51220. The adopted course of study for grades 7 to 12, inclusive,
shall offer courses in the following areas of study:
(a) English, including knowledge of and appreciation for
literature, language, and composition, and the skills of reading,
listening, and speaking.
(b) Social sciences, drawing upon the disciplines of anthropology,
economics, geography, history, political science, psychology, and
sociology, designed to fit the maturity of the pupils. Instruction
shall provide a foundation for understanding the history, resources,
development, and government of California and the United States of
America; instruction in our American legal system, the operation of
the juvenile and adult criminal justice systems, and the rights and
duties of citizens under the criminal and civil law and the State and
Federal Constitutions; the development of the American economic
system, including the role of the entrepreneur and labor; the
relations of persons to their human and natural environment; eastern
and western cultures and civilizations; human rights issues, with
particular attention to the study of the inhumanity of genocide,
slavery, and the Holocaust, and contemporary issues.
(c) Foreign language or languages, beginning not later than grade
7, designed to develop a facility for understanding, speaking,
reading, and writing the particular language.
(d) Physical education, with emphasis given to physical activities
that are conducive to health and to vigor of body and mind, as
required by Section 51222.
(e) Science, including the physical and biological aspects, with
emphasis on basic concepts, theories, and processes of scientific
investigation and on the place of humans in ecological systems, and
with appropriate applications of the interrelation and
interdependence of the sciences.
(f) Mathematics, including instruction designed to develop
mathematical understandings, operational skills, and insight into
problem-solving procedures.
(g) Visual and performing arts, including dance, music, theater,
and visual arts, with emphasis upon development of aesthetic
appreciation and the skills of creative expression.
(h) Applied arts, including instruction in the areas of consumer
and homemaking education, industrial arts, general business
education, or general agriculture.
(i) Career technical education designed and conducted for the
purpose of preparing youth for gainful employment in the occupations
and in the numbers that are appropriate to the personnel needs of the
state and the community served and relevant to the career desires
and needs of the pupils.
(j) Automobile driver education, designed to develop a knowledge
of the provisions of the Vehicle Code and other laws of this state
relating to the operation of motor vehicles, a proper acceptance of
personal responsibility in traffic, a true appreciation of the
causes, seriousness and consequences of traffic accidents, and to
develop the knowledge and attitudes necessary for the safe operation
of motor vehicles. A course in automobile driver education shall
include education in the safe operation of motorcycles.
(k) Other studies as may be prescribed by the governing board.
51220.1. In addition to the requirements specified in subdivision
(j) of Section 51220, automobile driver education shall be designed
to develop a knowledge of the dangers involved in consuming alcohol
or drugs in connection with the operation of a motor vehicle.
51220.2. (a) For purposes of subdivision (b) of Section 51220,
"instruction in our American legal system, the operation of the
juvenile and adult criminal justice systems, and the rights and
duties of citizens under the criminal and civil law and the State and
Federal Constitutions" may include participation in a teen court or
peer court program as described in subdivision (b).
(b) A teen court or peer court program shall include each of the
following components:
(1) Adjudicates nonviolent misdemeanor offenses committed by
pupils in which both the defendant and the defendant's parents agree
to participate in the teen court or peer court proceedings and agree
to abide by the teen court's or peer court's ruling.
(2) Uses other pupils as jurors, district attorney, counsel for
the defense, bailiff, and court clerk.
(3) Operates in cooperation with the court, probation department,
district attorney, and public defender.
51220.4. For purposes of subdivision (j) of Section 51220, a course
in automobile driver education shall include, but is not limited to,
education regarding the rights and duties of a motorist as those
rights and duties pertain to pedestrians and the rights and duties of
pedestrians as those rights and duties pertain to traffic laws and
traffic safety.
51220.5. (a) The Legislature finds and declares the following:
(1) The family is our most fundamental social institution and the
means by which we care for, prepare, and train our children to be
productive members of society.
(2) Social research shows increasingly that the disintegration of
the family is a major cause of increased welfare enrollment, child
abuse and neglect, juvenile delinquency, and criminal activity.
(3) The lack of knowledge of parenting skills and the lack of
adequate preparation to assume parental responsibilities are not only
major causes of family disintegration, but also contribute
substantially to the disastrous consequences of teen pregnancy.
(4) Because the state government bears much of the economic and
social burden associated with the disintegration of the family in
California, the state has a legitimate and vital interest in
adequately preparing its residents for parenthood.
