Florida Department of Education

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Revised: 9/14/2012

2013 – 2014

Florida Department of Education

Curriculum Framework

Program Title: Communications Technology

Program Type: Non Career Preparatory

Career Cluster: Engineering & Technology Education

Secondary – Non Career Preparatory

Program Number


CIP Number


Grade Level

9-12; 30, 31

Standard Length

3 credits

Teacher Certification

TEC ED 1 @2






Facility Code

243, Related 808, 810, 849, 851, 853, 854.

Refer to http://www.fldoe.org/edfacil/sref.asp (State Requirements for Educational Facilities)

Perkins Technical Skill Attainment Inventory


Industry Certifications


Statewide Articulation



The purpose of this program is to provide students with a foundation of knowledge and technically oriented experiences in the study of communications technology. This program focuses on transferable skills and stresses understanding and demonstration of the technological tools, machines, instruments, materials, processes and systems in business and industry. Communications Technology represents the current and expanding digital technology.

The content includes, but is not limited to a study of the processes, uses, and technical skills found in visual technologies (both conventional and digital procedures), multimedia production, computer animation and graphics, web page design, electronic media, and other new and emerging technologies.

Program Structure

This program is a planned sequence of instruction consisting of the courses shown in the following table:

Course Number

Course Title




Communications Technology I

1 credit



Communications Technology II

1 credit



Communications Technology III

1 credit


In addition to the above courses, the Advanced Technology Applications (8601900) is appropriate to be used for content area continuation in this program after all three credits of this program have been completed. The purpose of Advanced Technology Applications course is to provide students with a capstone opportunity to develop a school based project from "vision" to "reality". Working in teams to design, engineer, manufacture, construct, test, redesign, test again; and then produce a finished "project". This would involve using ALL the knowledge previously learned, not only in Engineering & Technology Education but also across the curriculum. See the Advanced Technology Applications framework for more information.

Laboratory Activities

Laboratory activities are an integral part of this program. These activities include instruction in the use of safety procedures, tools, equipment, materials, and processes related to occupations in this industry. Equipment and supplies should be provided to enhance hands-on experiences for students.

Special Notes

Career and Technical Student Organization (CTSO)

The Florida Technology Student Association (FL-TSA) is the appropriate career and technical student organization for providing leadership training and reinforcing specific career and technical skills. Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered. The activities of such organizations are defined as part of the curriculum in accordance with Rule 6A-6.065, F.A.C.

Cooperative Training

Cooperative training is appropriate but not required for this program. Whenever offered, the rules, guidelines, and requirements specified in the Florida Department of Education Cooperative Education Manual apply.

Work-Based Experience (8601800) is the appropriate course to provide Engineering & Technology Education students with the opportunity, as student learners, to gain real world practical, first-hand exposure in broad occupational clusters or industry sectors through a structured, compensated or uncompensated experience. Work-Based Experience (WBE) is also designed to give the student learners an opportunity to apply and integrate the knowledge, skills, and abilities acquired during their school-based experience to actual work situations, independent of school facilities. At least one credit of an Engineering & Technology Education program consisting of three credits must be completed before enrolling in WBE. See the Work-Based Experience framework for more information.

Essential Skills

Essential skills identified by the Division of Career and Adult Education have been integrated into the standards and benchmarks of this program. These skills represent the general knowledge and skills considered by industry to be essential for success in careers across all career clusters. Students preparing for a career served by this program at any level should be able to demonstrate these skills in the context of this program. A complete list of Essential Skills and links to instructional resources in support of these Essential Skills are published on the CTE Essential Skills page of the FL-DOE website (http://www.fldoe.org/workforce/dwdframe/essential_skills.asp).


Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s IEP or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access. Postsecondary students with disabilities must self-identify, present documentation, request accommodations if needed, and develop a plan with their counselor and/or instructors. Accommodations received in postsecondary education may differ from those received in secondary education.  Accommodations change the way the student is instructed.  Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems.  Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an Individual Educational Plan (IEP) served in Exceptional Student Education or ESE) will need modifications to meet their needs.  Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course.  Note postsecondary curriculum cannot be modified.
Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular Occupational Completion Point (OCP) or a Modified Occupational Completion Point (MOCP).  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete an OCP/MOCP.  The student should work on different competencies and new applications of competencies each year toward completion of the OCP/MOCP.  After achieving the competencies identified for the year, the student earns credit for the course. It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number (for eligible students with disabilities). 


For details on articulation agreements which correlate to programs and industry certifications refer to http://www.fldoe.org/workforce/dwdframe/artic_frame.asp.

Bright Futures/Gold Seal Scholarship

Course substitutions as defined in the Comprehensive Course Table for this program area may be used to qualify a student for Florida’s Gold Seal Vocational Scholarship, providing all other eligibility requirements are met. Eligibility requirements are available online at https://www.osfaffelp.org/bfiehs/fnbpcm02_CCTMain.aspx.

Fine Arts/Practical Arts Credit

Many courses in CTE programs meet the Fine Arts/Practical Arts credit for high school graduation.  A listing of approved CTE courses is published each year as a supplemental resource to the Course Code Directory (http://www.fldoe.org/articulation/CCD/default.asp).

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