VoCATS
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Agricultural Education
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Special thanks to the following educators and business people who
reviewed and approved this blueprint
for technical content and appropriateness for the industry. Mr. Billy Ray Askew, Northside High School |
Shown on the blueprint are the units of instruction, the core competencies in each unit, and the specific objectives for each competency. The blueprint illustrates the recommended sequence of units and competencies and the cognitive and performance weight of the objective within the course.
The blueprint is intended to be used by teachers in planning the course of work for the year, preparing daily lesson plans, and constructing instructionally valid assessments.
For additional information about this blueprint, contact program area staff. For additional information about the VoCATS Competency Achievement Tracking System, contact program area staff or VoCATS, Workforce Development, Division of Instructional Services, North Carolina Department of Public Instruction, 301 North Wilmington Street, Raleigh, North Carolina 27601-2825, 919/715-1674, email: rwelfare@dpi.state.nc.us.
| No. | Heading | Column Information |
|---|---|---|
| 1 |
Comp # Obj.# |
Comp=Competency number (three digits); Obj.=Objective number (competency number plus two-digit objective number). |
| 2 |
Unit Titles/Competency and Objective Statements |
Statements of unit titles, competencies per unit, and specific objectives per competency. Each competency statement or specific objective begins with an action verb and makes a complete sentence when combined with the stem "The learner will be able to..." (The stem appears once in Column 2). Outcome behavior in each competency/objective statement is denoted by the verb plus its object. |
| 3 | Time | Space for teachers to calculate time to be spent on each objective based on the course blueprint, their individual school schedule and the students' performance on preassessments. |
| 4&5 |
Course Weight
Cognitive Performance |
Shows the relative importance of each objective, competency, and
unit. Weight is broken down into two
components: cognitive and performance. Add the cognitive and
performance weights
shown for an objective in columns 4 and 5 to determine its total
course weight.
Course weight is used to help determine the percentage of total
class time that
is spent on each objective. The VoCATS Annual Planning Calendar
shows how to use
the course weight to determine the approximate number of days to
be devoted to
each objective.
The breakdown in columns 4 and 5 indicates the relative amount of class time that should be devoted to cognitive and performance activities as part of the instruction and assessment of each objective. Objectives and performance weight should include performance additives as part of instruction and assessment. |
| 6 | Type Behavior | Classification of outcome behavior in competency and objective statements. (C=Cognitive ; P=Psychomotor; A=Affective). |
| 7 |
Integrated Skill Area |
Shows links to other academic areas. Integrated Skills codes: A=Arts; C=Communications; CD=Career Development; CS=Information/Computer Skills; H=Health and Safety; M=Math; SC=Science; SS=Social Studies. |
| 8 |
Core Supp |
Designation of the competencies and objectives as Core or Supplemental. Competencies and objectives designated Core must be included in the yearly calendar of work. |
| Comp.# Obj.# |
Unit Titles/Competency and Objective Statements (The learner will be able to:) |
Time | Course Weight Cognitive |
Course Weight Performance |
Type Behavior | Integrated Skill Area | Core Supp |
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
| 100% | |||||||
| Total Course Weight | 76% | 24% | |||||
| A | DEVELOPING PERSONAL LEADERSHIP QUALITIES | 18% | |||||
| 001.00 | Determine who and what is leadership. | 4% | |||||
| 001.01 | Analyze leadership and the traits of good leaders. | 2% | C3 | C | Core | ||
| 001.02 | Determine misconceptions about leadership. | 2% | C3 | C | Core | ||
| 002.00 | Develop personal responsibility in leadership. | 6% | |||||
| 002.01 | Assess personal responsibility. | 2% | C3 | C | Core | ||
| 002.02 | Determine problems associated with irresponsibility. | 2% | C3 | C | Core | ||
| 002.03 | Determine how to become a responsible person. | 2% | C3 | C | Core | ||
| 003.00 | Investigate ethics for a good agricultural leader. | 4% | |||||
| 003.01 | Analyze ethics and the values of an ethical leader. | 2% | C3 | C | Core | ||
| 003.02 | Relate the challenges in being ethical and gaining ethical values. | 2% | C3 | C | Core | ||
| 004.00 | Investigate social behavior necessary for a good agricultural leader. | 4% | |||||
| 004.01 | Analyze social behavior and the proper guidlines for social behavior. | 2% | C3 | C | Core | ||
| 004.02 | Determine proper social behavior traits. | 2% | C3 | C | Core | ||
| Comp.# Obj.# |
Unit Titles/Competency and Objective Statements (The learner will be able to:) |
