types of people and their work behaviors. Teaching the students to own and operate their own business encourages entrepreneurship which is a standard for chapter 74 programs.

The philosophy of the Radio & Television Broadcasting Program at Waltham High School is dedicated to providing the best and most complete technical education for all of our students. As a vocational-technical high school, our fundamental purpose is to provide education for employment. The high school graduates of the 21st century face a world in which the most important skills in the workplace are the ability to learn, to change, and adapt. The underlying fundamentals of the program will include career and technical training, integrated with English, math, related science, and OSHA Safety training to provide each student with the background to advance educationally as well as professionally. The course instruction utilizes the competencies from the Vocational Technical Educational (VTE) Frameworks of TV Broadcasting and the objectives contained within the six strands of the VTE Frameworks.

Students will be provided with instruction and experiences that will enable them to apply and demonstrate the acquisition of competencies in the following areas:

Pre-production, production and post-production practices.
Identification and defining the fundamentals of broadcasting and video technologies and broadcast journalism.
How to set up a three-point lighting system for on-camera talent.
Producing a digital video using a non-linear editing system.
Proficiency in all post-production software packages: Adobe Creative Cloud and Microsoft Office.
OSHA 10-hour Certification program.
Prepare students for the Tech II course the following year.
Begin the process of discussing career avenues in the Communications industry that students will gain a better idea for.

Unit	Timeframe	Big Ideas (Statements or Essential Questions) and Major Learning Experiences from Unit
Overview of TV I	1 Week	Understanding Student Expectations and what the student plans to get out of the course
Unit 1	2 Weeks	The Production Process - The three phases of of production, production model, and production personnel
Unit 2	2-3 Weeks	The Script - The basic script formats, as well as dramatic structure, conflict and dramaturgy
Unit 3	2 Weeks	The Director - How a Director prepares along with the communications and scheduling of a production
Unit 4	5 Weeks	The Television Camera - How the television camera works from parts to electronic features as well as operational features. Tutorial on the Canon XA20 and XF105
Unit 5	2 Weeks	Camera Operation and Picture Composition - Working the camera through standard movements and framing effective shots
Music Editing	3 Weeks	How can we increase our editing performance through editing to the beat drop of the music? Student will establish a 1 minute video of editing to the telling a story through music and NOT through video, but using video
Unit 6	1 Week	Audio - The different types of microphones and how they hear as well as used. Also, how to comply with our cameras in setting adjustments
Music Video	4 Week	Creating a storyline through music and film to promote a theme and/or message
Unit 7	1 Week	Lighting - Lighting instruments and controls in regards to intensity and levels. How to establish three-point lighting system
Unit 8	1 Week	Switching - How the switcher operates along with standard video effects
Ten Day Film Challenge	2 Weeks	An intense and invigorating 10 school days in which students create an original short film based on requirements given to them on their designated Day 1. These requirements include a character, backstory, prop, line of dialogue and choice of genres
Unit 9	1-2 Week	Field Productions & Remotes - Covering major events and conducting a newscast from location sketch to scheduling interviews
Newscasts	Q4 - 8 Weeks	In advance of TV II, students will be conducting two end of the year newscasts to promote life in and around WHS, through current events, human interest pieces, and subjects that bring the school community together
Non-Linear Editing	Evergreen	Non-Linear Editing through Apple and Adobe - File Management, importing footage, UI and UX operation, sharing final products, uploading to Google, YouTube, and television

This course builds on the foundation learned during the TV Broadcasting 1 course. Students will begin to work on assigned CBVE (Competency Based Vocational Education) projects that are progressively difficult to expand their knowledge to prepare them for a career as a Camera Operator, TV Producer, or related field. They will continue to expand their knowledge of “real world” roles of writers, producers, directors, actors, camerapersons, technical and audio directors, and editors. Students in this program will apply organizational production skills to produce a weekly newscast among many other projects throughout the year. Projects will demonstrate effective pre-production, production, and post-production using best practices all while reinforcing the fundamentals of digital video and broadcast journalism. This is a very fast paced deadline oriented course. Students will be required to produce the daily news show “Hawk's Eye View” to be shown in first period class each day. This is a very fast paced deadline oriented course that requires planning, producing, and overall teamwork. Students will take part in a 10-Hour OSHA safety course, earning their OSHA safety certification if they achieve a passing score.

As part of the process, students will also be able to:

Deconstruct multimedia messages and become responsible viewers of film, television, and commercials
Understand the technical, social, political, economical and historical impacts of television and film
Comprehend the advanced skills of television and video production and editing
Strengthen the reading, writing and vocabulary skills essential to quality media productions
Excel as performers and speakers and professionals in a public forum
Complete worthwhile and venerable projects that will have an impact on a variety of audiences
Create programming for the cable access channel that the entire community will enjoy
Assist in the filming and editing of various school events and functions