(b) The Legislature recognizes that the public education system is
the most efficient and effective means to educate the populace on a
large-scale basis, and intends, therefore, to use the public
education system to ensure that each California resident has an
opportunity to acquire knowledge of parenting skills prior to
becoming a parent. That knowledge should include, at a bare minimum,
all of the following:
(1) Child development and growth.
(2) Effective parenting.
(3) Prevention of child abuse.
(4) Nutrition.
(5) Household finances and budgeting.
(6) Personal and family interaction and relations.
(7) Methods to promote self-esteem.
(8) Effective decisionmaking skills.
(9) Family and individual health.
(c) Commencing with the 1995-96 fiscal year, the adopted course of
study for grade 7 or 8 shall include the equivalent content of a
one-semester course in parenting skills and education. All pupils
entering grade 7 on or after July 1, 1995, shall be offered that
course or its equivalent content during grade 7 or 8, or both. On or
before January 1, 1995, the State Department of Education shall
supply, to each school district that includes a grade 7 or 8, a
sample curriculum suitable either for implementation as a stand-alone
one-semester course or for incorporation within identified existing
required or optional courses, with content designed to develop a
knowledge of topics including, but not limited to, all of the
following:
(1) Child growth and development.
(2) Parental responsibilities.
(3) Household budgeting.
(4) Child abuse and neglect issues.
(5) Personal hygiene.
(6) Maintaining healthy relationships.
(7) Teen parenting issues.
(8) Self-esteem.
A district that implements the curriculum set forth in this
subdivision in a stand-alone required course may exempt a pupil from
the course if the pupil requests the exemption and satisfactorily
demonstrates mastery of the course content. The district shall
determine the method by which a pupil may demonstrate this mastery.
(d) Commencing with the 1993-94 fiscal year, community college
districts may offer, to interested individuals, noncredit
fee-supported courses in parenting skills and education as described
in subdivision (c).
(e) This section is not intended to replace existing courses that
accomplish the intent of this section. School districts may meet the
requirements of this section with existing courses of study offered
in any of grades 6 to 9, inclusive, that includes the course contents
identified in subdivision (c). When the parenting skills and
education curriculum is incorporated within courses other than
consumer and home economics courses, these courses are not subject to
the curricular standards specified in Section 2 of Chapter 775 of
the Statutes of 1989 or in the consumer and home economics education
model performance standards and framework. Teachers of courses other
than consumer and home economics that incorporate parenting skills
and education are not required to meet the qualifications specified
for teachers of consumer and home economics.
(f) This section shall become operative only if a funding source
is identified by the Superintendent of Public Instruction for the
purposes of this section on or before January 1, 1995.
(g) The Superintendent of Public Instruction shall identify the
funding source for this section from existing resources or private
resources, or both, that may be available for the purposes of this
section. The superintendent shall notify school districts when
sufficient funds have been identified and are allocated to cover all
costs relating to the operation of this section.
51220.6. (a) Notwithstanding any other provision of law, a private
school is not required to offer courses in driver education or driver
training.
(b) This section shall not be construed to require a private
school to offer automobile driver education that meets the
requirements of this chapter unless the private school requests the
Department of Motor Vehicles to issue a certificate of satisfactory
completion form.
(c) For purposes of subdivision (j) of Section 51220, Section
51220.1, and subparagraph (A) of paragraph (3) of subdivision (a) of
Section 12814.6 of the Vehicle Code, the satisfactory completion by a
pupil of an Internet-based, correspondence, or other
distance-learning course in automobile driver education offered by a
private secondary school satisfies the driver education instructional
requirements of those provisions and the Department of Motor
Vehicles shall issue certificates of satisfactory completion forms if
all of the following conditions are met:
(1) The private secondary school has a current affidavit or
statement on file in compliance with Section 33190.
(2) The private secondary school utilizes the Department of Motor
Vehicles' driver education curriculum developed under subdivision (f)
of former Section 12814.8 of the Vehicle Code for providing the
automobile driver education course, or the private school certifies
to the Department of Motor Vehicles that the curriculum used is
educationally equivalent to the Department of Motor Vehicles'
curriculum.
(3) All certificates issued to a private school by the Department
of Motor Vehicles shall remain under the exclusive control of that
school. A school shall only issue a certificate to a student who is
enrolled in the private school, and has successfully completed a
driver education course offered by that school.
(4) All course curriculums contain the school name, school
address, and telephone number.
