CAREER PATHWAYS – CCSMS CAREER CLUSTERS



CHARLESTON CHARTER SCHOOL FOR MATH & SCIENCE

Career Clusters

CCSMS will offer the following Career Clusters, initially:

5 Engineering and Architecture

2 Biomedical Sciences

3 Business and Entrepreneurship

4 Education – Teaching Math and Science

5 Math, Science, and Technology Career Exploration

The State’s current definition of a career cluster consists of a grouping of occupations and broad industries based on commonalties. More Career Clusters will be developed at CCSMS as the school grows and student interests evolve. CCSMS will revise these career clusters if the State adopts changes to the Education and Economic Development Act or related issues.

Career Cluster teachers will participate in regional and national trainings and professional development to ensure courses meet programmatic requirements and promote high student achievement.

Engineering and Architecture Career Cluster

|Foundation Courses: |

|Principles of Engineering 6050- A course that helps students understand the field of engineering/engineering technology. Exploring |

|various technology systems and manufacturing processes help students learn how engineers and technicians use math, science and |

|technology in an engineering problem solving process to benefit people. The course also includes concerns about social and |

|political consequences of technological change. |

|Digital Electronics 6052- A course in applied logic that encompasses the application of electronic circuits and devices. Computer |

|simulation software is used to design and test digital circuitry prior to the actual construction of circuits and devices. |

|Introduction to Engineering Design 6051- A course that teaches problem-solving skills using a design development process. Models of|

|product solutions are created, analyzed and communicated using solid modeling computer design software. In NYS, Circuit test the |

|course is called Design and Drawing for Production and follows the syllabus developed by the State Education Department. |

|Specialization Courses: |

|Computer Integrated Manufacturing 6053- A course that applies principles of robotics and automation. The course builds on computer |

|solid modeling skills developed in Introduction to Engineering Design, and Design and Drawing for Production. Students use CNC |

|equipment to produce actual models of their three-dimensional designs. Fundamental concepts of robotics used in automated |

|manufacturing, and design analysis are included. |

|Civil Engineering and Architecture 6058- This course provides an overview of the fields of Civil Engineering and Architecture, |

|while emphasizing the interrelationship and dependence of both fields on each other. Students use state of the art software to |

|solve real world problems and communicate solutions to hands-on projects and activities. This course covers topics such as: |

|The Roles of Civil Engineers and Architects |

|Project Planning |

|Site Planning |

|Building Design |

|Project Documentation and Presentation |

|Aerospace Engineering 6056 - Through hands-on engineering projects developed with NASA, students learn about aerodynamics, |

|astronautics, space-life sciences, and systems engineering (which includes the study of intelligent vehicles like the Mars rovers |

|Spirit and Opportunity). |

|Biotechnical Engineering 6057- Relevant projects from the diverse fields of bio-technology, bio-engineering, bio-medical |

|engineering, and bio-molecular engineering enable students to apply and concurrently develop secondary-level knowledge and skills |

|in biology, physics, technology, and mathematics. |

|Capstone Course: |

|Engineering Design and Development 6054- An engineering research course in which students work in teams to research, design and |

|construct a solution to an open-ended engineering problem. Students apply principles developed in the four preceding courses and |

|are guided by a community mentor. They must present progress reports, submit a final written report and defend their solutions to a|

|panel of outside reviewers at the end of the school year. |

7 Biomedical Sciences Career Cluster

|Biomedical Sciences Project Lead the Way |

|Course Descriptions: |

|Principles of the Biomedical Sciences |

|This course provides an introduction to the biomedical sciences through exciting "hands-on" projects and problems. |

|Student work involves the study of human medicine, research processes and an introduction to bio-informatics. |

|Students investigate the human body systems and various health conditions including heart disease, diabetes, sickle-cell disease, |

|hypercholesterolemia, and infectious diseases. |

|A theme through the course is to determine the factors that led to the death of a fictional person. After determining the factors |

|responsible for the death, the students investigate lifestyle choices and medical treatments that might have prolonged the person's|

|life. |

|Key biological concepts including: homeostasis, metabolism, inheritance of traits, feedback systems, and defense against disease |

|are embedded in the curriculum. Engineering principles including: the design process, feedback loops, fluid dynamics, and the |

|relationship of structure to function are incorporated in the curriculum where appropriate. |

|The course is designed to provide an overview of all the courses in the Biomedical Sciences program and to lay the scientific |

|foundation necessary for student success in the subsequent courses. |

|Human Body Systems |

|The human body is a complex system requiring care and maintenance. |

|This course will engage students in the study of basic human physiology, especially in relationship to human health. Students will |

|use a variety of monitors to examine body systems (respiratory, circulatory, and nervous) at rest and under stress, and observe the|

|interactions between the various body systems. |

|Students will use software to design and build systems to monitor body functions. |

|Medical Intervention |

|Medical practice includes interventions to support humans in treating disease and maintaining health. |

|Student projects will investigate various medical interventions that extend and improve quality of life, including gene therapy, |

|pharmacology, surgery, prosthetics, rehabilitation, and supportive care. |

|Students will study the design and development of various medical interventions including vascular stents, cochlear implants, and |

|prosthetic limbs. They will review the history of organ transplants and gene therapy, and read current scientific literature to be |

|aware of cutting edge developments. |

|Using 3-D imaging software and current scientific research students will design and build a model of a therapeutic protein. |

|Science Research |

|This capstone course gives student teams the opportunity to work with a mentor, identify a science research topic, conduct |