Unit	Timeframe	Standards	Big Ideas (Statements or Essential Questions) and Major Learning Experiences from Unit
Newscast “Daily Newscast”	September - End of May	2.B.04 2.G 2.8.01 2.E 2.I.03 2.I.04 2.I.05 2.I.06 2.I.07	Weekly news program highlighting events, activities, clubs, and human interest stories in and around Waltham High School and the Waltham Community.
Music Video	December - January (6 Weeks)	2.B.04 2.G 2.8.01 2.E 2.I.03 2.I.04 2.I.05 2.I.06 2.I.07	Creating a storyline through music and film to promote a theme and/or message. This is an entertainment project where students can act as themselves and build rapport with each other and their peers through music and organization.
Ten Day Film Challenge	February (2 Weeks)	2.B.04 2.G 2.8.01 2.E 2.I.03 2.I.04 2.I.05 2.I.06 2.I.07	An intense and invigorating 10 school days in which students create an original short film based on requirements given to them on their designated Day 1. These requirements include a character, backstory, prop, line of dialogue and choice of genres.
Movie Scene Re-Creation	January-February (4 Weeks)	2.B.04 2.G 2.8.01 2.E 2.I.03 2.I.04 2.I.05 2.I.06 2.I.07	To better understand the techniques used in Film Style Directing and to learn how to use a script and storyboard in producing a movie. Students will create a one – two minute scene from a pre approved movie. They will videotape actors selected to perform a scene from a movie. Students will direct them from scripts and storyboards created based on a movie of your choice.
OSHA 10	March-April (1 month)	1.A.01 1.A.02 1.A.03	10 hour general industry course covering various subjects surrounding workplace safety.
Resume Writing	January (1 Week)	4.A	Students work on a summary of qualifications, skills, and achievements that will show future employers what they have done in the past. The workshop and in-class activity will detail their skills and training, work experience, and education, and, most importantly, the accomplishments they have made with past employers.
Community Projects	September - June	2.B.04 2.G 2.8.01 2.E 2.I.03 2.I.04 2.I.05 2.I.06 2.I.07	Students will work with various community leaders on special request projects that may include: Commercials, PSA’s, Informations and/or promotional videos. This is intended to promote our school community and the great things going around Waltham High School that may not receive traditional exposure.
Waltham High School Curriculum Special Projects	September - June	2.B.04 2.G 2.8.01 2.E 2.I.03 2.I.04 2.I.05 2.I.06 2.I.07	Students will collaborate with various WHS faculty and staff on special request projects with classes that cover interdisciplinary themes and messages.

This course builds on the foundation learned during the TV Broadcasting 2 course. Students will begin to work on assigned CBVE (Competency Based Vocational Education) projects that are progressively difficult to expand their knowledge to prepare them for a career as a Camera Operator, TV Producer, or related field. They will continue to expand their knowledge of “real world” roles of writers, producers, directors, actors, camerapersons, technical and audio directors, and editors. Students in this program will apply organizational production skills to produce a weekly newscast among many other projects throughout the year. Projects will demonstrate effective pre-production, production, and post-production using best practices all while reinforcing the fundamentals of digital video and broadcast journalism. This is a very fast paced deadline oriented course. Students will be required to produce the daily news show “Hawk's Eye View” to be shown in first period class each day. This is a very fast paced deadline oriented course that requires planning, producing, and overall teamwork. Students will take part in a 10-Hour OSHA safety course, earning their OSHA safety certification if they achieve a passing score.

As part of the process, students will also be able to:

Deconstruct multimedia messages and become responsible viewers of film, television, and commercials
Understand the technical, social, political, economical and historical impacts of television and film
Comprehend the advanced skills of television and video production and editing
Strengthen the reading, writing and vocabulary skills essential to quality media productions
Excel as performers and speakers and professionals in a public forum
Complete worthwhile and venerable projects that will have an impact on a variety of audiences
Create programming for the cable access channel that the entire community will enjoy
Assist in the filming and editing of various school events and functions

Unit	Timeframe	Standards	Big Ideas (Statements or Essential Questions) and Major Learning Experiences from Unit
Newscast “Daily Newscast”	September - End of May	2.B.04 2.G 2.8.01 2.E 2.I.03 2.I.04 2.I.05 2.I.06 2.I.07	Weekly news program highlighting events, activities, clubs, and human interest stories in and around Waltham High School and the Waltham Community.
Music Video	December - January (6 Weeks)	2.B.04 2.G 2.8.01 2.E 2.I.03 2.I.04 2.I.05 2.I.06 2.I.07	Creating a storyline through music and film to promote a theme and/or message. This is an entertainment project where students can act as themselves and build rapport with each other and their peers through music and organization.
Ten Day Film Challenge	February (2 Weeks)	2.B.04 2.G 2.8.01 2.E 2.I.03 2.I.04 2.I.05 2.I.06 2.I.07	An intense and invigorating 10 school days in which students create an original short film based on requirements given to them on their designated Day 1. These requirements include a character, backstory, prop, line of dialogue and choice of genres.
Movie Scene Re-Creation	January-February (4 Weeks)	2.B.04 2.G 2.8.01 2.E 2.I.03 2.I.04 2.I.05 2.I.06 2.I.07	To better understand the techniques used in Film Style Directing and to learn how to use a script and storyboard in producing a movie. Students will create a one – two minute scene from a pre approved movie. They will videotape actors selected to perform a scene from a movie. Students will direct them from scripts and storyboards created based on a movie of your choice.
OSHA 10	March-April (1 month)	1.A.01 1.A.02 1.A.03	10 hour general industry course covering various subjects surrounding workplace safety.
Resume Writing	January (1 Week)	4.A	Students work on a summary of qualifications, skills, and achievements that will show future employers what they have done in the past. The workshop and in-class activity will detail their skills and training, work experience, and education, and, most importantly, the accomplishments they have made with past employers.
Community Projects	September - June	2.B.04 2.G 2.8.01 2.E 2.I.03 2.I.04 2.I.05 2.I.06 2.I.07	Students will work with various community leaders on special request projects that may include: Commercials, PSA’s, Informations and/or promotional videos. This is intended to promote our school community and the great things going around Waltham High School that may not receive traditional exposure.
Waltham High School Curriculum Special Projects	September - June	2.B.04 2.G 2.8.01 2.E 2.I.03 2.I.04 2.I.05 2.I.06 2.I.07	Students will collaborate with various WHS faculty and staff on special request projects with classes that cover interdisciplinary themes and messages.

In Health Assisting 1 Students will begin to participate in the Massachusetts Department of Public Health-approved Nursing Assistant curriculum in this Sophomore/Junior level course. This course focuses on the fundamentals of nursing including ethical/legal issues, communication and communication challenges, diversity and human needs, infection prevention and control, safety and body mechanics, and emergency care/first aid. Healthcare vocabulary/terminology is introduced to create a standardized language for students which will help them communicate more efficiently in the healthcare field. The concepts and procedures are introduced in the classroom and practiced in the laboratory before implementation under faculty supervision in a clinical setting in Health Assisting 2. Students will also be required to complete the OSHA 10-Hour General Industry (Healthcare) training course which provides training for entry-level workers and employers on the recognition, avoidance, abatement, and prevention of safety and health hazards in workplaces in the healthcare industry. Medical math is also reviewed as it is a competence necessary to be successful as a healthcare employee. The curriculum helps prepare the student for the MCAS exam. This course prepares the learner for taking the certification examination to become a certified nursing assistant in Health Assisting 2.