(5) Internet web pages or CD courses are reasonably secure and
protected from unauthorized access, modifications, or extraction of
confidential data.
(6) Test questions for Internet and CD courses are secured and
randomly extracted to safeguard from copying.
51221. Instruction required by subdivision (b) of Section 51220 in
the area of study of social sciences shall also provide a foundation
for understanding the wise use of natural resources.
51221.3. (a) Instruction in the area of social sciences, as
required pursuant to subdivision (b) of Section 51220, may include
instruction on World War II and the American role in that war. The
Legislature encourages that this instruction include, but not be
limited to, a component drawn from personal testimony, especially in
the form of oral or video history, if available, of American soldiers
who were involved in World War II and those men and women who
contributed to the war effort on the homefront. The oral histories
used as part of the instruction regarding World War II shall
exemplify the personal sacrifice and courage of the wide range of
ordinary citizens who were called upon to participate. The oral
histories shall contain the views and comments of their subjects
regarding the reasons for American participation in the war and the
actions taken to end the war in the Pacific. These oral histories
shall also solicit comments from their subjects regarding the
aftermath of the war in Eastern Europe and the former Soviet Union.
(b) The Legislature finds and declares that the current
state-adopted academic content standards already include instruction
on the Korean War and the Vietnam War in the appropriate grade level
consistent with those standards. The Legislature encourages that this
instruction include a component drawn from personal testimony,
especially in the form of oral or video history, if available, of
American soldiers who were involved in those wars.
51221.4. (a) The Legislature encourages instruction in the area of
social sciences, as required pursuant to subdivision (b) of Section
51220, which may include instruction on the Vietnam war including the
"Secret War" in Laos and the role of Southeast Asians in that war.
The Legislature encourages that this instruction include, but not be
limited to, a component drawn from personal testimony, especially in
the form of oral or video history of Southeast Asians who were
involved in the Vietnam war and those men and women who contributed
to the war effort on the homefront. The oral histories used as a part
of the instruction regarding the role of Southeast Asians in the
Vietnam war and the "Secret War" in Laos shall exemplify the personal
sacrifice and courage of the wide range of ordinary citizens who
were called upon to participate and provide intelligence for the
United States. The oral histories shall contain the views and
comments of their subjects regarding the reasons for their
participation in the war. These oral histories shall also solicit
comments from their subjects regarding the aftermath of the war and
the immigration of Southeast Asians to the United States.
(b) This section shall be carried out in a manner that does not
result in any new duties or programs being imposed on the school
district. In that regard, the Legislature finds and declares that
this section does not mandate costs to local agencies or school
districts and that materials used to comply with this section shall
be part of normal curriculum materials purchased by school districts
in their normal course of business and purchasing cycles.
51221.5. For the purposes of this code, the phrase
"vocational-technical education" shall have the same meaning as
"career technical education" as described in subdivision (i) of
Section 51220.
51222. (a) All pupils, except pupils excused or exempted pursuant
to Section 51241, shall be required to attend upon the courses of
physical education for a total period of time of not less than 400
minutes each 10 schooldays. Any pupil may be excused from physical
education classes during one of grades 10, 11, or 12 for not to
exceed 24 clock hours in order to participate in automobile driver
training. Such pupil who is excused from physical education classes
to enroll in driver training shall attend upon a minimum of 7,000
minutes of physical education instruction during such school year.
(b) The governing board of each school district that maintains a
high school and that elects to exempt pupils from required attendance
in physical education courses pursuant to paragraph (1) or (2) or
both of subdivision (b) of Section 51241 shall offer those pupils so
exempted a variety of elective physical education courses of not less
than 400 minutes each 10 schooldays.
51223. Notwithstanding the provisions of Sections 51210 and 51222,
instruction in physical education in an elementary school maintaining
any of grades 1 to 8 shall be for a total period of time of not less
than 200 minutes each 10 schooldays, exclusive of recesses and the
lunch period.
51223.3. (a) During the next revision of the physical education
framework, the state board and the Curriculum Development and
Supplemental Materials Commission shall include self-defense
instruction and safety instruction in that framework for pupils in
grades 7, 8, 9, 11, and 12.
(b) As used in this section:
(1) "Safety instruction" includes, but is not necessarily limited
to, awareness and avoidance of potentially dangerous situations.
(2) "Self-defense instruction" includes, but is not necessarily
limited to, martial arts, boxing, and other defensive techniques.
