Florida Department of Education
Curriculum Framework 

Course Title: 	Introduction to Health Science Career Pathways and Career Planning
Course Type: 	Orientation/Exploratory and Career Planning
Career Cluster: 	Health Science

Secondary – Middle School	
Course Number	8709360	
CIP Number	148709360M	
Grade Level	6-8	
Course Length	Semester	
Teacher Certification	Refer to the Course Structure section.	
CTSO	HOSA	
CTE Program Resources 	 http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

Purpose 

The purpose of this course is to assist students in making informed decisions regarding their future academic and occupational goals and to provide information regarding careers in the Health Science career cluster. The content includes but is not limited to a broad overview of the Health Science career cluster, including terminology, careers, history, required skills, and technologies associated with each pathway in the Health Science career cluster.  

Instruction and learning activities are provided in a laboratory setting using hands-on experiences with the equipment, materials and technology appropriate to the course content and in accordance with current practices.  

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Course Structure

This program is a planned sequence of instruction consisting of 1 course.

The length of this course is one semester. It may be offered for two semesters when appropriate. When offered for one semester, it is recommended that it be at the exploratory level and more in-depth when offered for two semesters. 

To teach the course listed below, instructors must hold at least one of the teacher certifications indicated for that course.

The following table illustrates the course/program structure:

Course Number	Course Title	Teacher Certification	Length	
8709360	Introduction to Health Science Career Pathways and Career Planning	ANY HEALTH OCCUP G * (See DOE approved list)	Semester	

Standards

After successfully completing this program, the student will be able to perform the following:

01.0	Demonstrate an understanding of the Therapeutic Services career pathway. 
02.0	Demonstrate an understanding of the Diagnostic Services career pathway.
03.0	Demonstrate an understanding of the Health Informatics career pathway.
04.0	Demonstrate an understanding of the Support Services career pathway.
05.0	Demonstrate an understanding of the Biotechnology Research and Development career pathway.
06.0	Apply leadership and communication skills.

Career and Education Planning [these must be met to satisfy the requirements of Section 1003.4156, Florida Statutes]

07.0	Explain his or her career interests, skills and values.
08.0	Describe occupations and industries in his or her region.
09.0	Describe a variety of postsecondary pathways.
10.0	Create a personalized career and academic plan.

Florida Department of Education
Student Performance Standards

Course Title: 	Introduction to Health Science Career Pathways and Career Planning
Course Number: 	8709360
Course Length: 	Semester

Course Description:

Beginning with a broad overview of the Health Science career cluster, students are introduced to the terminology, careers, history, required skills, and technologies associated with each pathway in the Health Science career cluster.  Additionally, they will be provided with opportunities to acquire and demonstrate beginning leadership skills.

CTE Standards and Benchmarks	
01.0	Demonstrate an understanding of the Therapeutic Services career pathway.  The student will be able to:	
01.01	Define and use proper terminology associated with the Therapeutic Services career pathway.	
01.02	Explore a variety of careers in the Therapeutic Services career pathway, including educational requirements and salary expectations, such as EMS; Nursing; Dentistry; Pharmacy; Sports Medicine.	
01.03	Identify common characteristics of the careers in the Therapeutic Services pathway.	
01.04	Identify skills and equipment used in Therapeutic Service careers.	
01.05	Perform lab activities that are relevant to each career that is being explored.	
02.0	Demonstrate an understanding of the Diagnostic Services career pathway.  The student will be able to:	
02.01	Define and use proper terminology associated with the Diagnostic Services career pathway.	
02.02	Explore a variety of careers in the Diagnostic Services career pathway.
Suggested careers to focus on: Medical Laboratory Services; Radiology; Ophthalmology.	
02.03	Identify common characteristics of the careers in the Diagnostic Services career pathway.	
02.04	Identify skills required to successfully enter any career in the Diagnostic Services career pathway.	
02.05	Perform lab activities related to careers being explored for example blood glucose testing, blood typing, and vision testing.	
03.0	Demonstrate an understanding of the Health Informatics career pathway.  The student will be able to:	
03.01	Define and use proper terminology associated with the Health Informatics career pathway.	
03.02	Explore a variety of careers in the Health Informatics career pathway.	
03.03	Explore the careers available in the Health Informatics; Medical Coding/Biller; Medical Office Administration.	
03.04	Identify common characteristics of the careers in the Health Informatics career pathway.	
03.05	Identify skills required to successfully enter any career in the Health Informatics career pathway.	
03.06	Perform activities related to health informatics careers such as evaluating medical records or bills, office reception and support.	
04.0	Demonstrate an understanding of the Support Services career pathway.  The student will be able to:	
04.01	Define and use proper terminology associated with the Support Services career pathway.	
04.02	Explore a variety of careers in the Support Services career pathway. Suggested careers: dietary services; central supply; social services; environmental services.	
04.03	Identify common characteristics of the careers in the Support Services career pathway.	
04.04	Identify skills required to successfully enter any career in the Support Services career pathway.	
04.05	Perform lab skills related to covered careers such as diet plan design and housekeeping skills.	
05.0	Demonstrate an understanding of the Biotechnology Research and Development career pathway.  The student will be able to:	
05.01	Define and use proper terminology associated with the Biotechnology Research and Development career pathway.	
05.02	Explore a variety of careers in the Biotechnology Research and Development career pathway.
Suggested careers: Biomedical Engineering and Biomedical Research.	
05.03	Identify skills required to successfully enter any career in the Biotechnology Research and Development career pathway.	
05.04	Perform lab skills related to covered career, for example: microbiology labs; investigating antisepsis procedures; DNA extraction lab.	
05.05	Explore the role of research in medical advancements and discoveries that promote wellness for example development of vaccines and discovery of the structure of DNA.	
06.0	Apply leadership and communication skills.  The student will be able to:	
06.01	Increase awareness of leadership opportunities through professional organizations such as Career Technical Student Organizations (CTSOs).	
06.02	Identify the characteristics of effective leadership.	
06.03	Demonstrate effective communication skills.	
06.04	Demonstrate an understanding of how information technology is used in health care.	