Module	Timeframe	Big Ideas (Statements or Essential Questions)	Major Learning Experiences from Unit
The Nursing Assistant in Long-Term Care	September	What are the various healthcare settings, with an emphasis on long-term care (LTC)? How is LTC paid for and which types of residents will nursing assistants care for in these settings? Who are the other members of the healthcare team? What are the roles and functions of the nursing assistant? What is professional behavior and what is expected in the healthcare setting? What is the chain of command, as well as different methods of nursing care and the survey process? What is the person-centered care model?	Students will: Define important words in this chapter Describe healthcare settings Explain Medicare and Medicaid Describe the residents in long-term care facilities Describe the nursing assistant’s role Discuss professionalism and list examples of professional behavior List qualities that nursing assistants must have Discuss proper grooming guidelines Define the role of each member of the care team Discuss the facility chain of command Explain The Five Rights of Delegation Describe methods of nursing care and discuss person-centered care Explain policy and procedure manuals Describe the long-term care survey process
Ethical and Legal Issues	October	Explain the legal, ethical, and professional behavior that nursing assistants will be expected to show in the healthcare setting. What is OBRA and what are the Residents’ Rights? How do you recognize signs of abuse and what actions to take if you see or suspect that a resident is being abused? What is the ombudsman’s role in health care, HIPAA, and the PSDA?	Students will: Define important words in this chapter Define law, ethics, and etiquette Discuss examples of ethical and professional behavior Describe a nursing assistant code of ethics Explain OBRA Explain Residents’ Rights Explain types of abuse and neglect Recognize signs and symptoms of abuse and neglect Describe the steps taken if a nursing assistant is suspected of abuse Explain HIPAA and related terms Discuss the Patient Self-Determination Act (PSDA) and advance directives
III. Communication Skills	November	Describe the process of communication, barriers that make communication difficult, and techniques to overcome these difficulties. How do nursing assistants properly document care, including the use of medical terminology and military time? What are care conferences and what is the nursing assistant's role in them, as well as incident reporting and telephone etiquette? What is the importance of the resident call system? What are strategies for organizing work and managing time?	Students will: Define important words in this chapter Explain types of communication Explain barriers to communication List ways that cultures impact communication Identify the people a nursing assistant communicates with in a facility Understand basic medical terminology and abbreviations Explain how to convert regular time to military time Describe a standard resident chart Explain guidelines for documentation Describe the use of computers in documentation Explain the Minimum Data Set (MDS) Describe how to observe and report accurately Explain the nursing process Discuss the nursing assistant’s role in care planning and at care conferences Describe incident reporting and recording Explain proper telephone etiquette Describe the resident call system Describe the nursing assistant’s role in change-of-shift reports and rounds List the information found on an assignment sheet Discuss how to organize work and manage time
IV. Communication Challenges	December	What situations can occur in healthcare that may make communication difficult? How do nursing assistants communicate with residents who have visual, hearing, or functional impairments? What are methods of communicating with residents who are depressed, comatose, or are exhibiting dangerous or inappropriate behavior?	Students will: Define important words in this chapter Identify communication guidelines for visual impairment Identify communication guidelines for hearing impairment Explain defense mechanisms as methods of coping with stress List communication guidelines for anxiety Discuss communication guidelines for depression Identify communication guidelines for anger Identify communication guidelines for combative behavior Identify communication guidelines for inappropriate sexual behavior Identify communication guidelines for disorientation and confusion Identify communication guidelines for a resident who is comatose Identify communication guidelines for functional barriers
V. Diversity and Human Needs and Development	January	What kinds of needs do nursing assistants help their residents meet? What is health, wellness, and holistic care? Explain Maslow’s Hierarchy of Needs including meeting the individual needs of each resident, including emotional, spiritual, and sexual needs. Describe the various stages of human growth and development. What are stereotypes of the elderly?	Students will: Define important words in this chapter Explain health and wellness Explain the importance of holistic health care Identify basic human needs and discuss Maslow’s Hierarchy of Needs Identify ways to accommodate cultural differences Discuss the role of the family in health care Explain how to meet emotional needs of residents and their families Explain ways to help residents with their spiritual needs Identify ways to accommodate sexual needs Describe the stages of human growth and development Discuss stereotypes of the elderly Discuss developmental disabilities
VI. Infection Prevention and Control	February	What are the infection prevention regulations established by OSHA, the CDC, and the healthcare facility (if applicable). What is the chain of infection and the techniques needed to break the chain and protect residents, staff, and visitors from infection. Why are the elderly at greater risk for infection? What are the specific infection prevention practices needed to protect the elderly? What are the infection prevention guidelines set by the CDC and OSHA, including Standard Precautions, Transmission-Based Precautions, and the Bloodborne Pathogen Standard. What is the potential danger of bloodborne diseases to healthcare workers?	Students will: Define important words in this chapter Define infection prevention and discuss types of infections Discuss terms related to infection prevention Describe the chain of infection Explain why the elderly are at a higher risk for infection Describe Centers for Disease Control and Prevention (CDC) and explain Standard Precautions Define hand hygiene and identify when to wash hands Discuss the use of personal protective equipment (PPE) in facilities List guidelines for handling linen and equipment Explain how to handle spills Discuss Transmission-Based Precautions Describe care of the resident in an isolation unit Explain OSHA’s Bloodborne Pathogen Standard Discuss two important bloodborne diseases 108 15. Discuss MRSA, VRE, C. difficile, and CRE SKILLS: Handwashing, PPE
VII. Safety and Body Mechanics	March	What is a SDS? Describe the containers and procedures used to dispose of biohazardous waste and sharps. What are proper body mechanics to improve safety for yourself and for their residents? What is a restraint? What are the negative effects of restraints? What are restraint alternatives? What are safety precautions needed when caring for residents who are using oxygen or who have IV lines? How can we prevent fires and what should you do if a fire occurs?	Students will: Define important words in this chapter List common accidents in facilities and ways to prevent them Explain the Safety Data Sheet (SDS) Describe safety guidelines for sharps and biohazard containers Explain the principles of body mechanics and apply them to daily activities Define two types of restraints and discuss problems associated with restraints Discuss restraint alternatives Identify what must be done if a restraint is ordered List safety guidelines for oxygen use Identify safety guidelines for intravenous (IV) lines Discuss fire safety and explain the RACE and PASS acronyms List general safety steps for working in a healthcare facility
VIII. Emergency Care, First Aid, and Disasters	April	What skills are needed to perform first aid in the event of an emergency? Explain the functions of a code team and the nursing assistant’s role on the team. What is the nursing assistant's role in the event of a disaster?	Students will: Define important words in this chapter Demonstrate how to respond to medical emergencies Demonstrate knowledge of first aid procedures Explain the nursing assistant’s role on a code team Describe guidelines for responding to disasters
IX. Nervous System & Dementia	May-June	Describe the structure and function of the nervous system, including the sense organs. Describe disorders of the nervous. What is Alzheimer’s disease and what are the guidelines for communication and assistance with ADLs, and interventions for difficult behaviors that often occur with Alzheimer’s disease? How do we care for residents with mental health disorders as well as signs of substance abuse?	Students will: Define important words in this chapter Explain the structure and function of the nervous system Discuss changes in the nervous system due to aging Discuss common disorders of the nervous system Discuss dementia and related terms Discuss Alzheimer’s disease and identify its stages List strategies for better communication with residents with Alzheimer’s disease Identify personal attitudes helpful in caring for residents with Alzheimer’s disease Describe guidelines for problems with common activities of daily living (ADLs) Describe interventions for common difficult behaviors related to Alzheimer’s disease Discuss ways to provide activities for residents with Alzheimer’s disease Describe therapies for residents with Alzheimer’s disease Discuss mental health and mental health disorders. Discuss substance abuse and list signs of substance abuse to report