51224. The governing board of any school district maintaining a
high school shall prescribe courses of study designed to provide the
skills and knowledge required for adult life for pupils attending the
schools within its school district. The governing board shall
prescribe separate courses of study, including, but not limited to, a
course of study designed to prepare prospective pupils for admission
to state colleges and universities and a course of study for career
technical training.
51224.5. (a) The adopted course of study for grades 7 to 12,
inclusive, shall include algebra as part of the mathematics area of
study pursuant to subdivision (f) of Section 51220.
(b) Commencing with the 2003-04 school year and each year
thereafter, at least one course, or a combination of the two courses,
in mathematics required to be completed pursuant to subparagraph (B)
of paragraph (1) of subdivision (a) of Section 51225.3 by pupils
while in grades 9 to 12, inclusive, prior to receiving a diploma of
graduation from high school, shall meet or exceed the rigor of the
content standards for Algebra I, as adopted by the State Board of
Education pursuant to Section 60605.
(c) A pupil who, prior to enrollment in grade 9, completes
coursework in algebra that meets or exceeds the rigor of the content
standards for Algebra I, as adopted by the State Board of Education,
is exempt from subdivision (b), but is not exempt from the
requirement that the pupil complete two courses in mathematics while
enrolled in grades 9 to 12, inclusive, as specified in subparagraph
(B) of paragraph (1) of subdivision (a) of Section 51225.3.
51225.3. (a) A pupil shall complete all of the following while in
grades 9 to 12, inclusive, in order to receive a diploma of
graduation from high school:
(1) At least the following numbers of courses in the subjects
specified, each course having a duration of one year, unless
otherwise specified:
(A) Three courses in English.
(B) Two courses in mathematics.
(C) Two courses in science, including biological and physical
sciences.
(D) Three courses in social studies, including United States
history and geography; world history, culture, and geography; a
one-semester course in American government and civics; and a
one-semester course in economics.
(E) One course in visual or performing arts or foreign language.
For the purposes of satisfying the requirement specified in this
subparagraph, a course in American Sign Language shall be deemed a
course in foreign language.
(F) Two courses in physical education, unless the pupil has been
exempted pursuant to the provisions of this code.
(2) Other coursework requirements adopted by the governing board
of the school district.
(b) The governing board, with the active involvement of parents,
administrators, teachers, and pupils, shall adopt alternative means
for pupils to complete the prescribed course of study that may
include practical demonstration of skills and competencies,
supervised work experience or other outside school experience, career
technical education classes offered in high schools, courses offered
by regional occupational centers or programs, interdisciplinary
study, independent study, and credit earned at a postsecondary
institution. Requirements for graduation and specified alternative
modes for completing the prescribed course of study shall be made
available to pupils, parents, and the public.
(c) Notwithstanding any other provision of law, a school district
shall exempt a pupil in foster care from all coursework and other
requirements adopted by the governing board of the district that are
in addition to the statewide coursework requirements specified in
this section if the pupil, while he or she is in grade 11 or 12,
transfers into the district from another school district or between
high schools within the district, unless the district makes a finding
that the pupil is reasonably able to complete the additional
requirements in time to graduate from high school while he or she
remains eligible for foster care benefits pursuant to state law. A
school district shall notify a pupil in foster care who is granted an
exemption pursuant to this subdivision, and, as appropriate, the
person holding the right to make educational decisions for the pupil,
if any of the requirements that are waived will affect the pupil's
ability to gain admission to a postsecondary educational institution
and shall provide information about transfer opportunities available
through the California Community Colleges.
51225.4. The governing board of each elementary school district
shall certify to the Superintendent of Public Instruction that it has
adopted a policy to implement a course of instruction that
sufficiently prepares the pupils in the district for the course of
study required in Section 51225.3. This certification shall be
submitted to the superintendent at the same time the district submits
its apportionment reports.
51225.5. The governing board of any school district maintaining a
high school may confer honorary high school diplomas upon foreign
exchange students from other countries who have not completed the
course of study ordinarily required for graduation, and who are
returning to their home countries following the completion of one
academic school year in a school district in the state. Honorary high
school diplomas awarded pursuant to this section shall be clearly
distinguishable from the regular diplomas of graduation awarded by
the district.
