Model Curriculum Standards
Through Twelve Adopted by the
California State Board
When the California Career Technical Education Model Curriculum Standards was adopted by the California State Board of Education on May 11, 2005, the members of the State Board were as follows: Ruth E. Green, President; Glee Johnson, Vice President; Alan Bersin; Ruth Bloom; Yvonne Chan; Don Fisher; Ricky Gill; Kenneth Noonan; Joe Nuñez; Bonnie Reiss; and Johnathan Williams.
This publication was edited by Sheila Bruton, assisted by associate editors Dixie Abbott and Jamie Contreras, working in cooperation with Linda Gaylor, Education Programs Consultant, and Julie Parr, Associate Governmental Program Analyst, Secondary, Postsecondary, and Adult Leadership Division, California Department of Education. It was designed and prepared for printing by the staff of CDE Press, with the cover and interior design created and prepared by Juan Sanchez. Typesetting was done by Jeannette Reyes. It was published by the California Department of Education, 1430 N Street, Sacramento, CA 95814-5901. It was distributed under the provisions of the Library Distribution Act and Government Code Section 11096.
The State Board of Education extends its appreciation to the members and staff of the California Career Technical Education Model Curriculum Standards and Framework Advisory Group (CCTE Advisory Group) for their outstanding work in developing and recommending the career technical education model curriculum standards to the State Board of Education under the provisions of Education Code Section 51226.
The members of the CCTE Advisory Group at the time of the approval of the draft career technical education model curriculum standards were as follows:
Zeny Agullana; Patrick Ainsworth; Beverly Alexander; Catherine Barkett; Gerald Blackburn; Dona Boatright; Richard Bogart; Skip Brown; William Callahan; John Chocholak; Christine Collins; Sonny Da Marto; Yvonne de la Peña; Jaime Fall; Tim Gilles; Jackie Goldberg; David Goodreau; Janet Gower; Melissa Green; Gail Grimm; Jay Hansen; Sam Hassoun; Patrick Henning, Jr.; Marty Isozaki; Cris Johnson; Lonnie Kane; Rick Lawrance; Jo Loss; Anne McKinney; Jeff Merker; Kathleen Milnes; Christy Moustris; Barbara Nemko; Kenneth O’Brien; George Plescia; Russell Postell; Frank Pugh; Lee Angela Reid; Bruce Robeck; Barbara Ross; Joni Samples; Frank Schipper; Sabina Sobinina; Lane Therrel; Kathleen Valentine; Tom Vessella; Susan Wilbur; Kimberly Yee; and Superintendent of Public Instruction Jack O’Connell and his designee, Sue Stickel.
Special commendation is extended to Sue Stickel, Deputy Superintendent, Curriculum and Instruction Branch; Patrick Ainsworth, Assistant Superintendent and Director, Secondary, Postsecondary, and Adult Leadership Division; Bernard Norton, Manager, High School Initiatives/Career Education Office; and Linda Gaylor, Consultant, High School Initiatives/Career Education Office. Their significant contributions to this document deserve special recognition.
The guidance in California Career Technical Education Model Curriculum Standards, Grades Seven Through Twelve is not binding on local educational agencies or other entities. Except for the statutes, regulations, and court decisions that are referenced herein, the document is exemplary, and compliance with it is not mandatory. (See Education Code Section 33308.5.)