Module

Timeframe

Big Ideas (Statements or Essential Questions)

Major Learning Experiences from Unit

The Nursing Assistant in Long-Term Care

September

What are the various healthcare settings, with an emphasis on long-term care (LTC)?

How is LTC paid for and which types of residents will nursing assistants care for in these settings?

Who are the other members of the healthcare team?

What are the roles and functions of the nursing assistant?

What is professional behavior and what is expected in the healthcare setting?

What is the chain of command, as well as different methods of nursing care and the survey process?

What is the person-centered care model?

Students will:

Define important words in this chapter
Describe healthcare settings
Explain Medicare and Medicaid
Describe the residents in long-term care facilities
Describe the nursing assistant’s role
Discuss professionalism and list examples of professional behavior
List qualities that nursing assistants must have
Discuss proper grooming guidelines
Define the role of each member of the care team
Discuss the facility chain of command
Explain The Five Rights of Delegation
Describe methods of nursing care and discuss person-centered care
Explain policy and procedure manuals
Describe the long-term care survey process

Ethical and Legal Issues

October

Explain the legal, ethical, and professional behavior that nursing assistants will be expected to show in the healthcare setting.

What is OBRA and what are the Residents’ Rights?

How do you recognize signs of abuse and what actions to take if you see or suspect that a resident is being abused?

What is the ombudsman’s role in health care, HIPAA, and the PSDA?

Students will:

Define important words in this chapter
Define law, ethics, and etiquette
Discuss examples of ethical and professional behavior
Describe a nursing assistant code of ethics
Explain OBRA
Explain Residents’ Rights
Explain types of abuse and neglect
Recognize signs and symptoms of abuse and neglect
Describe the steps taken if a nursing assistant is suspected of abuse
Explain HIPAA and related terms
Discuss the Patient Self-Determination Act (PSDA) and advance directives

III.

Communication Skills

November

Describe the process of communication, barriers that make communication difficult, and techniques to overcome these difficulties.

How do nursing assistants properly document care, including the use of medical terminology and military time?

What are care conferences and what is the nursing assistant's role in them, as well as incident reporting and telephone etiquette?

What is the importance of the resident call system?

What are strategies for organizing work and managing time?

Students will:

Define important words in this chapter
Explain types of communication
Explain barriers to communication
List ways that cultures impact communication
Identify the people a nursing assistant communicates with in a facility
Understand basic medical terminology and abbreviations
Explain how to convert regular time to military time
Describe a standard resident chart
Explain guidelines for documentation
Describe the use of computers in documentation
Explain the Minimum Data Set (MDS)
Describe how to observe and report accurately
Explain the nursing process
Discuss the nursing assistant’s role in care planning and at care conferences
Describe incident reporting and recording
Explain proper telephone etiquette
Describe the resident call system
Describe the nursing assistant’s role in change-of-shift reports and rounds
List the information found on an assignment sheet
Discuss how to organize work and manage time

IV.

Communication Challenges

December

What situations can occur in healthcare that may make communication difficult?

How do nursing assistants communicate with residents who have visual, hearing, or functional impairments?

What are methods of communicating with residents who are depressed, comatose, or are exhibiting dangerous or inappropriate behavior?

Students will:

Define important words in this chapter
Identify communication guidelines for visual impairment
Identify communication guidelines for hearing impairment
Explain defense mechanisms as methods of coping with stress
List communication guidelines for anxiety
Discuss communication guidelines for depression
Identify communication guidelines for anger
Identify communication guidelines for combative behavior
Identify communication guidelines for inappropriate sexual behavior
Identify communication guidelines for disorientation and confusion
Identify communication guidelines for a resident who is comatose
Identify communication guidelines for functional barriers

V.

Diversity and Human Needs and Development

January

What kinds of needs do nursing assistants help their residents meet?

