Helpful Hints

For developing and submitting new courses for UC a-g approval

Focus on course content.

1. Emphasize the core knowledge and skills you expect students to learn, including concepts, theory and literature.
2. Recognize that UC is most interested in course content, not in the teaching strategies, assessment methods, or instructional materials used. Provide adequate detail about the content, outlining major themes, topics and sub-topics. Explanation of major assignments, instructional materials, and assessment methods serve primarily to provide additional information about course rigor and content.
3. Design courses that are academically challenging, meet State content standards, and prepare students for the rigors of University study. Such challenging courses tend to require substantial reading and writing, focus on factual content, include problem-solving and analytical thinking, and develop oral and listening skills.
4. For courses that integrate academic and career-related content, provide a full description of the academic content. Discuss how the career-related content is used as a strategy to deepen understanding of theoretical concepts, extend knowledge, or bring the curriculum to life through real-world applications.
5. If you are using a new approach in offering a conventional high school course (i.e., Government through a service-learning orientation, English with a slant toward media), focus on the academic components of the course and mention the new approach as a way to "flavor" the curriculum, extend and deepen learning, and/or provide real-world applications for core knowledge to better engage students in their learning.

Presentation is important.

1. In naming and describing the course, use language that represents its academic nature. Avoid titles that describe instructional tools or strategies. For example, a course in architectural design should be called "Architectural Design," not "CAD." (CAD is simply the technology tool used by the teacher to teach design concepts and by the student to demonstrate understanding)
2. In order to ensure that all pertinent information is included in the course description, use the Course Description Template recommended by UC, or a similar format that includes all essential elements.

Align with academic subjects.

1. If the course is designed as a career pathway or academy class that does not fit into one of the a-g subject areas, collaborate with departmental faculty to ensure that the course includes substantial academic content that meets state standards in the (a-g) subject areas.
2. If you choose to list the department or program in the course description, identify the course according to a discipline specific department (in the a-g subject areas), rather than a career pathway, academy, or other program. For example, biotechnology is better identified as a science course than a technology or health academy course. However, UC is not concerned about the department from which a course is submitted/taught. For example, UC does not care if a dance class is taught in the performing arts or the physical education department, as long as it meets the standards in all five component strands of the VPA standards.

Write to your audience.

1. Just as you advise your students, write to your audience. Recognize that UC is looking for breadth and depth of content, rigor, and evidence of development of essential analytical and critical thinking skills. Focus on the content knowledge of the course.
2. When describing instructional materials, teaching strategies, and assessment methods, describe how the conventional instructional materials (texts, literature), teaching strategies (lecture, direct instruction) and assessment methods (tests, essays, reports) are supplemented by the innovative and/or less conventional instructional materials (source documents, human resources, Internet, videos), teaching strategies (project-based learning, service-learning, internships), and assessment methods (journals, group projects, portfolios).
3. If appropriate, provide a context for the course so that UC course reviewers understand how the course fits into broader school reform efforts, meets students' needs, etc.
4. Avoid subject specific, career-related, or educational jargon.

Take advantage of available assistance.

1. Become familiar with all aspects of the UC a-g subject area requirements available on the Internet.
2. UC is willing to offer consultation to you during the course development process. Take advantage of this offer and request feedback on courses early in the development process and well prior to submission for approval. Such requests can be sent to member(s) of the Cadre of Experts.
3. Seek advice from teachers, counselors, and administrators at other schools and districts that have successfully developed similar courses and received a-g certification.
4. Use the e-mail link provided at the top of the Frequently Asked Questions (FAQ) section of the web site to request answers to important questions during the course development and submission process.

Follow guidelines for specific courses.

1. Course descriptions for English courses should always include (a) a detailed reading list, noting which works are required and which are optional, which are read in their entirety, and which read in part, and (b) the number, length, and type of writing assignments.
2. Course descriptions for Lab Science courses should always a brief description of laboratory experiments. Description should include what is done in the lab, how it is done and the expected results. A list is not sufficient.
3. Course descriptions for Visual and Performing Arts (VPA) courses should use the five (5) component strands of the state VPA content standards as an organizer in order to clearly demonstrate how the course meets specific standards. The standards should be evident in the learning objectives, course outline, key assignments and assessments. The state standards should "jump out" at the reader, making it easy to discern how each standard is met. You may choose to cite specific standards by number.
4. Speech/Debate, Journalism, and Creative Writing courses are acceptable for the college preparatory elective area if they include substantial reading and writing. The course should include expository writing in addition to speech writing, journalistic writing, or creative writing, respectively.
5. Journalism courses will be able to be reviewed more fully if they include information about: (a) prerequisites (i.e., English and/or other journalism courses); (b) the extent of research expected; (c) the amount and type of writing for ALL students; (d) the skills expected to be developed by students; (e) an explanation of "production" or "publication" work; and (f) the degree to which "production" work is expected to be completed outside of regular class time.
6. Religion & Ethics courses are acceptable for the college preparatory elective area as long as they (1) treat the study of religion or ethics from the standpoint of scholarly inquiry rather than in a manner limited to one denomination or viewpoint, and (2) do not include among its primary goals the personal religious growth of the student. Reading lists for these courses should be eclectic.
7. Design courses in the visual arts (i.e., architectural design, graphic design, fashion design, etc.) might be acceptable for the visual and performing arts (VPA) requirement if they adequately meet all five strand areas of the state VPA content standards. In order to be acceptable, they must focus substantially on the elements of art and principles of design and should emphasize the aesthetics embedded in the discipline rather than the technical aspects of the discipline.  Please refer to the Design Course Resources on this web site.
8. Media and Multimedia courses (including video production, animation, and others) might be acceptable for the visual and performing arts (VPA) requirement if they adequately meet all five strand areas of the state VPA content standards. These courses are often rich in technology applications. Use of technology is fine as long as it is used as a tool with which students can express themselves artistically (i.e., as a paintbrush would be used in a painting course). In other words, to be acceptable the course must be primarily an arts course, not primarily a technology course.  Please refer to the Design Course Resources on this web site.