1. UC a-g Course Outlines: Adding Extra Value to Your Program
Presenters:
Liz Aschenbrenner
Anne Cornell

2. Courses Approved Sierra High School: Pitman High School:
Food & Nutritional Science, d-lab science
Culinary Arts 1, g-elective
Pitman High School:
Child Development, g-elective
Fashion History and Design, g-elective
Careers With Children, g-elective, 2+2

3. Principal Reasons to Consider a-g
Help raise academic expectations within the Home Economics Careers & Technology curriculum.
Add value to HECT courses for graduation requirements.
Encourage college preparatory students to major in HECT/Family Consumer Sciences in college.

4. What are the a-g Admission Requirements?
a- History/Social Science-2years
b-English-4 years
c-Mathematics-3 years (Algebra, Geometry & Algebra II)
d-Laboratory Science-2years (Disciplines of Biology, Chemistry, Physics)
e-Language Other Than English-2years
f-Visual & Performing Arts-1 year
g-College Preparatory Elective-1 year (must be advanced level course)

5. a-g Courses by HECT industry Sector
Education, Child Development and Family Service
212 courses
g-Elective Credit
Fashion and Interior Design
63 courses
f-Visual and Performing Arts
Hospitality, Tourism, and Recreation Sector
41 courses
c-Math (Algebra at your Service) UCCI developed course
d-Laboratory Science (Culinary Chemistry, Food & Nutrition, Nutritional Science)

6. CTE Courses by a-g Subject Area

7. Websites “a-g” Guide website Online Update website
Informational website for everything “a-g,” updating the course list, Career Technical Education (CTE), and online learning
Online Update website
Manage and update course list and school’s information
“a-g” Course List website
View any school’s or program’s course list
HECT Sample UC a-g course outlines
8 HECT sample outlines
Use as necessary to get something submitted early

8. a-g Course List Update Process
a-g course lists must be manually published each year
All updates to your “a-g” course list are submitted using the Online Update website
New courses typically reviewed within 4-6 weeks of submission
Begin updating your course list early!
New readers again this year!

9. Dates & Deadlines
The annual a-g course submission cycle is divided into three phases. All must be submitted by September 15 each year.
Phase #1 Feb-May31 - Submitted courses have up to 2 resubmissions
Phase # 2 June 1-July 31 - Submitted courses have 1 resubmission
Phase #3 Aug 1 – Sept 15 – No resubmissions
Final Deadline Sept 15 – New courses, resubmissions and course list updates

10. Course Submission Doorways web site: www.ucop.edu/doorways/list
Submit using a-g online web site
Passcode protected
Follow UC Doorways Online Update Template
Can be saved and completed in stages
Best to type Catalog Description,
Background Information, Course Description, supplemental Texts in Word first then cut and paste

11. Minimum General Criteria for “College Preparatory” Courses
UC reviews and approves courses meeting the a-g subject requirements for UC and CSU freshman admission
Be academically challenging-primary focus is on the academic content, deemphasize technical
Involve substantial reading and writing with vocabulary of disciplines
Textbook should reflect academic content, not applied
Include problems and laboratory work, as appropriate

12. Minimum General Criteria for “College Preparatory” Courses-continued
Evidence of rigor
Show serious attention to analytical thinking as well as factual content
Develop students’ oral and listening skills
Mission is academic, not technical
Students should challenge themselves
Technology rich courses should emphasize academic content and deemphasize technology

13. Visual and Performing Arts (“f”) Course Requirements
Must be one year in length
Content drawn from California Visual and Performing Arts Content Standards and address ALL component strands:
Artistic Perception
Creative Expression
Historical and Cultural Context
Aesthetic Valuing
Connections, Relationships, and Applications
Technology-based courses use the technology as a tool of artistic expression

14. Elective (“g”) Course Requirements
Elective courses should:
Strengthen general study skills, particularly analytical reading, expository writing, and oral communications
Provide opportunity to begin work that could lead into a university major program of study
Allow experience in new areas of academic discipline
Designed for the 11th and 12th grades OR has an appropriate pre-requisite
Must also meet subject-specific elective criteria

15. Subject-Specific Elective Course Requirements
History
May focus on specific regions, movements, or areas but avoid isolating from larger society
Social science
Content drawn from anthropology, economics, political science, psychology, and/or sociology
English
Substantial reading with extensive practice writing, listening, and speaking
Mathematics
Content drawn from advanced math or computer science

16. Subject-Specific Elective Course Requirements
Laboratory science
Includes laboratory activities
9th and 10th grade courses are acceptable
Language other than English
Pre-requisite of at least 2 years of the language
Visual and performing arts
Address all 5 component strands
Pre-requisite of at least 1 year of coursework
Semester courses are acceptable

17. Tips for Writing A-G Courses
Read the subject area course requirements
Focus on course content
Be specific and detailed
Write to your audience
Presentation is important
Use available tools and resources
Course description templates
Sample courses and other UC-approved courses
Course evaluation guidelines
Trainings and workshops
“a-g” Guide website

