2023-2024 Course Standards

Legend

Essential standards (highlighted in green below) are big, powerful ideas that are necessary and essential for students to know to be successful in a course. Essential standards identify the appropriate verb and cognitive process intended for the student to accomplish. Essential standards provide value throughout a student's career, in other courses, and translate to the next level of education or world of work.

Objectives/Indicators (rows not highlighted in green below) provide another level of detail for each Essential Standard.

Adapted or Adopted Course includes essential standards and, in many cases, specific objectives/indicators aligned with business and industry standards and/or criteria for credentials or certifications. The course standards are designed using the Revised Bloom's Taxonomy (RBT). If the POL is a CTE State Assessment, the course is written at the level of the ESSENTIAL STANDARD and assesses the intended outcome of the sum of its objectives/indicators.

The six NC Essential Employability Skills are Communication, Ethics, Problem Solving, Professionalism, Resource Management, and Teamwork. These skills are covered among the course essential standards and objectives/indicators as listed beside each. NC CTE curriculum provides and supports career awareness, career exploration, career development, technical skill development, and career readiness where six Essential Employability Skills are included in CTE Curriculum Standards. CTE builds a career and college ready workforce through the K-12 pipeline and provides a consistent and 'common language' for identification of the six Essential Employability Skills.

Career and Technical Education conducts all activities and procedures without regard to race, color, creed, national origin, gender, or disability. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.

This blueprint has been reviewed by business and industry representatives for technical content and appropriateness for the industry.

Column information

Standard/Obj #: The essential standard is denoted by the digits before the dot; objectives/indicators are indicated by the final 2 digits.
Standard: Essential standard and specific objective/indicator statements per essential standard. Each essential standard statement or specific objective/indicator begins with an action verb and makes a complete sentence when combined with The learner will be able to... Outcome behavior in each essential standard or objective/indicator statement is denoted by the verb plus its object.
Course Weight: Shows the relative importance of each essential standard or objective/indicator. Course weight is used to help determine the percentage of total class time that is spent on each objective/indicator.
RBT Designation: Classification of outcome behavior in essential standards and indicator statements in Dimensions according to the Revised Bloom's Taxonomy:
Cognitive Process Dimension: 1 Remember, 2 Understand, 3 Apply, 4 Analyze, 5 Evaluate, 6 Create.
Knowledge Dimension: A Factual Knowledge, B Conceptual Knowledge, C Procedural Knowledge.

HL21 Biomedical Innovations

Course Type:

Standard/Obj #	Standard/Objective	Course Weight	RBT Designation	Essential Employability Skills
1.00	Understand foundations of bioethics in medical and research setting	16%	B2 Conceptual Knowledge - Understand	-
1.01	Identify and understand bioethical considerations surrounding vaccines and public policy	4%	-	-
1.02	Identify bioethical considerations surrounding the allocation of scarce resources	4%	-	-
1.03	Understand bioethical considerations surrounding research and development using human/clinical trial participants	4%	-	-
1.04	Identify the ethical considerations regarding genetic testing	4%	-	-
2.00	Understand biomedical lab techniques	16%	B2 Conceptual Knowledge - Understand	-
2.01	Identify basic equipment and understand basic principles of working in a lab setting with live cultures	8%	-	-
2.02	Understand lab testing methods for DNA replication	8%	-	-
3.00	Understand the application and use of biomedical equipment	20%	B2 Conceptual Knowledge - Understand	-
3.01	Identify the design, function and applications of developing medical equipment	3%	-	-
3.02	Understand the types of biomedical equipment used and how they are created.	3%	-	-
3.03	Understand repair processes for medical equipment	2%	-	-
3.04	Explain how healthcare technology is different in developing countries.	3%	-	-
3.05	Summarize the impact of technology on prosthetic development.	3%	-	-
3.06	Understand how biomedical equipment help diagnose and treat sleep disorders	3%	-	-
3.07	Understand how biomedical equipment help diagnose and treat addiction	3%	-	-
4.00	Understand neurobiology, biomanufacturing, global health, and medical innovations.	12%	B2 Conceptual Knowledge - Understand	-
4.01	Understand biomanufacturing	3%	-	-
4.02	Identify careers in biomanufacturing	2%	-	-
4.03	Understand biomanufacturing processes	2%	-	-
4.04	Understand how drug products are manufactured	3%	-	-
4.05	Analyze the impact of quality assurances in manufacturing	2%	-	-
5.00	Identify factors that impact global health	16%	B2 Conceptual Knowledge - Understand	-
5.01	Understand how environmental factors impact global health	4%	-	-
5.02	Identify practices for managing medical waste	4%	-	-
5.03	Explain how environmental factors impact diseases	4%	-	-
5.04	Identify disparities in Public Health	4%	-	-
6.00	Analyze biomedical innovations and drug development	20%	B4 Conceptual Knowledge - Analyze	-
6.01	Determine quality of life attributed medical innovations	10%	-	-
6.02	Analyze how medication development has contributed to healthcare	10%	-	-