Note: This appendix contains representative examples to assist in designing a thematic curriculum. They are not intended to be exhaustive source lists. Examples may have been revised, updated, or otherwise changed since this document was published.
C.1 - Central High School Magnet Career Academy (Louisville, Kentucky) Career Area Veterinary Science Curriculum C.2 - Dauphin County Technical School (Harrisburg, Pennsylvania) C.3 - David Douglas High School (Portland, Oregon) C.4 - Fairfax County Public Schools (Fairfax, Virginia) Career Cluster Engineering Curriculum C.5 - Philadelphia High School Academies (Philadelphia, Pennsylvania) C.6 - Walhalla High School (Walhalla, South Carolina) C.7 - William Turner Technical High School (Miami, Florida) C.8 - Additional Schools
Louisvile, Kentucky
Ninth graders must complete an application to the Magnet programs, provide two letters of recommendation, and submit an essay on career choice. Every ninth grader rotates through each of the magnet areas (three weeks duration) and declare a major at the end of the year. All ninth graders enter a pre-college curriculum and develop a career plan.
In tenth grade, students declare their career major and begin an in-depth study of the magnet area. Hands-on training in this magnet area is received in a "high tech" learning lab. Sophomores shadow a worker in their chosen field for five hours per semester, for a total of ten hours per school year. Each student participates in enrichment field trips, personal development training, and career development and educational training. Students keep logs of their experiences.
Juniors study one hour per day in their chosen magnet area. Approximately once a month, students work one-on-one with a mentor from a particular field. Site visits, hands-on training, professional contacts, and personal development training continue throughout the school year. Juniors take the ACT/SAT and begin to research and contact colleges. Students continue to keep logs of their experiences.
Seniors study two hours per day in their chosen magnet field. Students have the opportunity to participate in a work experience co-op for 15-20 hours per week (one class period) outside school. This co-op is both for pay and academic credit. Students continue to work on a monthly basis with their mentor, and prepare their career magnet portfolio to use on work and college interviews. They apply to colleges and for scholarships. A special certificate is awarded at the completion of their Career Magnet Program. All curriculum sequences are available at regular, honors, and advanced program levels.
Source
Central High School Magnet Career Academy. (1995). Information brochure.
Louisville, KY: Author.
Magnet Career Area Curriculum Veterinary Science
(Advanced Program Level) Central High School
Grade 9
English
AP Math
Biology I
Physical Education/Keyboarding
Foreign Language
Magnet Rotation
- Demonstrate an interest in Veterinary Science
- Maintain a 2.5 GPA
- Demonstrate an interest in Veterinary Community involvement
- Select Veterinary Science as major area of study
Grade 10
English
AP Math
Biology II
World Civilization
Foreign Language
Veterinary Science
- Sign Contract of Intent
- Clinical Procedures I
- Parasitology
- Breeds Identification
- Zoonotic Diseases
- Involvement in grooming and physical exams during Clinical Days
Grade 11
English
AP Math
Chemistry I
U.S. History
Foreign Language
Veterinary Science
- Clinical Procedures II
- Laboratory Techniques
- Small Animal Diseases
- Medical Terminology
- Performing physical exams and laboratory work during Clinical Days
- Receive certificate as a Small Animal Nutritional Advisor
Grade 12
English
Humanities
Calculus
Anatomy and Physiology
Veterinary Science (2 hours)
- Clinical Procedures III
- Surgical Nursing
- Large Animal Diseases
- Animal Science (3 college credit hours)
- Work Site Preparation
Source: Central High School Magnet Career Academy. (1995). Information brochure. Louisville, KY: Author.
Harrisburg, Pennsylvania
Technical Cluster
Service Cluster
Communications and Transportation Cluster
Construction Cluster
Source
Dauphin County Technical School. (1995). Information brochure.
Harrisburg, PA: Author.
Portland, Oregon
A partnership between David Douglas High School and the Oregon Business Council resulted in the development of Project STARS (Students Taking Authentic Routes to Success), designed to respond to the educational reform demands of the Oregon Education Act for the 21st Century. Interdisciplinary teams have been established to develop curriculum, set policy, and determine how to best serve the students enrolled in their career "constellation." Teams consist of representatives from each educational department or discipline and three to five business persons working in a related career.
Eighth-grade students complete an interest and career aptitude survey, and review brochures on each of the constellations. Ninth- and tenth-grade students complete a careers course which explores options within various constellations, and develop individual education plans and portfolios. Ninth and tenth graders focus on general studies and receive a Certificate of Initial Mastery. Eleventh- and twelfth-grade students focus on a major area of study and receive a demonstration-based Certificate of Mastery in one of the six broad areas. Students also participate in supervised workplace experiences with cooperating business partners.
Source
McGraw-Hill. (1996). New American high schools: Preparing students for
college and careers. New York: Author.