Time | Course Weight Cognitive |
Course Weight Performance |
Type Behavior | Integrated Skill Area | Core Supp |
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
| B. | GROWING INTERPERSONAL RELATIONSHIPS | 16% | 14% | ||||
| 005.00 | Develop one-on-one communication skills for a leader. | 6% | 8% | ||||
| 005.01 | Examine the process of communication and methods of effectively using feedback. | 2% | C3 | C | Core | ||
| 005.02 | Examine ways to reduce interference in communication. | 2% | C3 | C | Core | ||
| 005.03 | Determine how to be a good listener. | 2% | C3 | C | Core | ||
| 005.04 | Write a business letter and resume. | 8% | C3P | C | Core | ||
| 006.00 | Develop non-verbal communication necessary for a leader. | 4% | |||||
| 006.01 | Investigate non-verbal communication including the various types used by people. | 2% | C3 | C | Core | ||
| 006.02 | Interpret non-verbal clues used by people. | 2% | C3 | C | Core | ||
| 007.00 | Develop people skills necessary for agricultural leadership. | 4% | |||||
| 007.01 | Determine the importance of people skills and the personality styles in people. | 2% | C3 | C | Core | ||
| 007.02 | Contrast positive characteristics to uphold when working with people with personal conflict. | 2% | C3 | C | Core | ||
| 008.00 | Practice keeping commitments necessary for agricultural leadership. | 2% | 6% | ||||
| 008.01 | Explain the importance of keeping commitments. | 2% | C2 | C | Core | ||
| 008.02 | Create a "to-do" list and a daily and weekly planner. | 6% | C3P | C | Core |
| Comp.# Obj.# |
Unit Titles/Competency and Objective Statements (The learner will be able to:) |
Time | Course Weight Cognitive |
Course Weight Performance |
Type Behavior | Integrated Skill Area | Core Supp |
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
| C. | NURTURING GROUP LEADERSHIP | 42% | 10% | ||||
| 009.00 | Develop agricultural leadership roles and behavior | 5% | |||||
| 009.01 | Compare the two types of leadership roles. | 2% | C3 | C | Core | ||
| 009.02 | Analyze the four categories of leadership styles. | 3% | C3 | C | Core | ||
| 010.00 | Apply systems thinking to agricultural leadership development. | 7% | |||||
| 010.01 | Explain systems thinking as it relates to agricultural leadership. | 2% | C2 | C | Core | ||
| 010.02 | Contrast models of organizational leadership. | 3% | C3 | C | Core | ||
| 010.03 | Analyze techniques for team building and performances as they relate to agricultural leadership. | 2% | C3 | C | Core | ||
| 011.00 | Assess personal mastery principles as they relate to agricultural leadership development. | 7% | |||||
| 011.01 | Recognize personal strengths and limitations as they relate to becoming a good agricultural leader. | 2% | C3 | C | Core | ||
| 011.02 | Analyze Maslow's hierarchy of human needs as it relates to leadership development. | 3% | C3 | C/SC | Core | ||
| 011.03 | Analyze motivation necessary for a leader as it relates to perception, judgment, and groups. | 2% | C3 | C | Core | ||
| 012.00 | Determine perceptions necessary for agricultural leadership. | 4% | |||||
| 012.01 | Compare perceptual limitations and generalizations as they relate to agricultural leadership. | 2% | C3 | C | Core | ||
| 012.02 | Determine how perceptions affect group building. | 2% | C3 | C | Core | ||
| 013.00 | Develop agricultural leadership by speaking in public. | 2% | 6% | ||||
| 013.01 | Analyze the importance of public speaking and the characteristics of a good public speaker. | 2% | C3 | C | Core | ||
| 013.02 | Present the Creed as it relates to the leadership organization. | 5% | C3P | C | Core | ||
| 014.00 | Develop agricultural leadership through the leadership organization. | 6% | |||||
| 014.01 | Assess the leadership opportunities available in the leadership organization, including SAE, WEA, campus, conferences, scholarships, and travel. | 3% | C3 | C | Core | ||
| 014.02 | Demonstrate a knowledge of agricultural tools as determined by the leadership organization. | 3% | C3 | CD | Core | ||
| 015.00 | Develop agricultural leadership through the history of the leadership organization. | 11% | 4% | ||||
| 015.01 | Describe an accurate history of the leadership organization from 1928 to the present. | 3% | C3 | C | Core | ||
| 015.02 | State the leadership organization's mission, and structure. | 3% | C3 | C | Core | ||
| 015.03 | Determine the leadership organization's four types of membership. | 1% | C3 | C | Core | ||
| 015.04 | Describe the leadership organization's emblem, colors, and motto. | 4% | C3 | C | Core | ||
| 015.05 | Conduct the leadership organization's opening and closing ceremonies, including the Pledge of Allegiance. | 4% | C3P | C | Core |
#### Agricultural
Leadership I Course Curriculum
This page (http://www.ces.ncsu.edu/plymouth/aee/agLdrshp1Blueprint.html) was created by Benjamin D. Forrest, III, Eastern Region Agricultural Education Coordinator, and Bruce A. Emmons, Area Specialized Agent, Information Management on October 10, 2001
Last revised November 12, 2001.