What is health, wellness, and holistic care?

Explain Maslow’s Hierarchy of Needs including meeting the individual needs of each resident, including emotional, spiritual, and sexual needs.

Describe the various stages of human growth and development.

What are stereotypes of the elderly?

Students will:

Define important words in this chapter
Explain health and wellness
Explain the importance of holistic health care
Identify basic human needs and discuss Maslow’s Hierarchy of Needs
Identify ways to accommodate cultural differences
Discuss the role of the family in health care
Explain how to meet emotional needs of residents and their families
Explain ways to help residents with their spiritual needs
Identify ways to accommodate sexual needs
Describe the stages of human growth and development
Discuss stereotypes of the elderly
Discuss developmental disabilities

VI.

Infection Prevention and Control

February

What are the infection prevention regulations established by OSHA, the CDC, and the healthcare facility (if applicable).

What is the chain of infection and the techniques needed to break the chain and protect residents, staff, and visitors from infection.

Why are the elderly at greater risk for infection?

What are the specific infection prevention practices needed to protect the elderly?

What are the infection prevention guidelines set by the CDC and OSHA, including Standard Precautions, Transmission-Based Precautions, and the Bloodborne Pathogen Standard.

What is the potential danger of bloodborne diseases to healthcare workers?

Students will:

Define important words in this chapter
Define infection prevention and discuss types of infections
Discuss terms related to infection prevention
Describe the chain of infection
Explain why the elderly are at a higher risk for infection
Describe Centers for Disease Control and Prevention (CDC) and explain Standard Precautions
Define hand hygiene and identify when to wash hands
Discuss the use of personal protective equipment (PPE) in facilities
List guidelines for handling linen and equipment
Explain how to handle spills
Discuss Transmission-Based Precautions
Describe care of the resident in an isolation unit
Explain OSHA’s Bloodborne Pathogen Standard
Discuss two important bloodborne diseases 108 15. Discuss MRSA, VRE, C. difficile, and CRE SKILLS: Handwashing, PPE

VII.

Safety and Body Mechanics

March

What is a SDS?

Describe the containers and procedures used to dispose of biohazardous waste and sharps.

What are proper body mechanics to improve safety for yourself and for their residents?

What is a restraint?

What are the negative effects of restraints?

What are restraint alternatives?

What are safety precautions needed when caring for residents who are using oxygen or who have IV lines?

How can we prevent fires and what should you do if a fire occurs?

Students will:

Define important words in this chapter
List common accidents in facilities and ways to prevent them
Explain the Safety Data Sheet (SDS)
Describe safety guidelines for sharps and biohazard containers
Explain the principles of body mechanics and apply them to daily activities
Define two types of restraints and discuss problems associated with restraints
Discuss restraint alternatives
Identify what must be done if a restraint is ordered
List safety guidelines for oxygen use
Identify safety guidelines for intravenous (IV) lines
Discuss fire safety and explain the RACE and PASS acronyms
List general safety steps for working in a healthcare facility

VIII.

Emergency Care, First Aid, and Disasters

April

What skills are needed to perform first aid in the event of an emergency?

Explain the functions of a code team and the nursing assistant’s role on the team.

What is the nursing assistant's role in the event of a disaster?

Students will:

Define important words in this chapter
Demonstrate how to respond to medical emergencies
Demonstrate knowledge of first aid procedures
Explain the nursing assistant’s role on a code team
Describe guidelines for responding to disasters

IX. Nervous System & Dementia

May-June

Describe the structure and function of the nervous system, including the sense organs.

Describe disorders of the nervous.

What is Alzheimer’s disease and what are the guidelines for communication and assistance with ADLs, and interventions for difficult behaviors that often occur with Alzheimer’s disease?

How do we care for residents with mental health disorders as well as signs of substance abuse?

Students will:

Define important words in this chapter
Explain the structure and function of the nervous system
Discuss changes in the nervous system due to aging
Discuss common disorders of the nervous system
Discuss dementia and related terms
Discuss Alzheimer’s disease and identify its stages
List strategies for better communication with residents with Alzheimer’s disease
Identify personal attitudes helpful in caring for residents with Alzheimer’s disease
Describe guidelines for problems with common activities of daily living (ADLs)
Describe interventions for common difficult behaviors related to Alzheimer’s disease
Discuss ways to provide activities for residents with Alzheimer’s disease
Describe therapies for residents with Alzheimer’s disease
Discuss mental health and mental health disorders.
Discuss substance abuse and list signs of substance abuse to report

Seniors in the Health Assistant program participate in a supervised clinical internship at Newton Wellesley Hospital where they develop advanced nurse assisting skills. The students study the pathology and treatment of the patient in acute care. Students are introduced to phlebotomy and performing electrocardiograms. Senior students in Health Assisting, if eligible, may participate in the Cooperative Education program. By their senior year, students have created portfolios which they present at the end of their senior year to the members of the program advisory committee.