51226. The Superintendent of Public Instruction shall coordinate
the development, on a cyclical basis, of model curriculum standards
for the course of study required by Section 51225.3 and for a career
technical education course of study necessary to assist school
districts with complying with subdivision (b) of Section 51228. The
superintendent shall set forth these standards in terms of a wide
range of specific competencies, including higher level skills, in
each academic subject area. The superintendent shall review currently
available textbooks in conjunction with the curriculum standards.
The superintendent shall seek the advice of classroom teachers,
school administrators, parents, postsecondary educators, and
representatives of business and industry in developing these
curriculum standards. The superintendent shall recommend policies to
the State Board of Education for consideration and adoption by the
board. The State Board of Education shall adopt these policies no
later than January 1, 1985. However, neither the superintendent nor
the board shall adopt rules or regulations for course content or
methods of instruction.
The superintendent shall, to the extent applicable, incorporate
the integration of career technical and academic education into the
development of curriculum standards for career technical education
courses. The standards for a career technical education course of
study shall be adopted no later than June 1, 2005.
51226.1. (a) Upon adoption of the model curriculum standards
developed pursuant to Section 51226, the Superintendent shall develop
a curriculum framework consistent with criteria set forth in
subdivision (a) of Section 60005 that offers a blueprint for
implementation of career and technical education. The framework shall
be adopted no later than November 1, 2006.
(b) In developing the framework, the Superintendent shall work in
consultation and coordination with an advisory group, including, but
not limited to, representatives from all of the following:
(1) Business and industry.
(2) Labor.
(3) The California Community Colleges.
(4) The University of California.
(5) The California State University.
(6) Classroom teachers.
(7) School administrators.
(8) Pupils.
(9) Parents and guardians.
(10) Representatives of the Legislature.
(11) The department.
(12) The Labor and Workforce Development Agency.
(c) In convening the membership of the advisory group set forth in
subdivision (b), the Superintendent is encouraged to seek
representation broadly reflective of the state population.
(d) Costs incurred by the superintendent in complying with this
section shall be covered, to the extent permitted by federal law, by
the state administrative and leadership funds available pursuant to
the Carl D. Perkins Vocational and Technical Education Act of 1998
(20 U.S.C. Sec. 2301 et seq.).
(e) In developing the framework, the Superintendent shall consider
developing frameworks for various career pathways that will prepare
pupils for both career entry and matriculation into postsecondary
education.
(f) Upon completion of the framework, the advisory group is
encouraged to identify career technical education courses that meet
state-adopted academic content standards and that satisfy high school
graduation requirements and admissions requirements of the
University of California and the California State University, and to
determine the extent to which local educational agencies accept
credit earned for the completion of those courses, in lieu of other
courses of study.
(g) The adoption of the framework developed and adopted pursuant
to this section by a local educational agency shall be voluntary.
51226.2. The Superintendent of Public Instruction shall inform
county offices of education and each school district that maintains
any of grades 6 to 12, inclusive, of the availability of the consumer
and home economics education model performance standards and
framework. The superintendent shall provide a copy of the consumer
and home economics education model performance standards and
framework to each county office of education and school district that
requests one.
51226.3. (a) The State Department of Education shall incorporate,
into publications that provide examples of curriculum resources for
teacher use, those materials developed by publishers of nonfiction,
trade books, and primary sources, or other public or private
organizations, that are age-appropriate and consistent with the
subject frameworks on history and social science that deal with civil
rights, human rights violations, genocide, slavery, and the
Holocaust.
(b) The Legislature encourages the incorporation of survivor,
rescuer, liberator, and witness testimony into the teaching of human
rights, genocide, and the Holocaust.
(c) The Legislature encourages all state and local professional
development activities to provide teachers with content background
and resources to assist in teaching about civil rights, human rights
violations, genocide, slavery, and the Holocaust.
(d) The Legislature encourages all state and local professional
development activities to provide teachers with content background
and resources to assist in teaching about the Great Irish Famine of
1845-50.
(e) The Great Irish Famine of 1845-50 shall be considered in the
next cycle in which the history/social science curriculum framework
and its accompanying instructional materials are adopted.
(f) The Model Curriculum for Human Rights and Genocide adopted by
the State Board of Education, pursuant to Section 51226, shall be
made available to schools in grades 7 to 12, inclusive, as soon as
funding is available for this purpose. In addition, the State
Department of Education shall make the curriculum available on its
Web site.
51226.5. (a) No later than January 1, 1991, the State Board of
Education, with the assistance of the Superintendent of Public
Instruction, shall establish a list of textbooks and other
instructional materials that highlight the contributions of
minorities in the development of California and the United States.
