College, Career, and Consumerism via Computer LIteracy (C4)
Instructor: Conni Carr, Room D104, conni.carr@venturausd.org;
Instructor: Kristen Pelfrey, Room G105, kristen.pelfrey@venturausd.org
C4 Website
College, Career and Consumerism via Computer Literacy blends a curriculum of college, career and consumer readiness with an applied education in a variety of computer technology concepts, tools and skills.
Students use surveys, research and self-reflection to identify who they are, what they want and how to reach their goals. An investigation into careers from among the 16 Career & Technical Education clusters pervades the year through online research, video and guest speaker opportunities. Students share their findings using tools of the Google, Office and Adobe Creative Suite as well as learn the basics of HTML, CSS, and C++ code in producing projects individually, in partners and in small groups. Additional hands-on units include an exploration of engineering and robotics through the completion of a series of littleBits and Arduino-based projects. A final product includes an extensive 10 year plan with identified educational, career and life goals.
This is a streamlined, year-long blend of College and Career Seminar, Computer Applications and Exploring Computer Science. Activities focused on the 8 strands delineated below are inter-woven throughout the year to emphasize the relationships between them and to provide relevance and motivation for all students.
Strand 1: Career Exploration and Readiness
Strand 2: Community Service Exploration
Strand 3: College Exploration and Readiness
Strand 4: Consumerism and Personal Finance
Strand 5: Creativity and Construction
Strand 6: Coding and Computer Science
Strand 7: Character and School Culture
Strand 8: Communication Skills
Instructor: Kristen Pelfrey, Room G105, kristen.pelfrey@venturausd.org
C4 Website
College, Career and Consumerism via Computer Literacy blends a curriculum of college, career and consumer readiness with an applied education in a variety of computer technology concepts, tools and skills.
Students use surveys, research and self-reflection to identify who they are, what they want and how to reach their goals. An investigation into careers from among the 16 Career & Technical Education clusters pervades the year through online research, video and guest speaker opportunities. Students share their findings using tools of the Google, Office and Adobe Creative Suite as well as learn the basics of HTML, CSS, and C++ code in producing projects individually, in partners and in small groups. Additional hands-on units include an exploration of engineering and robotics through the completion of a series of littleBits and Arduino-based projects. A final product includes an extensive 10 year plan with identified educational, career and life goals.
This is a streamlined, year-long blend of College and Career Seminar, Computer Applications and Exploring Computer Science. Activities focused on the 8 strands delineated below are inter-woven throughout the year to emphasize the relationships between them and to provide relevance and motivation for all students.
Strand 1: Career Exploration and Readiness
Strand 2: Community Service Exploration
Strand 3: College Exploration and Readiness
Strand 4: Consumerism and Personal Finance
Strand 5: Creativity and Construction
Strand 6: Coding and Computer Science
Strand 7: Character and School Culture
Strand 8: Communication Skills
DTech Survey
Instructor: Kurt Miller, Room I-105, kurt.miller@venturausd.org
Website: This one
DTech Survey is a course at Foothill Technology High School that offers students an opportunity to use critical thinking, design, entrepreneurship, and prototyping skills to help solve major problems in society. The course is required for all students who wish to be enrolled in the DTech Pathway at Foothill. Students in the course will use modern tools and techniques used in industry to both build and sell their ideas.
The methodology underpinning the class is called design thinking, which is the process of 1) identifying a problem, 2) understanding the audience (empathy), 3) quickly brainstorming ways to solve that problem based on an understanding of the audience, 4) building prototypes, 5) testing the prototype, and 6) refining the product based on testing phase. Students will use tools like 3D printers, laser cutters, CNC machines, microcontrollers, and coding programs to solve problems generated from the design thinking methodology. Towards the end of the course, students will be participating in the Aspire3 Business Competition where they will build prototypes, write a business plan, and pitch their ideas to a panel of expert judges from the world of entrepreneurship. Throughout the course the students will also use social media and blogging tools to publish their work.
Website: This one
DTech Survey is a course at Foothill Technology High School that offers students an opportunity to use critical thinking, design, entrepreneurship, and prototyping skills to help solve major problems in society. The course is required for all students who wish to be enrolled in the DTech Pathway at Foothill. Students in the course will use modern tools and techniques used in industry to both build and sell their ideas.
The methodology underpinning the class is called design thinking, which is the process of 1) identifying a problem, 2) understanding the audience (empathy), 3) quickly brainstorming ways to solve that problem based on an understanding of the audience, 4) building prototypes, 5) testing the prototype, and 6) refining the product based on testing phase. Students will use tools like 3D printers, laser cutters, CNC machines, microcontrollers, and coding programs to solve problems generated from the design thinking methodology. Towards the end of the course, students will be participating in the Aspire3 Business Competition where they will build prototypes, write a business plan, and pitch their ideas to a panel of expert judges from the world of entrepreneurship. Throughout the course the students will also use social media and blogging tools to publish their work.
Intro to Programming I&II
Instructor: Conni Carr, Room D-104, conni.carr@venturausd.org
Intro to Programming Website
This course covers fundamentals, structured programming, and concepts of object-oriented design. A high-level programming language is used to teach computational thinking, computer science concepts and applied programming skills. The curriculum covers the basic components, syntax, and semantics of C++. The concepts of algorithm development, choosing data and control structures, providing documentation, concepts of structured programming, and use of arrays and pointers are introduced. Future development trends, ethics in computing and other current topics are considered.
This course qualifies for the UC/CSU subject "G" - College-Preparatory Elective.
This course is articulated with CSM10A at Moorpark College, which is a UC/CSU transferable, 4 semester unit course in the subject area of computer science.