Module	Timeframe	Big Ideas (Statements or Essential Questions)	Major Learning Experiences from Unit
The Immune and Lymphatic Systems and Cancer	September -October	How do the immune and lymphatic systems work together to protect the body from disease? What are the normal changes of aging for these systems? Define HIV/AIDS. What activities do and do not spread HIV/AIDS? What is cancer? What are the risk factors, treatment, and care guidelines?	Students will: Define important words in this chapter Explain the structure and function of the immune and lymphatic systems Discuss changes in the immune and lymphatic systems due to aging Describe a common disorder of the immune system Discuss infection prevention guidelines for a resident with HIV/AIDS Discuss care guidelines for a resident with HIV/AIDS Describe cancer Discuss care guidelines for a resident with cancer
II. Rehabilitation and Restorative Care	November- December	What is supportive care? Why is a positive attitude toward recovery, coupled with an excellent comprehension of the rehabilitation process, the basis of supportive care? What is the purpose of range of motion exercises? What assistive devices are used in rehabilitative care?	Students will: Define important words in this chapter Discuss rehabilitation and restorative care Describe the importance of promoting independence Explain the complications of immobility and describe how exercise helps maintain Describe canes, walkers, and crutches Discuss other assistive devices and orthotics Discuss range of motion exercises
III. Subacute Care	January -February	What types of residents will a nursing assistant see in subacute care? What are the responsibilities of a nursing assistant in sub acute care?	Students will: Define important words in this chapter Discuss the types of residents who are in a subacute setting Describe preoperative and postoperative care List care guidelines for pulse oximetry Describe telemetry and list care guidelines Explain artificial airways and list care guidelines Discuss care for a resident with a tracheostomy Describe mechanical ventilation and explain care guidelines Describe suctioning and list signs of respiratory distress Describe chest tubes and explain related care Describe alternative feeding methods and related care Discuss care guidelines for dialysis
IV. End-of-Life Care	March -April	What are the stages and signs of dying, as well as the grieving process? Explore personal attitudes about death. What is Hospice? What is the philosophy and goals of hospice care? Why is it important to maintain as much dignity as is possible for the resident going through the dying process? Review The Dying Person’s Bill of Rights, on page 486 of the textbook.	Students will: Define important words in this chapter Describe palliative care Discuss hospice care Discuss the grief process and related terms Explain legal rights for a resident who is dying Explain how to care for a resident who is dying Discuss factors that influence feelings about death and list ways to meet residents’ individual needs Identify common signs of approaching death List changes that may occur in the human body after death Describe ways to help family and friends deal with a resident’s death Describe ways to help staff members cope with a resident’s death Describe postmortem care
V. Admission, Transfer, Discharge, and Physical Exams	May	What is the nursing assistant’s role in the admission, transfer, and discharge of residents? What assistance will the nursing assistant provide during physical exams? What do families look for when choosing a facility for a loved one? How, during the admission process, can a nursing assistant help a resident to feel welcome and wanted?	Students will: Define important words in this chapter List factors for families choosing a facility Explain the nursing assistant’s role in the emotional adjustment of a new resident . Describe the nursing assistant’s role in the admission process Explain the nursing assistant’s role during an in-house transfer of a resident Explain the nursing assistant’s role in the discharge of a resident Describe the nursing assistant’s role during physical exams
VI. Your New Position	June	Stop and think about career directions, including how to secure a job, how to have a good relationship with an employer, and the importance of maintaining continuing education. How can a nursing assistant manage their stress effectively? Why is it important to set goals and to stay as mentally and physically healthy as possible? Review examples of hiring paperwork and employee applications. What are positive and negative things seen?	Students will: Define important words in this chapter Describe how to write a résumé and cover letter Identify information that may be required for filling out a job application Discuss proper grooming guidelines for a job interview List techniques for interviewing successfully Describe a standard job description and list steps for following the scope of practice Identify guidelines for maintaining certification and explain the state’s registry Describe continuing education for nursing assistants Describe employee evaluations and discuss feedback Discuss conflict resolution 500 11. Define stress and explain ways to manage stress Describe how to be a valued member of the healthcare community

Module

Timeframe

Big Ideas (Statements or Essential Questions)

Major Learning Experiences from Unit

The Immune and Lymphatic Systems and Cancer

September

-October

How do the immune and lymphatic systems work together to protect the body from disease?

What are the normal changes of aging for these systems?

Define HIV/AIDS. What activities do and do not spread HIV/AIDS?

What is cancer? What are the risk factors, treatment, and care guidelines?

Students will:

Define important words in this chapter
Explain the structure and function of the immune and lymphatic systems
Discuss changes in the immune and lymphatic systems due to aging
Describe a common disorder of the immune system
Discuss infection prevention guidelines for a resident with HIV/AIDS
Discuss care guidelines for a resident with HIV/AIDS
Describe cancer
Discuss care guidelines for a resident with cancer

II.

Rehabilitation and Restorative Care

November-

December

What is supportive care?

Why is a positive attitude toward recovery, coupled with an excellent comprehension of the rehabilitation process, the basis of supportive care?

What is the purpose of range of motion exercises?

What assistive devices are used in rehabilitative care?

Students will:

Define important words in this chapter
Discuss rehabilitation and restorative care
Describe the importance of promoting independence
Explain the complications of immobility and describe how exercise helps maintain
Describe canes, walkers, and crutches
Discuss other assistive devices and orthotics
Discuss range of motion exercises

III.

Subacute Care

January

-February

What types of residents will a nursing assistant see in subacute care?

What are the responsibilities of a nursing assistant in sub acute care?

Students will:

Define important words in this chapter
Discuss the types of residents who are in a subacute setting
Describe preoperative and postoperative care
List care guidelines for pulse oximetry
Describe telemetry and list care guidelines
Explain artificial airways and list care guidelines
Discuss care for a resident with a tracheostomy
Describe mechanical ventilation and explain care guidelines
Describe suctioning and list signs of respiratory distress
Describe chest tubes and explain related care
Describe alternative feeding methods and related care
Discuss care guidelines for dialysis

IV.

End-of-Life Care

March

-April

What are the stages and signs of dying, as well as the grieving process?

Explore personal attitudes about death.

What is Hospice? What is the philosophy and goals of hospice care?

Why is it important to maintain as much dignity as is possible for the resident going through the dying process?

Review The Dying Person’s Bill of Rights, on page 486 of the textbook.

Students will:

Define important words in this chapter
Describe palliative care
Discuss hospice care
Discuss the grief process and related terms
Explain legal rights for a resident who is dying
Explain how to care for a resident who is dying
Discuss factors that influence feelings about death and list ways to meet residents’ individual needs
Identify common signs of approaching death
List changes that may occur in the human body after death
Describe ways to help family and friends deal with a resident’s death
Describe ways to help staff members cope with a resident’s death
Describe postmortem care

V.

Admission, Transfer, Discharge, and Physical Exams

May

What is the nursing assistant’s role in the admission, transfer, and discharge of residents?

What assistance will the nursing assistant provide during physical exams?

What do families look for when choosing a facility for a loved one?