(b) No later than April 1, 1991, the Superintendent of Public
Instruction shall make that list of textbooks and instructional
materials available for use by school districts throughout the state,
and shall submit the list to the Legislature.
(c) The Superintendent of Public Instruction shall incorporate the
textbooks and instructional materials on the list described in
subdivision (a) into the implementation element of the history-social
science framework adopted by the State Board of Education in July
1987, and into the implementation element of the framework adopted by
the State Board of Education for any other subject area for which
those textbooks and instructional materials identify important
minority roles and contributions.
51226.6. (a) The State Department of Education shall develop and
adopt a model curriculum framework for driver education and training
that incorporates the rules and regulations adopted by the State
Board of Education relating to driver education pursuant to Sections
41905 and 51850, and that is directed to preparing student drivers
for compliance with paragraph (4) of subdivision (a) of Section
12814.6 of the Vehicle Code.
(b) The State Department of Education shall not be required to
comply with the requirements of subdivision (a) unless federal
funding is available to defray the cost of developing and adopting
the model curriculum framework for driver training and education.
51228. (a) Each school district maintaining any of grades 7 to 12,
inclusive, shall offer to all otherwise qualified pupils in those
grades a course of study fulfilling the requirements and
prerequisites for admission to the California public institutions of
postsecondary education and shall provide a timely opportunity to
each of those pupils to enroll within a four-year period in each
course necessary to fulfill those requirements and prerequisites
prior to graduation from high school.
(b) Each school district maintaining any of grades 7 to 12,
inclusive, shall offer to all otherwise qualified pupils in those
grades a course of study that provides an opportunity for those
pupils to attain entry-level employment skills in business or
industry upon graduation from high school. Districts are encouraged
to provide all pupils with a rigorous academic curriculum that
integrates academic and career skills, incorporates applied learning
in all disciplines, and prepares all pupils for high school
graduation and career entry.
(c) A school district that adopts a required curriculum that meets
or exceeds the model standards developed and adopted by the state
board pursuant to Section 51226 shall be deemed to have fulfilled its
responsibilities pursuant to subdivision (b).
(d) A school district that adopts a required curriculum pursuant
to subdivision (c) that meets or exceeds the model standards
developed by the state board pursuant to Section 51226, or that
adopts alternative means for pupils to complete the prescribed course
of study pursuant to subdivision (b) of Section 51225.3, may
substitute pupil demonstration of competence in the prescribed
subjects through a practical demonstration of these skills in a
regional occupational center or program, work experience,
interdisciplinary study, independent study, credit earned at a
postsecondary institution, or other outside school experience, as
prescribed by Section 51225.3.
51229. (a) Each school year, as part of the annual notification
required pursuant to Section 48980, a school district offering any of
grades 9 to 12, inclusive, shall provide the parent or guardian of
each minor pupil enrolled in any of those grades in the district with
written notification that, to the extent possible, shall not exceed
one page in length and that includes all of the following:
(1) A brief explanation of the college admission requirements.
(2) A list of the current University of California and California
State University Web sites that help pupils and their families learn
about college admission requirements and that list high school
courses that have been certified by the University of California as
satisfying the requirements for admission to the University of
California and the California State University.
(3) A brief description of what career technical education is, as
defined by the department.
(4) The Internet address for the portion of the Web site of the
department where pupils can learn more about career technical
education.
(5) Information about how pupils may meet with school counselors
to help them choose courses at their school that will meet college
admission requirements or enroll in career technical education
courses, or both.
(b) For purposes of this section, "college admission requirements"
means the list of courses that satisfy the subject requirements for
admission to the California State University and the University of
California.
51220. The adopted course of study for grades 7 to 12, inclusive,
shall offer courses in the following areas of study:
(a) English, including knowledge of and appreciation for
literature, language, and composition, and the skills of reading,
listening, and speaking.
(b) Social sciences, drawing upon the disciplines of anthropology,
economics, geography, history, political science, psychology, and
sociology, designed to fit the maturity of the pupils. Instruction
shall provide a foundation for understanding the history, resources,
development, and government of California and the United States of
America; instruction in our American legal system, the operation of
the juvenile and adult criminal justice systems, and the rights and
duties of citizens under the criminal and civil law and the State and
Federal Constitutions; the development of the American economic
system, including the role of the entrepreneur and labor; the
relations of persons to their human and natural environment; eastern
and western cultures and civilizations; human rights issues, with
particular attention to the study of the inhumanity of genocide,
slavery, and the Holocaust, and contemporary issues.