A Message from the State Superintendent of Public Instruction and the
State Board of Education vi
Agriculture and Natural Resources Industry Sector 1
A. Agricultural Business Pathway 10
B. Agricultural Mechanics Pathway 13
C. Agriscience Pathway 16
D. Animal Science Pathway 19
E. Forestry and Natural Resources Pathway 22
F. Ornamental Horticulture Pathway 26
G. Plant and Soil Science Pathway 28
Arts, Media, and Entertainment Industry Sector 31
A. Media and Design Arts Pathway 52
B. Performing Arts Pathway 58
C. Production and Managerial Arts Pathway 65
Building Trades and Construction Industry Sector 67
A. Cabinetmaking and Wood Products Pathway 79
B. Engineering and Heavy Construction Pathway 82
C. Mechanical Construction Pathway 84
D. Residential and Commercial Construction Pathway 86
Education, Child Development, and Family Services Industry Sector 88
A. Child Development Pathway 100
B. Consumer Services Pathway 104
C. Education Pathway 107
D. Family and Human Services Pathway 110
Energy and Utilities Industry Sector 113
A. Electromechanical Installation and Maintenance Pathway 122
B. Energy and Environmental Technology Pathway 124
C. Public Utilities Pathway 126
D. Residential and Commercial Energy and Utilities Pathway 128
Engineering and Design Industry Sector 130
A. Architectural and Structural Engineering Pathway 138
B. Computer Hardware, Electrical, and Networking Engineering Pathway 140
C. Engineering Design Pathway 143
D. Engineering Technology Pathway 145
E. Environmental and Natural Science Engineering Pathway 148
Fashion and Interior Design Industry Sector 151
A. Fashion Design, Manufacturing, and Merchandising Pathway 162
B. Interior Design, Furnishings, and Maintenance Pathway 166
Finance and Business Industry Sector 170
A. Accounting Services Pathway 183
B. Banking and Related Services Pathway 185
C. Business Financial Management Pathway 186
Health Science and Medical Technology Industry Sector 187
A. Biotechnology Research and Development Pathway 199
B. Diagnostic Services Pathway 201
C. Health Informatics Pathway 203
D. Support Services Pathway 205
E. Therapeutic Services Pathway 207
Hospitality, Tourism, and Recreation Industry Sector 208
A. Food Science, Dietetics, and Nutrition Pathway 219
B. Food Service and Hospitality Pathway 222
C. Hospitality, Tourism, and Recreation Pathway 226
Information Technology Industry Sector 230
A. Information Support and Services Pathway 242
B. Media Support and Services Pathway 244
C. Network Communications Pathway 246
D. Programming and Systems Development Pathway 248
Manufacturing and Product Development Industry Sector 250
A. Graphic Arts Technology Pathway 261
B. Integrated Graphics Technology Pathway 263
C. Machine and Forming Technology Pathway 264
D. Welding Technology Pathway 267
Marketing, Sales, and Service Industry Sector 269
A. E-commerce Pathway 283
B. Entrepreneurship Pathway 285
C. International Trade Pathway 287
D. Professional Sales and Marketing Pathway 288
Public Services Industry Sector 289
A. Human Services Pathway 301
B. Legal and Government Services Pathway 303
C. Protective Services Pathway 305
Transportation Industry Sector 307
A. Aviation and Aerospace Transportation Services Pathway 316
B. Collision Repair and Refinishing Pathway 318
C. Vehicle Maintenance, Service, and Repair Pathway 321
Appendix: Career Technical Education and Academic Standards Crosswalk 324
Selected References: See PDF Version
A Message from the State Superintendent of Public Instruction and the State Board of Education
California is a national leader in the development of rigorous, comprehensive standards as the foundation for educational programs. Toward that end, we are pleased to provide these curriculum standards for career technical education (CTE). They integrate California’s rigorous academic content standards with industry-specific knowledge and skills to prepare students both for direct entry into California’s vibrant industry sectors and for postsecondary education. The CTE standards are the collaborative effort of secondary and postsecondary educators, representatives from industry and key educational organizations, legislators, students, and families.
Reform in education requires a vision of where we want to be, a solid foundation, and effective strategies to reach our objective. For CTE these curriculum standards are the foundation, identifying what is essential for students to master in each of the 15 industry sectors. With them in place, our schools can create, implement, and strengthen a CTE curriculum that benefits our youth, our communities, and our economy. Career technical education is a vital component of public education in California.
Standards are based in research.
Standards provide a focus on content—that is, what students actually need to know and be able to do. In 1991 the U.S. Secretary of Labor’s report Secretary’s Commission on Achieving Necessary Skills (SCANS) identified foundation knowledge, skills and abilities, and essential workplace competencies necessary to be competitive in our global, information-based economy. California’s CTE standards take the critical next step in providing the level of specificity needed to guide the development of high-quality, consistent, and relevant career-focused programs.
Standards are rigorous and relevant.
Narrow, job-skill-oriented secondary vocational programs of the past—that prepared individuals almost exclusively for entry into trades—have given way to broader CTE programs. These programs teach rigorous academic concepts within the context of career education. The CTE curriculum standards show direct linkages to California’s content standards in English–language arts, mathematics, history–social science, science, and visual and performing arts, and they provide learning opportunities in many venues both within and outside the traditional classroom.
Standards describe what to teach,
not how to teach it.
Standards-based education maintains California’s historical respect for local control of schools. To help students achieve at high levels, local educators—with the cooperation of families, businesses, and community partners—can take these standards and design the specific curricular and instructional strategies that best deliver the content to their students.
Standards are a continuing
commitment to excellence.
Standards answer the critical question, “What should our students be learning?” They represent a concerted effort to prepare our students with the knowledge and skills to make informed career choices, to integrate and apply academic and career concepts, to prepare for successful participation in our global society, and to seek and love learning as a lifelong endeavor. They represent our commitment to excellence.