18. Brief Course Description
Should include a short paragraph summarizing what the course is about and describing what is covered, focusing primarily on the concepts and topics
Content may be drawn from the Course Outline
Should not be repetitive or identical to other sections

19. Guidelines for Brief Course Description
In the Brief Course Description section, UC is looking for:
A description of the course’s content
Additional tips:
This is the first thing the analyst will read
Draw your content from the Course Outline section
The Brief Course Description and Course Purpose should not be identical and repetitive

20. Context for Course-Required for CTE Courses
Broader educational program and/or reform efforts for the school
How does this course fit into broader departmental and/or pathway structure
Is the course intended to be a core course or supplemental?
What needs are met for student/school/community?

21. History of Course Development
Who was involved in development?
Did you consult with UC admissions or UC professors?
Was course modeled after another course at another school that was UC approved?
How does the course differ from modeled course?
Has course received any special recognitions, designations, or awards?
Has it been articulated with Community College or University?

22. Textbook/Supplemental Materials
Include a list of Primary and Secondary Texts. Make sure to note the books that will be read entirely and those that will be read as excerpts. Online texts or non-standard text materials should include a link to the online text.
Supplemental Materials:
Please describe (each supplemental material). If using online text or non-standard material, please provide the title of the material or webpage and the URL link.
What are the students reading and what other materials are used to support the delivery and understanding of the curriculum?

23. Guidelines for Textbook/ Supplemental Materials
In the Textbook/Supplemental Materials section, UC is looking for:
List of core textbooks
List of key supplemental instructional materials
Evidence that each textbook and supplemental material clearly supports the curriculum
Grade- and content-appropriate text and materials
Ensure that texts are incorporated into the Course Outline
Text should be academic, not technical

24. Course Content/Course Purpose
Should include a brief paragraph summarizing the learning goals, objectives, and student outcomes of the course, emphasizing the “big ideas” in terms of concepts learned, skills developed, and clearly demonstrating why it is important for students to take the course.
Ensure that all standards for the Subject Area is addressed throughout the template.

25. Guidelines for Course Purpose
In the Course Purpose section, UC is looking for:
The course’s “big ideas” encompassing academic content, career-related (if applicable) goals, and habits of mind
The rigor of the course and content
Not a reiteration of state standards
Additional tips:
Be specific to your course and content
Draw content from the course-wide goals and learning objectives
Should be expository, not a list of objectives or standards
The Brief Course Description and Course Purpose should not be identical and repetitive

26. Course Outline & Key Topics
Provide a detailed description of the major themes, topics, concepts, and skills covered in the course, including and linking to the goals and outcomes of each unit.
Depth and breath of each concept and topic should be defined and provide clear evidence of the level of rigor.
Demonstrate the flow of content and progression of student learning.
Use vocabulary for disciplines, not lists

27. Key Assignments/Topics
Process, product, and outcome should be detailed for each Key Assignment, clearly linking to and addressing its corresponding Course Outline unit’s concepts and outcomes.
The level of detail should be such that a teacher at another school/district could replicate the assignment.
Use a variety of different types of activities and projects.
Quality over quantity.

28. Instructional Methods & Strategies
Describe how each motivates, challenges, assists, and/or reinforces student learning and encourages the development of new skills
What methods will be used to teach the course and how do they support the content and student outcomes?

29. Guidelines for Instructional Methods & Strategies
In the Instructional Methods and/or Strategies section, UC is looking for:
The name of the instructional method/strategy
Each instructional method supports the delivery of the curriculum and the learning objectives
When (and why) each strategy is used
Additional tips:
Be specific to your course and content
Use a variety of strategies
A “laundry list” is not acceptable

30. Assessment Methods/Tools
Elaborate how each connects to and assesses the course-wide objectives, expected results, and goals outlined in the Course Purpose.
Briefly identify when each is used.

31. Guidelines for Assessment Methods and/or Tools
In the Assessment Methods and/or Tools section, UC is looking for:
The name of the assessment method/tool
The intent and significance of each assessment
Additional tips:
Be specific to your course and content
Use a variety of assessments
Assessments can be listed by unit or type
Give examples of when each assessment is used
A “laundry list” is not acceptable

32. Notes
Indicate if course is articulated with a Community College or Four Year College

33. HECT Education University of California a-g Admissions Requirements Task Force Meeting, May 8-9, 2014
Consisted of State Staff, Subject Matter Teachers, State University Instructors and Consultation from UC Admissions.
Developed and complete 6 secondary courses to be submitted for State wide UC approval.

34. Courses Submitted Fashion Design, f
Fashion Design, g (Visual & Performing)
Human Development, g (English)
Careers With Children (pre-school), g (English)
Child Development, g (English)
Careers in Education, g(English)
Interior Design, f
Food and Nutrition, g (English)
Food Science, g (English)

35. Contact Information
Liz Aschenbrenner
Anne Cornell