Career and Education Planning [these must be met to satisfy the requirements of Section 1003.4156, Florida Statutes]	
Standards and Benchmarks	
07.0	Explain his or her career interests, skills and values.  The student will be able to:	
07.01	Describe his or her career interests based on a career interest assessment, personal experience, career informational interviews, research and/or reflection.	
07.02	Describe what career-related skills are his or her current strengths or could become strengths in the future with practice and training based on a career skill assessment, personal experience and/or reflection.	
07.03	Describe what Iifestyle and workplace values are most important to them to consider during career decision making, such as salary and benefits, work environment, the nature of the work and work/life balance.	
07.04	Describe what values that relate to positively impacting others and the world are most important to them to weigh during career decision making.	
08.0	Describe occupations and industries in his or her region.  The student will be able to:	
08.01	Define Career Clusters, industries and occupations.	
08.02	Define regional poverty, average and family-sustaining wage thresholds.	
08.03	Review local labor market data to identify the top five regional occupations as relates to each of the following: employment, growth and salary.	
08.04	List three occupations that align with his or her personal career interests, skills and values.	
08.05	List the regional salary, employment and growth of three occupations they are most interested in learning more about.	
08.06	Summarize occupational content learned through a career informational interview, career fair, job shadowing, service learning, guest speaker, project-based learning, work-based learning, worksite visit or other firsthand experience.	
09.0	Describe a variety of postsecondary pathways.  The student will be able to:	
09.01	Evaluate the pros and cons of pursuing education, employment, entrepreneurship or enlistment immediately following high school.	
09.02	Define postsecondary training provider options and their admissions requirements, including apprenticeships, technical colleges, state or community colleges, universities and industry-recognized certification providers.	
09.03	Define postsecondary credentialing and stacking options, including industry-recognized certifications, apprenticeship certificates of completion, career certificates, licenses and associate or baccalaureate degrees	
09.04	Explain training options aligned with his or her career assessment results and occupational exploration.	
09.05	Review postsecondary training data and list the total cost, average debt after graduation and median earnings and job placement rates of students who completed the student’s preferred postsecondary training option.	
09.06	Summarize what they learned about his or her preferred postsecondary training provider through online research; virtual or in-person tours; a college fair; and/or interviewing a current student, alumni or staff member.	
10.0	Create a personalized career and academic plan.  The student will be able to:	
10.01 Prioritize an occupation for plan formation using one or more decision making techniques, such as a decision matrix, pros and cons analysis or other means	
10.02	Explain the reasoning for choosing to pursue his or her preferred occupation	
10.03	Identify which credentials, technical skills, and employability or entrepreneurship skills are relevant to his or her preferred career pathway.	
10.04	Prioritize a recognized postsecondary credential (industry-recognized certifications, apprenticeship certificates of completion, career certificates, licenses and associate or baccalaureate degrees) aligned with his or her chosen occupation using a decision-making technique, such as a decision matrix and/or pros and cons analysis, etc.	
10.05	Prioritize a postsecondary training provider aligned with his or her recognized postsecondary credential goal using a decision-making technique, such as a decision matrix and/or pros and cons analysis, etc.	
10.06	Define means of paying for postsecondary training, including scholarships (must include State scholarships), grants, savings, work, work-study programs, private loans and Federal loans.	
10.07	Describe ways of meeting the requirements of Florida’s graduation pathways and obtaining accelerated credit, work-based learning experience, career and technical education credit and industry-recognized certifications in high school.	
10.08	Develop a freshman year course schedule that meets high school graduation requirements and that provides academic and career preparation aligned with the student’s career goals.	
10.09	Identify extracurricular activities aligned with his or her occupational and postsecondary training goals.	

Additional 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 these occupations.  Equipment and supplies should be provided to enhance hands-on experiences for students. 

Florida Standards for English Language Development (ELD)
English language learners communicate for social and instructional purposes within the school setting. ELD.K12.ELL.SI.1

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills.  For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.

Special Notes

The intended progression for the Health Science Middle School courses is Introduction to Health Science Career Pathways (8709350 & 8709360), Orientation to Health Science Professions (8400110) and Exploration of Health Science Professions (8400310 & 8400210). By offering the middle school courses in the intended progression, each course increases in complexity, rigor and skill level as appropriate.

Career Planning

Effective July 1, 2019, per Section 1003.4156, Florida Statutes (F.S.), for students to meet middle grades promotion requirements, a Career and Education Planning course must be completed in either sixth, seventh, or eighth grade. These courses should be taught integrating the eight career and education planning course standards.

Career and Technical Student Organization (CTSO)

CTSOs are co-curricular career and technical student organizations 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. Other CTSOs not listed in this curriculum framework or recognized by the Florida Department of Education are permissible provided they support student mastery over the standards and benchmarks of this curriculum framework.

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access. 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 IEP served in Exceptional Student Education (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 and regulated secondary programs cannot be modified.