Intro to Programming Website
This course covers fundamentals, structured programming, and concepts of object-oriented design. A high-level programming language is used to teach computational thinking, computer science concepts and applied programming skills. The curriculum covers the basic components, syntax, and semantics of C++. The concepts of algorithm development, choosing data and control structures, providing documentation, concepts of structured programming, and use of arrays and pointers are introduced. Future development trends, ethics in computing and other current topics are considered.
This course qualifies for the UC/CSU subject "G" - College-Preparatory Elective.
This course is articulated with CSM10A at Moorpark College, which is a UC/CSU transferable, 4 semester unit course in the subject area of computer science.
AP 2D Art
Instructor: Justin Frazier, Room D-105, justin.frazier@venturausd.org
Instructor: Cameron Crouch, Room G-104, cameron.crouch@venturausd.org
AP Art Website
The AP Studio Art portfolios are designed for students who are seriously interested in the practical experience of art. AP Studio Art is not based on a written exam; instead, students submit portfolios for evaluation at the end of the school year. Although the AP Studio Art Program consists of three portfolios—2-D Design, 3-D Design, and Drawing, students may choose to submit a 2-D Design or Drawing portfolio.
Students will be expected to produce 24 works of art in a variety of media, techniques, and subject matter. During the first semester, students will be given required assignments specific to the portfolio due at the end of each quarter.
Portfolios are reviewed every quarter. At the end of the first quarter students will conduct the portfolio evaluations, at the semester students and the instructor evaluate the portfolios. Prior to sending in portfolios to AP College Board, a mock AP reading using the College Board rubric will be conducted to evaluate the work.
It is expected that all AP Art students will turn in a completed portfolio for AP College Board review.
Instructor: Cameron Crouch, Room G-104, cameron.crouch@venturausd.org
AP Art Website
The AP Studio Art portfolios are designed for students who are seriously interested in the practical experience of art. AP Studio Art is not based on a written exam; instead, students submit portfolios for evaluation at the end of the school year. Although the AP Studio Art Program consists of three portfolios—2-D Design, 3-D Design, and Drawing, students may choose to submit a 2-D Design or Drawing portfolio.
Students will be expected to produce 24 works of art in a variety of media, techniques, and subject matter. During the first semester, students will be given required assignments specific to the portfolio due at the end of each quarter.
Portfolios are reviewed every quarter. At the end of the first quarter students will conduct the portfolio evaluations, at the semester students and the instructor evaluate the portfolios. Prior to sending in portfolios to AP College Board, a mock AP reading using the College Board rubric will be conducted to evaluate the work.
It is expected that all AP Art students will turn in a completed portfolio for AP College Board review.
AP Computer Science
Instructor: Mrs. Conni Carr, Room D104, conni.carr@venturausd.org
AP Computer Science Website
“Computer Science A emphasizes object-oriented programming methodology with an emphasis on problem solving and algorithm development and is meant to be the equivalent of a first-semester [college] course in computer science. It also includes the study of data structures and abstraction.” – College Board
This course qualifies for the UC/CSU subject "G" - College-Preparatory Elective.
This is an introductory programming course based upon a college-level curriculum as approved by the College Board. Students who pass the AP exam with a 3 or higher can qualify for college credit of variable amounts at a variety of colleges and universities.
Exam | Tuesday, June 5, 2018 at noon @ VUSD District Office
Fees | $94 per test | Pay in Student Store from early Feb to late March
Get Fee Waiver Form from Ms. Blackler for free/reduced lunch students or PFSO scholarship consideration
The exam consists of a 90-minute portion with 40 multiple choice questions worth 40 points ( lots of code tracing ) and a 90-minute portion with 4 free response questions worth 40 points.
AP Computer Science Website
“Computer Science A emphasizes object-oriented programming methodology with an emphasis on problem solving and algorithm development and is meant to be the equivalent of a first-semester [college] course in computer science. It also includes the study of data structures and abstraction.” – College Board
This course qualifies for the UC/CSU subject "G" - College-Preparatory Elective.
This is an introductory programming course based upon a college-level curriculum as approved by the College Board. Students who pass the AP exam with a 3 or higher can qualify for college credit of variable amounts at a variety of colleges and universities.
Exam | Tuesday, June 5, 2018 at noon @ VUSD District Office
Fees | $94 per test | Pay in Student Store from early Feb to late March
Get Fee Waiver Form from Ms. Blackler for free/reduced lunch students or PFSO scholarship consideration
The exam consists of a 90-minute portion with 40 multiple choice questions worth 40 points ( lots of code tracing ) and a 90-minute portion with 4 free response questions worth 40 points.
Capstone: Honors Entrepreneurship and Innovation
This is an entrepreneurship course utilizing business, self-employment, marketing, sales and services concepts. The course is designed to prepare students for a higher likelihood of success in any career field since knowledge of entrepreneurship is universally applicable to all fields. The applications throughout the course allow students to see the connection of entrepreneurship towards a real-world environment. This course is the first part of a pathway sequence with an entrepreneurship or business/finance theme. The Entrepreneurship course is designed to promote entrepreneurial literacy among high school students via Common Core-based learning and assessments. Students will experience education in a project based learning environment and will have an opportunity to bond with other students, teachers, plus with entrepreneurs in the community. Students will engage in higher-order theory, analysis, and interpretation, including applying new knowledge and understanding to their own business plan. They will apply financial principles and practices, analyze characteristics of successful businesses, and develop all marketing tools for their business such as logos, advertising flyers, promotional films or commercials, and business cards. Students will utilize smart business practices such as surveys, good record keeping, and budget development. Students will not only learn about starting a small business, but they will reinforce other academic foundation skills in English, Math and Social Science.