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0543

Work Based Learning High School Course Titles and Descriptions 2022-2023 152 

Work-based learning (WBL) is a strategy to reinforce academic, technical, and social skills learned in the classroom through collaborative activities with employer partners. Work-based learning experiences allow students to apply classroom theories to practical problems, to explore career options, and pursue personal and professional goals. WBL includes activities that can occur in workplaces or school-based enterprises and involve an employer assigning a student meaningful job tasks to develop his or her skills, knowledge, and readiness for work. It supports entry or advancement in a career field and can serve as the culminating course or event in a student’s chosen career pathway. Through WBL, students have the opportunity to apply the concepts, skills, and dispositions learned in previous coursework in real world settings. This course code should be used to denote completion of the Graduation Pathways Employability Skills experience. 

• Recommended Grade: 9-12 

• Required Prerequisites: None 

• Recommended Prerequisites: Preparing for College & Careers 

• Credits: 0 credits, the experience may stretch over multiple semesters & should not be marked as passing until the designated person responsible for approving the work-based learning experience validates the WBL work product.

• Qualifies as the employability skills requirement for all diplomas. 

1086 Student Media (A)

(STDNT MEDIA)

Student Media, a course based on the High School Journalism Standards and the Student Media

Standards, is the continuation of the study of Journalism. Students demonstrate their ability to do

journalistic writing and design for high school media, including school newspapers, yearbooks, and a

variety of other media formats. Students follow the ethical principles and legal boundaries that guide

scholastic journalism. Students express themselves publicly with meaning and clarity for the purpose of

informing, entertaining, or persuading. Students work on high school media staffs so that they may

prepare themselves for career paths in journalism, communications, writing, or related fields.

1532 (PSYCH)

Psychology is the scientific study of mental processes and behavior. The course is divided into six content areas

and uses the scientific methods to explore research methods and ethical consideration. Developmental

psychology takes a life span approach to physical, cognitive, language, emotional, social, and moral development.

Cognitive aspects of the course focus on learning, memory, information processing, and language. Personality,

Assessment, and Mental Health topics include psychological disorders, treatment, personality, and assessment.

Socio-cultural dimensions of behavior deal with topics such as conformity, obedience, perceptions, attitudes, and

influence of the group on the individual. The Biological Basis focuses on the way the brain and nervous system

function, including sensation, perception, motivation, and emotion.

Recommended Grade Level: 11-12

Recommended Prerequisites: None

Credits: 1 semester course. 1 credit. This course and corresponding exam are intended to be comparable to the

corresponding one-semester college level course.

Counts as an Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical

Honors diplomas

1534 (SOCIOLOGY)

Sociology allows students to study human social behavior from a group perspective. The sociological perspective

is a method of studying recurring patterns in people’s attitudes and actions and how these patterns vary across

time, cultures, and in social settings and groups. Students will describe the development of sociology as a social

science and identify methods of research. Through research methods such as scientific inquiry students will

examine society, group behavior, and social structures. The influence of culture on group behavior is addressed

through institutions such as the family, religion, education, economics, community organizations, government, and

political and social groups. The impact of social groups and institutions on group and individual behavior and the

changing nature of society will be examined. Influences on group behavior and social problems are included in the

course. Students will also analyze the role of individuals in the community and social problems in today’s world.

Recommended Grade Level: Grades 11 or 12

Recommended Prerequisites: None

Credits: 1 semester, 1 credit

Counts as an Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical

Honors diplomas

1538 Topics in History (A)

(TOP HIST)

Topics in History provides students the opportunity to study specific historical eras, events, or concepts.

Development of historical research skills using primary and secondary sources is emphasized. The

course focuses on one or more topics or themes related to United States or world history. Examples of

topics might include: (1) twentieth- century conflict, (2) the American West, (3) the history of the United

States Constitution, and (4) democracy in history.

1516 Ethnic Studies (A)

(ETH STUDIES)

Ethnic Studies provides opportunities to broaden students’ perspectives concerning lifestyles and

cultural patterns of ethnic groups in the United States. This course will either focus on a particular

ethnic group or groups or use a comparative approach to the study of patterns of cultural

development, immigration, and assimilation, as well as the contributions of specific ethnic or cultural

groups. The course may also include analysis of the political impact of ethnic diversity in the United States.

1518 Indiana Studies (A)

(IN STUDIES)

Indiana Studies is an integrated course that compares and contrasts state and national developments

in the areas of politics, economics, history, and culture. The course uses Indiana history as a basis for

understanding current policies, practices, and state legislative procedures. It also includes the study of

state and national constitutions from a historical perspective and as a current foundation of

government. Examination of individual leaders and their roles in a democratic society will be included,

and students will examine the participation of citizens in the political process. Selections from Indiana

arts and literature may also be analyzed for insights into historical events and cultural expressions.

More Information coming.

7161 Principles of Teaching

PRIN TEACH

This course provides a general introduction to the field of teaching. Students will explore

educational careers, teaching preparation, and professional expectations as well as requirements

for teacher certification. Current trends and issues in education will be examined. A minimum 20

hour classroom observation experience is required for successful completion of this course.

7157 Child and Adolescent Development

CHLD ADL DEV

Child and Adolescent Development examines the physical, social, emotional, cognitive, and moral

development of the child from birth through adolescence with a focus on the middle years through

adolescence. Basic theories of child development, biological and environmental foundations of

development, and the study of children through observation and interviewing techniques are

explored. The influence of parents, peers, the school environment, culture, and the media are

discussed. An observation experience up to 20 hours may be required for completion of this

course. This course has been approved to be offered for dual credit. Students pursuing this course

for dual credit are still required to meet the minimum prerequisites for the course and pass the

course with a C or better in order for dual credit to be awarded.

7162 Teaching and Learning

TEACH LRN

Teaching and Learning provides students the opportunity to apply many of the concepts that they

have learned throughout the Education Professions pathway. In addition to a focus on best

practices, this course will provide an introduction to the role that technology plays in the modern

classroom. Through hands-on experience with educational software, utility packages, and

commonly used microcomputer hardware, students will analyze ways to integrate technology as a

tool for instruction, evaluation, and management.