How, during the admission process, can a nursing assistant help a resident to feel welcome and wanted?

Students will:

Define important words in this chapter
List factors for families choosing a facility
Explain the nursing assistant’s role in the emotional adjustment of a new resident .
Describe the nursing assistant’s role in the admission process
Explain the nursing assistant’s role during an in-house transfer of a resident
Explain the nursing assistant’s role in the discharge of a resident
Describe the nursing assistant’s role during physical exams

VI.

Your New Position

June

Stop and think about career directions, including how to secure a job, how to have a good relationship with an employer, and the importance of maintaining continuing education.

How can a nursing assistant manage their stress effectively?

Why is it important to set goals and to stay as mentally and physically healthy as possible?

Review examples of hiring paperwork and employee applications. What are positive and negative things seen?

Students will:

Define important words in this chapter
Describe how to write a résumé and cover letter
Identify information that may be required for filling out a job application
Discuss proper grooming guidelines for a job interview
List techniques for interviewing successfully
Describe a standard job description and list steps for following the scope of practice
Identify guidelines for maintaining certification and explain the state’s registry
Describe continuing education for nursing assistants
Describe employee evaluations and discuss feedback
Discuss conflict resolution 500 11. Define stress and explain ways to manage stress
Describe how to be a valued member of the healthcare community

This course is designed to provide a basic background and understanding of the Graphic Communications field. It is intended to cover the historical spectrum of communication from verbal through the use of high-tech, computer-enhanced tools. Students will investigate the history of communication and its impact on today’s world. The impact of communication will be covered, as well as the responsibilities and ethical and moral issues surrounding the use of new media, technologies, and propaganda. The physical operation of printing, pre-press equipment, software and exposure to the creation and use of websites and web-based media will provide an opportunity to increase individual competency in the ever-expanding field of graphic communications. Skills necessary for future employment in the field, as well as opportunities for self-employment will be presented.

Unit	Timeframe	Big Ideas (Statements or Essential Questions) and Major Learning Experiences from Unit
Safety	September	The student will be able to: Identify the importance of ethics, integrity, and attendance Demonstrate how to safely exit the classroom and building during a fire drills Demonstrate knowledge of the origin of communications Ability to use proper ergonomics Demonstrate shop and personal safety on a daily basis List and define OSHA regulations, Right-to-know-laws, and MSDS List and demonstrate shop dress code, safety procedures Define first aid procedures and practices to avoid accidents Maintain a clean and orderly work environment Comply with safety requirements for operating equipment Identify and follow shop reporting procedures for unusual wear, machine noises, and other faults
Business Management	October	The student will be demonstrate proficiency: Answer telephone with confidence and convince customer to visit with job to be printed Greet customer and listen carefully to their request and determine their meed Interact with client and accept printing request Collect all necessary information to satisfy production process requirements Complete order entry forms and methods to prepare quote Determine equipment, processes, and labor costs anticipated in chosen path Contact customer with written quotation, terms, delivery options and signed job order Create a plan to keep track of tools and supplies in your shop/classroom
Artwork Preparation Workflow	November	The student will be demonstrate proficiency: Identify the use of principles and elements of design including: balance, contrast, unity, rhythm, proportion, line, shapes, mass, texture, and color Choose type styles, colors, fonts to be used in production Collect samples of vector and raster images
Pre-Press/RasterImage/Processor/ Catch-up Time	December	The student will be able to: Receive, interpret and configure native file for PDF output for appropriate output devices Repurpose customer file for use on requested output Compare, order, estimate, and translate figures to calculate ink, stock material layout ratios and proportions required to print and complete a job and compile a budget Create a basic troubleshooting worksheet/flowchart to correct basic computer problems Create typography specimen booklet Identify and label parts of a type character Group type according to font families Prepare and/or correct a document for output Send job to RIP adjusting for center vertically and horizontally Set up duplex and arrange for registering both sides Demonstrate effective use of crop marks and bleeds Adjust color balance for best results Compare and contrast the characteristics of additive and subtractive color formation
Substrates & Inks	January	The student will be able to: Set water/ink balance for print Perform make ready on an offset press Load substrate Adjust side-guides and powder delivery Produce 500 sheets of a single color document Perform press wash-up Load bins with specified paper
Chemicals, Measurements & Cutter	February	The student will be able to: Identify chemicals used within Graphic Communications Understand how to read MSDS for each chemicals Understand how to correctly and safely use chemicals like blanket wash, cleaner fluids, and inks
Maintenance & Catch-up	March	The student will be able to: Use proper safety procedure to ensure safety devices are working Follow shop reporting procedures for unusual wear, machine noises, and other faults Maintain a clean and orderly work environment Maintain safety records and document injuries Operate work environment equipment safely Perform prepress preparation and wash-up procedures
Camera/Photography	April	The student will be able to: Identify and explain application of light in communications; e.g., reflection, refraction, additive, and subtractive color theory Acquire color image using desktop scanner Acquire pr-printed image avoided moire effect Acquire image through use of digital camera Create a portrait and landscape photo Create product shot Create background image for print and web Edit images in image-editing software
Plate-making & Press Basics	May	The student will be able to: Run the Offset Hamada 600 / Multi / AB Dick press Work on a Mac/PC and master digital art software Use digital printers: HP / Xerox / Xante Use inkjet printers: HP 800ps / Ricoh Dye Sub Bindery: Cutter / Booklet / Baumfold / Heat press Bindery: Collator / Challenge Drill / Laminator / Coil / GBC Finish: Shrink wrap and delivery
Bindery & Finishing	June	The student will be able to: Compute total yield of print job through modeling using systems of linear equations or inequalities Solve everyday problems by applying algebraic and graphic methods to solution Cut basic size stock into appropriate cut size stock necessary for job Cut up to 10 business cards Fold 8.5x11’ stock into 5.5x11” stock, etc for any size needed for job Explore 90 degree folding techniques Set up adhesive binding (padding) Slip sheet pads in count indicated by job specifications Jog and load sheets onto padding press Clamp and apply padding compound Hand collate simple multi-page jobs Set up and saddle-stitch brochures and GBC binding Set up and drill for standard 3-hole punch position and drill dummy Perform final trims on live work Shrink wrap finished work Laminate finished sheets of paper Fill delivery slips and deliver finished work to client

This course is designed to provide a basic background and understanding of the Graphic Communications field. It is intended to cover the historical spectrum of communication from verbal through the use of high-tech, computer-enhanced tools. Students will investigate the history of communication and its impact on today’s world. The impact of communication will be covered, as well as the responsibilities and ethical and moral issues surrounding the use of new media, technologies, and propaganda. The physical operation of printing, pre-press equipment, software and exposure to the creation and use of websites and web-based media will provide an opportunity to increase individual competency in the ever-expanding field of graphic communications. Skills necessary for future employment in the field, as well as opportunities for self-employment will be presented.