|research, write a scientific paper, and defend team conclusions and recommendations to a panel of outside reviewers. |

|Each team will have one or more mentors from the scientific and/or medical community guiding their scientific research. |

|This course may be combined with the capstone course from the pre-engineering pathway, allowing students from both pathways to work|

|together to engineer a product that could impact healthcare. |

❖ Business and Entrepreneurship Career Cluster

|Virtual Enterprise 1, 2, 3, and 4 (5150, 5151, 5152, 5153) |

|Virtual Enterprise is part of a national curriculum called Virtual Enterprises International and the South Carolina Virtual |

|Enterprises Network that allows students to experience within a simulated business environment all facets of being an employee in a|

|firm. ) |

|The program allows students to run simulated offices in their schools and engage in virtual trading with other practice firms. |

|Currently, more than 3,600 virtual enterprises in over thirty-six countries are part of the International Practice Enterprise |

|Network. |

|The program provides students with interdisciplinary instruction and an in-school work experience to develop school-to-career |

|skills. |

| |

|Entrepreneurship (5400) |

|This course is designed to provide students with the knowledge and skills leading to the development of a business plan for small |

|business ownership. An important part of the course will be the incorporation of marketing, staffing, and financial |

|considerations. |

|(Evaluation will include assessment of a business plan portfolio that incorporates all of the components in the standards listed |

|below.) |

|The student will be able to: |

|Name and describe the parts of a business plan. |

|Discuss the purposes of creating a business plan. |

|Select a business opportunity based on research. |

|Identify industry trends, competition, and market segment using various research techniques. |

|Define the industry characteristics, major competitors, and market segment. |

|Determine the marketing mix (product, price, place, and promotion). |

|Select an appropriate location. |

|Design the physical layout. |

|Estimate the cost of equipment, supplies, and inventory. |

|Develop an organizational chart. |

|Write job descriptions for every job. |

|Describe various recruitment techniques. |

|Identify components of an employee manual. |

|Prepare a management plan (incorporate legal requirements, business protection, and operations). |

|Prepare a pro forma budget. |

|Read and interpret financial statements (balance sheet, income statement, cash flow projections, and summary of sales and cash |

|receipts). |

|Complete a pro income statement and balance sheet. |

|Estimate start-up costs and projected living expenses for one year and determine the funding needed to begin the business using the|

|pro forma income statement. |

|International Business and Marketing (5032) |

|This course is designed to provide students with: |

|a basic understanding of international business operations |

|the economic and cultural concepts of domestic and international business |

|Professional and Leadership Development (5178) |

|The purpose of this course is to help students develop leadership skills necessary for success in business careers through |

|effective communications, problem-solving techniques, and managing resources and meetings. |

|The students will develop an understanding of the need for community service as part of their overall civic and professional |

|responsibilities. |

|Accounting 1 (5001) |

|This course is designed to help the student: |

|develop the skills necessary for the highly technical interaction between accounting and business |

|develop an understanding of the steps of the accounting cycle as applied to several different kinds of business operations |

|develop an understanding of accounting concepts, principles, and practices. |

|Business Computer Mathematics (5047) |

|This course is designed to teach students: |

|how to learn and apply mathematics in business and business-related activities using both manual and computerized calculations. |

|to use spreadsheet software |

|to solve problems related to checking and savings accounts, |

|to identify various business expenses: rent, maintenance/improvement, equipment, utilities, professional services, depreciation, |

|etc. |

|Prepare financial statements |

❖ Education – Teaching Math and Science Career Cluster

CCSMS will develop a Teacher Cadet Program at the school. The primary goal of the Teacher Cadet Program is to encourage academically able students who possess exemplary interpersonal and leadership skills to consider teaching as a career. An important secondary goal of the Program is to provide these talented future community leaders with insights about teachers and schools so that they will be civic advocates of education.

The Teacher Cadet Program is an innovative approach designed to attract talented young people to the teaching profession through a challenging introduction to teaching. The program seeks to provide high school students insight into the nature of teaching, the problems of schooling and the critical issues affecting the quality of education in America's schools.

In order to meet the increasing shortages of skilled teachers in such critical areas as math and science, the Teacher Cadet Program has created and adopted programs to encourage students to become interested in teaching in these critical subject areas. The SAY (Science and Youth) and MAY (Math and Youth) curriculums have been developed and adapted by creative and talented Teacher Cadet instructors in the program for use with peer lessons, field experiences and academic fairs. Interactive lessons interest students in these critical subjects.

The college credit course is taught for a minimum of one class period per day for a year or the equivalent of that amount of time in contact hours.  The Teacher Cadet program is not a club.

| |

|The Teacher Cadet Curriculum: |

|Experiencing Education, written and revised by South Carolina's Teacher Cadet instructors, with an accompanying Instructors' Manual|

|Supplemental curriculum for science and math |

|A variety of hands-on activities and a strong emphasis on observations, field experiences |

|Three themes:  Experiencing the Learner, Experiencing the Profession, Experiencing the Classroom |

8 Math, Science, and Technology Exploration Career Cluster

This career cluster will offer students a broad exploration of careers involving Math and Science including but not limited to marine sciences, environment and natural resources, mathematics, computer science, and related fields of study.

Students will develop Individual Graduation Plans according to the Education and Economic Development Act reflecting their interests and academic goals. Students in this Career Cluster will select from the other Career Clusters, Academic Courses, and electives to build a rigorous and relevant selection of classes preparing them for college and/or careers.

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