Fairfax, Virginia
Under this cluster plan, most core academic classes are taken in ninth and tenth grade. By twelfth grade, five of seven classes should be specialized courses from the cluster curriculum a student has chosen. There are many potential course combinations within the four career clusters listed below:
Communications and the Arts
Engineering, Industrial and Scientific Technology
Health, Human and Public Services
Business and Marketing
Career Cluster Curriculum - EngineeringFocus
Fairfax County Public Schools
Ninth Grade
- Language Arts
- P.E. and Health
- World Studies I
- Math (Algebra I or II)
- Science (Earth Science or Biology)
- Introduction to Engineering*
- Engineering Drawing*
Tenth Grade
- Language Arts
- P.E. and Health
- Social Studies or Foreign Language
- Fine or Practical Arts
- Math (Algebra II or Geometry)
- Science (Biology or Chemistry)
- Principles of Technology*
Eleventh Grade
- Language Arts
- U.S. History
- Math or Science
- Design and Technology*
- Desktop/Multimedia Presentations*
- Information Systems*
- Electronics*
Twelfth Grade
- Language Arts
- U.S. Government
- Media Focus 2-D*
- Computer Graphics*
- Discrete Mathematics*
- Speech Communications*
- Business Management*
*denotes cluster curriculum course
Source: Lozada, M. (1995). A model reform. Vocational Education Journal, 70(8), 28-33.
Philadelphia, Pennsylvania
The Philadelphia High School Academies were established in 1969 with the introduction of the Applied Electrical Science Academy. Since that time, seven additional academies have been developed and implemented. Each academy integrates state-mandated academic courses and fully approved occupational skills training programs. Job-ready students are provided paid work experience (part-time during school, full-time in the summer and after graduation) through the program's business partners. Over 150 corporations and foundations support the Philadelphia High School Academies.
Source
Rigden, D. W. (1992). Business and the schools: A guide to effective
programs. New York: Council for Aid to Education.
Walhalla, South Carolina
Entering freshmen choose one major from the five career clusters and two academies available. Career clusters have been organized along a College Prep and Tech Prep continuum. College Prep provides students with extensive preparation for college-level work leading to a chosen career. Tech Prep prepares students for further technical college training or immediate entry into a chosen career. Students develop career portfolios, participate in information workshops conducted by a career specialist, and gain work experience through mentoring, job shadowing, and internship programs.
Source
McGraw-Hill. (1996). New American high schools: Preparing students for
college and careers. New York: Author.
Miami, Florida
William H. Turner Technical High School offers a "two-for-one diploma" that meets the requirements for entry into a two-year or four-year college and awards state certification in career training. Teachers in each of the academies develop Integrated Curricular Units (ICUs) that integrate academic content and technical competencies with the career content. SCANS competencies and Tech Prep initiatives are integrated into the curricula. Students select a career academy upon entering ninth grade and complete a sequence of core and elective courses leading to certification and graduation. Students also participate in a number of school-based enterprises and supervised work-based experiences. Job Prep courses are viewed as a valuable addition to academic education.
Source
McGraw-Hill. (1996). New American high schools: Preparing students for
college and careers. New York: Author.
Bryan Senior High School
Omaha, Nebraska
Source
U.S. Department of Education with the National Center for Research in
Vocational Education. (1996). New American High Schools conference honorable
mention sites. Berkeley, CA: Author.
Central Valley School District
Greenacres, Washington
Source
Dunn-Gallagher, J., & Valmores, N. G. (1995). Increasing rigor and
relevance: Linking school-to-career: Best district practices. West
Sacramento: California School Boards Association.
Dade County Public Schools
Miami, Florida
Source
Dade County Public Schools. (1995). Information brochure. Miami, FL:
Office of Applied Technology, Adult, Career, and Community Education.
Encina High School
Sacramento, California
Source
Encina High School. (1995). Information brochures. Sacramento,
CA: Author.
Gloucester High School
Gloucester, Virginia
Source
U.S. Department of Education with the National Center for Research in
Vocational Education. (1996). New American High Schools conference honorable
mention sites. Berkeley, CA: Author.
Hamilton High School
Milwaukee, Wisconsin
Source
U.S. Department of Education with the National Center for Research in
Vocational Education. (1996). New American High Schools conference
honorable mention sites. Berkeley, CA: Author.
Rezin Orr Community Academy
Chicago, Illinois
Source
U.S. Department of Education with the National Center for Research in
Vocational Education. (1996). New American High Schools conference honorable
mention sites. Berkeley, CA: Author.
Roosevelt High School
Portland, Oregon
Source
U.S. Department of Education with the National Center for Research in
Vocational Education. (1996). New American High Schools conference honorable
mention sites. Berkeley, CA: Author.
St. Mary's County Technical Center
Leonardtown, Maryland
Source
Dunn-Gallagher, J., & Valmores, N. G. (1995). Increasing rigor and
relevance: Linking school-to-career: Best district practices. West
Sacramento: California School Boards Association.