Unit	Timeframe	Big Ideas (Statements or Essential Questions) and Major Learning Experiences from Unit
Safety	September	The student will be able to: Identify the importance of ethics, integrity, and attendance Demonstrate how to safely exit the classroom and building during a fire drills Demonstrate knowledge of the origin of communications Ability to use proper ergonomics Demonstrate shop and personal safety on a daily basis List and define OSHA regulations, Right-to-know-laws, and MSDS List and demonstrate shop dress code, safety procedures Define first aid procedures and practices to avoid accidents Maintain a clean and orderly work environment Comply with safety requirements for operating equipment Identify and follow shop reporting procedures for unusual wear, machine noises, and other faults
Business Management	October	The student will be demonstrate proficiency: Answer telephone with confidence and convince customer to visit with job to be printed Greet customer and listen carefully to their request and determine their meed Interact with client and accept printing request Collect all necessary information to satisfy production process requirements Complete order entry forms and methods to prepare quote Determine equipment, processes, and labor costs anticipated in chosen path Contact customer with written quotation, terms, delivery options and signed job order Create a plan to keep track of tools and supplies in your shop/classroom
Artwork Preparation Workflow	November	The student will be demonstrate proficiency: Identify the use of principles and elements of design including: balance, contrast, unity, rhythm, proportion, line, shapes, mass, texture, and color Choose type styles, colors, fonts to be used in production Collect samples of vector and raster images
Pre-Press/RasterImage/Processor/ Catch-up Time	December	The student will be able to: Receive, interpret and configure native file for PDF output for appropriate output devices Repurpose customer file for use on requested output Compare, order, estimate, and translate figures to calculate ink, stock material layout ratios and proportions required to print and complete a job and compile a budget Create a basic troubleshooting worksheet/flowchart to correct basic computer problems Create typography specimen booklet Identify and label parts of a type character Group type according to font families Prepare and/or correct a document for output Send job to RIP adjusting for center vertically and horizontally Set up duplex and arrange for registering both sides Demonstrate effective use of crop marks and bleeds Adjust color balance for best results Compare and contrast the characteristics of additive and subtractive color formation
Substrates & Inks	January	The student will be able to: Set water/ink balance for print Perform make ready on an offset press Load substrate Adjust side-guides and powder delivery Produce 500 sheets of a single color document Perform press wash-up Load bins with specified paper
Chemicals, Measurements & Cutter	February	The student will be able to: Identify chemicals used within Graphic Communications Understand how to read MSDS for each chemicals Understand how to correctly and safely use chemicals like blanket wash, cleaner fluids, and inks
Maintenance & Catch-up	March	The student will be able to: Use proper safety procedure to ensure safety devices are working Follow shop reporting procedures for unusual wear, machine noises, and other faults Maintain a clean and orderly work environment Maintain safety records and document injuries Operate work environment equipment safely Perform prepress preparation and wash-up procedures
Camera/Photography	April	The student will be able to: Identify and explain application of light in communications; e.g., reflection, refraction, additive, and subtractive color theory Acquire color image using desktop scanner Acquire pr-printed image avoided moire effect Acquire image through use of digital camera Create a portrait and landscape photo Create product shot Create background image for print and web Edit images in image-editing software
Plate-making & Press Basics	May	The student will be able to: Run the Offset Hamada 600 / Multi / AB Dick press Work on a Mac/PC and master digital art software Use digital printers: HP / Xerox / Xante Use inkjet printers: HP 800ps / Ricoh Dye Sub Bindery: Cutter / Booklet / Baumfold / Heat press Bindery: Collator / Challenge Drill / Laminator / Coil / GBC Finish: Shrink wrap and delivery
Bindery & Finishing	June	The student will be able to: Compute total yield of print job through modeling using systems of linear equations or inequalities Solve everyday problems by applying algebraic and graphic methods to solution Cut basic size stock into appropriate cut size stock necessary for job Cut up to 10 business cards Fold 8.5x11’ stock into 5.5x11” stock, etc for any size needed for job Explore 90 degree folding techniques Set up adhesive binding (padding) Slip sheet pads in count indicated by job specifications Jog and load sheets onto padding press Clamp and apply padding compound Hand collate simple multi-page jobs Set up and saddle-stitch brochures and GBC binding Set up and drill for standard 3-hole punch position and drill dummy Perform final trims on live work Shrink wrap finished work Laminate finished sheets of paper Fill delivery slips and deliver finished work to client

Waltham Public Schools Wellness Policy

Chapter 74

Chapter 74

Chapter 74

Automotive Tech 1

Automotive Tech 2

Automotive Tech 3

Electrical 1

Electrical 2

Electrical 3

Culinary 1

Culinary 2

Culinary 3

Electronics 1

Electronics 2

Electronics 3

Early Education 1

Early Education 2

Early Education 3

Collision Tech 1

Collision Tech 2

Collision Tech 3

Carpentry 1

Carpentry 2

Carpentry 3

TV Broadcasting 1

TV Broadcasting 2

TV Broadcasting 3

Health Assisting 1

Health Assisting 2

Health Assisting 3

Graphic Communications 2

Graphic Communications 3