(c) Foreign language or languages, beginning not later than grade
7, designed to develop a facility for understanding, speaking,
reading, and writing the particular language.
(d) Physical education, with emphasis given to physical activities
that are conducive to health and to vigor of body and mind, as
required by Section 51222.
(e) Science, including the physical and biological aspects, with
emphasis on basic concepts, theories, and processes of scientific
investigation and on the place of humans in ecological systems, and
with appropriate applications of the interrelation and
interdependence of the sciences.
(f) Mathematics, including instruction designed to develop
mathematical understandings, operational skills, and insight into
problem-solving procedures.
(g) Visual and performing arts, including dance, music, theater,
and visual arts, with emphasis upon development of aesthetic
appreciation and the skills of creative expression.
(h) Applied arts, including instruction in the areas of consumer
and homemaking education, industrial arts, general business
education, or general agriculture.
(i) Career technical education designed and conducted for the
purpose of preparing youth for gainful employment in the occupations
and in the numbers that are appropriate to the personnel needs of the
state and the community served and relevant to the career desires
and needs of the pupils.
(j) Automobile driver education, designed to develop a knowledge
of the provisions of the Vehicle Code and other laws of this state
relating to the operation of motor vehicles, a proper acceptance of
personal responsibility in traffic, a true appreciation of the
causes, seriousness and consequences of traffic accidents, and to
develop the knowledge and attitudes necessary for the safe operation
of motor vehicles. A course in automobile driver education shall
include education in the safe operation of motorcycles.
(k) Other studies as may be prescribed by the governing board.
51220.1. In addition to the requirements specified in subdivision
(j) of Section 51220, automobile driver education shall be designed
to develop a knowledge of the dangers involved in consuming alcohol
or drugs in connection with the operation of a motor vehicle.
51220.2. (a) For purposes of subdivision (b) of Section 51220,
"instruction in our American legal system, the operation of the
juvenile and adult criminal justice systems, and the rights and
duties of citizens under the criminal and civil law and the State and
Federal Constitutions" may include participation in a teen court or
peer court program as described in subdivision (b).
(b) A teen court or peer court program shall include each of the
following components:
(1) Adjudicates nonviolent misdemeanor offenses committed by
pupils in which both the defendant and the defendant's parents agree
to participate in the teen court or peer court proceedings and agree
to abide by the teen court's or peer court's ruling.
(2) Uses other pupils as jurors, district attorney, counsel for
the defense, bailiff, and court clerk.
(3) Operates in cooperation with the court, probation department,
district attorney, and public defender.
51220.4. For purposes of subdivision (j) of Section 51220, a course
in automobile driver education shall include, but is not limited to,
education regarding the rights and duties of a motorist as those
rights and duties pertain to pedestrians and the rights and duties of
pedestrians as those rights and duties pertain to traffic laws and
traffic safety.
51220.5. (a) The Legislature finds and declares the following:
(1) The family is our most fundamental social institution and the
means by which we care for, prepare, and train our children to be
productive members of society.
(2) Social research shows increasingly that the disintegration of
the family is a major cause of increased welfare enrollment, child
abuse and neglect, juvenile delinquency, and criminal activity.
(3) The lack of knowledge of parenting skills and the lack of
adequate preparation to assume parental responsibilities are not only
major causes of family disintegration, but also contribute
substantially to the disastrous consequences of teen pregnancy.
(4) Because the state government bears much of the economic and
social burden associated with the disintegration of the family in
California, the state has a legitimate and vital interest in
adequately preparing its residents for parenthood.
(b) The Legislature recognizes that the public education system is
the most efficient and effective means to educate the populace on a
large-scale basis, and intends, therefore, to use the public
education system to ensure that each California resident has an
opportunity to acquire knowledge of parenting skills prior to
becoming a parent. That knowledge should include, at a bare minimum,
all of the following:
(1) Child development and growth.
(2) Effective parenting.
(3) Prevention of child abuse.
(4) Nutrition.
(5) Household finances and budgeting.
(6) Personal and family interaction and relations.
(7) Methods to promote self-esteem.
(8) Effective decisionmaking skills.
(9) Family and individual health.
