Curriculum is at the core of any educational endeavor, and the course outline of record plays a central role both internal and external to the California Community College System. This update to the original Academic Senate paper "Components of a Model Course Outline of Record" also incorporates material from the previously published Academic Senate papers "Stylistic Considerations in Writing Course Outlines of Record" and "Good Practices for Course Approvals". In spite of the fact that internal and external standards for courses regularly evolve, this paper offers the curriculum developer a clear framework for the writing of a course outline of record. The paper begins with a broad overview of the development process and then moves to an element by element explanation of the course outline of record itself. For each element, stylistic and practical considerations are provided along with the appropriate citations where such inclusion helps to clarify the regulatory intent to ensure quality. The paper also includes discussion of related topics such as discipline assignment and the potential effects of compressed calendars. The paper concludes with curricular considerations beyond the course outline of record, and a detailed glossary of terms. Chapters are individually referenced. Appended are: (1) Glossary; (2) Section 55002; (3) Course Outline of Record Additional Requirements; (4) Relevant Publication Sources; (5) Resource Links; (6) Course Outline Examples; and (7) Descriptive Terms. (Contains 2 footnotes.).

This three-section document contains the model curriculum standards, program framework, and process guide that will assist schools in California in providing career-vocational education programs that are responsive to a world marketplace characterized by constantly changing technology. The standards and frameworks can be implemented to provide a K-12 sequenced curriculum that is coordinated and articulated to form a total program. The standards address general employability, occupational clusters, job-specific skills, and student leadership skills. In addition, they complement and reinforce the core academic skills that are applicable to each of the career models. The guide's first section, the model program framework, sets forth the broad conceptual components of the program and defines the application of each component. The model curriculum standards section describes in detail the objectives, application, and organization of the model standards. Each standard is organized in a format that includes an initial statement, the standard, and academic core skills enhancement. Standards are provided for children, for explorations, and for specialized fields. The curriculum process guide section provides information on: (1) the curriculum comparison process; (2) using the state model to construct a course outline; (3) using the model curriculum standards to construct a lesson plan; and (4) teacher-developed student materials. Appendices provide: (1) California Basic Educational Data System codes; (2) a program sequence example; (3) sample district course outline; (4) a glossary; and (5) 30 references. (KC)