Course # |
Course Name |
Grades |
Prereq. # |
Prereq. Name |
Credits |
Course Description |
H150 |
Introduction to Foods |
9-12 |
|
|
0.5 |
Introduction to Foods is your jump start into the kitchen. Fundamental cooking, sanitation and safety, and nutrition will be an introduction to this course. After the basics mentioned, time will be spent on fruits, vegetables, salad preparation and introduction to baking, both in the classroom and in the lab. |
H152 |
Foods II |
9-12 |
H150 |
Introduction to Foods |
0.5 |
We are looking for people who pay attention to detail, have knowledge of ingredients and are patient. This class will cover two very different parts of working in the kitchen. The cooking section will concentrate on protein preparation. The second section will focus on pastry. Pastry chefs need to be able to bake, which involves attention to detail, knowledge of ingredients and patience. They also need to have artistic ability and creativity to produce pastries and desserts that look as good as they taste. Time in this section will be spent on candy, cakes, and pie-making. Students taking this course will be prepared to take the ServSafe Certification. |
H156 |
Meal Management |
10-12 |
H150 |
Introduction to Foods |
0.5 |
Are you ready to prepare meals at home for your family? This course teaches the basics of meal preparation, in addition to time and resource management. Students will select and prepare family meals for breakfast, lunch, and one-dish meal preparation, while incorporating appropriate table settings and analyzing the finances needed to prepare each meal. |
H154 |
Food Science ** |
10-12 |
H150 |
Introduction to Foods |
0.5 |
Come experiment in the kitchen! Incorporating food science into foods and nutrition class gives students an opportunity to develop not only a way of looking at the world but also many important skills. It can also help students overcome any fear of science-related subjects by performing experiments in the kitchen. |
H170 |
Foundations of Early Childhood Education |
10-12 |
|
|
0.5 |
If you enjoy working with children or are interested in a career working with children, this course introduces you to the early childhood profession. Course competencies include: integrating strategies that support diversity and anti-bias perspectives; investigating the history of early childhood education; summarizing types of early childhood education settings; identifying the components of a quality early childhood education program; summarizing responsibilities of early childhood education professionals; and exploring early childhood curriculum models. |
H172 |
Early Childhood Education: Infant and Toddler Development * |
10-12 |
H170 |
Foundations of Early Childhood Education |
0.5 |
In this course you will study infant and toddler development as it applies to an early childhood education setting. Course competencies include: integrate strategies that support diversity and anti-bias perspectives; analyze development of infants and toddlers (conception to three years); correlate prenatal conditions with development; summarize child development theories; analyze the role of heredity and the environment; examine culturally and developmentally appropriate environments for infants and toddlers, examine the role of brain development in early learning (conception through age three); examine caregiving routines as curriculum |
H176 |
Housing and Interior Design (2017-2018) |
9-12 |
|
|
0.5 |
Selecting a place to live has a major influence on your life-style. We will start this course with a study of architectural styles, and alternative types of housing and move to the interior where we will explore furniture arrangements, color, texture, design principles, types of wall treatments, floor coverings and window treatments. We will finish the course designing our own homes. |
H178 |
Introduction to Human Services* |
10-12 |
|
|
0.5 |
Students examine the scope, values, and principles of the human service profession. Coursework introduces the typical roles and duties of human services workers. Students assess their own motivations, attitudes, and interests. In addition to the regular classroom hours, volunteer work in a community human services agency is required. Students must complete or have on file current, valid Background Information Disclosure (BID) and Caregiver Background Check (annual Wisconsin and Minnesota) forms, as part of this course. |
H1170 / H2170 |
CIS Exploring the Teaching Profession A/B*** (U of MN) |
11-12 |
|
|
1 |
This course provides an avenue for participation in the College of Education and Human Development for undergraduate students who have identified teaching as a career. In this course students explore the self as a teacher, the culture of teaching, student learning, community contexts for learning, and sociocultural and political influences on teaching and schools. Students will volunteer in area schools in a service-learning capacity, attend class, make presentations, write reflective papers and blog posts in response to assignments, participate in discussions, and engage in small group learning activities. |
H790 |
Supervised Work Experience |
12 |
|
|
0.5 |
The Supervised Work Experience (SWE) program is designed to complement and supplement courses in the Career and Technical Education areas. Students enrolled in the SWE program work at school-approved jobs related to their career objectives. SWE enrolled students may earn one-half (1/2) credit per semester and may be released for 1 period (6th hour).
To be accepted into the SWE program, students must have an appropriate job secured prior to the start of the semester. (Students who fail to secure an approved job one day prior to the course drop deadline will be dropped from this course and scheduled into another course.) The worksite must be approved by the program supervisor (Wisconsin Department of Workforce Development guidelines must be met in order for a job to be approved.) To complete the course successfully and earn credit, students must complete the required documentation of their work experience during the course and work at least 90 hours per semester.
Students accepted into the program will meet regularly with the Work-based Learning Coordinator for routine discussions, check-ins, course documentation and reflections based on the Wisconsin Youth Leadership Certificate program. |
H792 |
Supervised Job Shadowing |
12 |
|
|
0.5 |
Students enrolled in this course may be released from school for up to three (3) hours per week to spend time with a school-approved Career Mentor from a field related to their career pathway and/or the course(s) in which they are enrolled. Students enrolled in this program spend their time observing the day-to-day work of their mentors at their workplace. Class time and assignments missed while students are shadowing their mentors must be made up on their own time.
To enroll for this program, students must meet with the school Work-based Learning Coordinator at least two weeks prior to the start of the term. The coordinator will assist the student in securing an approved Career Mentor within the first two weeks of the term.
To complete the course successfully and earn credit, students must complete the required documentation of their experience during the course and shadow their Career Mentor at least 50 hours per semester. For more information about the program, see the Wisconsin Department of Public Instruction Job Shadowing Guidelines at: http://cte.dpi.wi.gov/cte_jobshadowing.
Students accepted into the program will meet regularly with the Work-based Learning Coordinator for routine discussions, check-ins, course documentation |
H794 |
Supervised Service Learning |
12 |
|
|
0.5 |
Students interested in making a significant impact in the community may be released for up to three (3) hours per week to volunteer at local non-profit organizations and/or to complete a major service learning project aimed at benefitting the Somerset community. Class time and assignments missed while students are volunteering must be made up on their own time.
To enroll for this program, students must meet with the school Work-based Learning Coordinator at least two weeks prior to the start of the term. The coordinator will assist the student in securing an approved volunteer activity and/or service learning project within the first two weeks of the term.
To complete the course successfully and earn credit, students must complete the required documentation of their experience during the course and volunteer for at least 50 hours per semester. For more information about the program, see the district Work-based Learning Coordinator.
Students accepted into the program will meet regularly with the Work-based Learning Coordinator for routine discussions, check-ins, course documentation and reflections. This course will follow the guidelines set forth in the Wisconsin Future Problem Solvers Community Problem Solving program. |
* College credit may be earned with a "B" or better (WITC transcript). |
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** Food Science may also be taken as a Science elective credit. |
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