(c) Commencing with the 1995-96 fiscal year, the adopted course of
study for grade 7 or 8 shall include the equivalent content of a
one-semester course in parenting skills and education. All pupils
entering grade 7 on or after July 1, 1995, shall be offered that
course or its equivalent content during grade 7 or 8, or both. On or
before January 1, 1995, the State Department of Education shall
supply, to each school district that includes a grade 7 or 8, a
sample curriculum suitable either for implementation as a stand-alone
one-semester course or for incorporation within identified existing
required or optional courses, with content designed to develop a
knowledge of topics including, but not limited to, all of the
following:
(1) Child growth and development.
(2) Parental responsibilities.
(3) Household budgeting.
(4) Child abuse and neglect issues.
(5) Personal hygiene.
(6) Maintaining healthy relationships.
(7) Teen parenting issues.
(8) Self-esteem.
A district that implements the curriculum set forth in this
subdivision in a stand-alone required course may exempt a pupil from
the course if the pupil requests the exemption and satisfactorily
demonstrates mastery of the course content. The district shall
determine the method by which a pupil may demonstrate this mastery.
(d) Commencing with the 1993-94 fiscal year, community college
districts may offer, to interested individuals, noncredit
fee-supported courses in parenting skills and education as described
in subdivision (c).
(e) This section is not intended to replace existing courses that
accomplish the intent of this section. School districts may meet the
requirements of this section with existing courses of study offered
in any of grades 6 to 9, inclusive, that includes the course contents
identified in subdivision (c). When the parenting skills and
education curriculum is incorporated within courses other than
consumer and home economics courses, these courses are not subject to
the curricular standards specified in Section 2 of Chapter 775 of
the Statutes of 1989 or in the consumer and home economics education
model performance standards and framework. Teachers of courses other
than consumer and home economics that incorporate parenting skills
and education are not required to meet the qualifications specified
for teachers of consumer and home economics.
(f) This section shall become operative only if a funding source
is identified by the Superintendent of Public Instruction for the
purposes of this section on or before January 1, 1995.
(g) The Superintendent of Public Instruction shall identify the
funding source for this section from existing resources or private
resources, or both, that may be available for the purposes of this
section. The superintendent shall notify school districts when
sufficient funds have been identified and are allocated to cover all
costs relating to the operation of this section.
51220.6. (a) Notwithstanding any other provision of law, a private
school is not required to offer courses in driver education or driver
training.
(b) This section shall not be construed to require a private
school to offer automobile driver education that meets the
requirements of this chapter unless the private school requests the
Department of Motor Vehicles to issue a certificate of satisfactory
completion form.
(c) For purposes of subdivision (j) of Section 51220, Section
51220.1, and subparagraph (A) of paragraph (3) of subdivision (a) of
Section 12814.6 of the Vehicle Code, the satisfactory completion by a
pupil of an Internet-based, correspondence, or other
distance-learning course in automobile driver education offered by a
private secondary school satisfies the driver education instructional
requirements of those provisions and the Department of Motor
Vehicles shall issue certificates of satisfactory completion forms if
all of the following conditions are met:
(1) The private secondary school has a current affidavit or
statement on file in compliance with Section 33190.
(2) The private secondary school utilizes the Department of Motor
Vehicles' driver education curriculum developed under subdivision (f)
of former Section 12814.8 of the Vehicle Code for providing the
automobile driver education course, or the private school certifies
to the Department of Motor Vehicles that the curriculum used is
educationally equivalent to the Department of Motor Vehicles'
curriculum.
(3) All certificates issued to a private school by the Department
of Motor Vehicles shall remain under the exclusive control of that
school. A school shall only issue a certificate to a student who is
enrolled in the private school, and has successfully completed a
driver education course offered by that school.
(4) All course curriculums contain the school name, school
address, and telephone number.
(5) Internet web pages or CD courses are reasonably secure and
protected from unauthorized access, modifications, or extraction of
confidential data.
(6) Test questions for Internet and CD courses are secured and
randomly extracted to safeguard from copying.
51221. Instruction required by subdivision (b) of Section 51220 in
the area of study of social sciences shall also provide a foundation
for understanding the wise use of natural resources.
51221.3. (a) Instruction in the area of social sciences, as
required pursuant to subdivision (b) of Section 51220, may include
instruction on World War II and the American role in that war. The
Legislature encourages that this instruction include, but not be
limited to, a component drawn from personal testimony, especially in
the form of oral or video history, if available, of American soldiers
who were involved in World War II and those men and women who
contributed to the war effort on the homefront. The oral histories
used as part of the instruction regarding World War II shall
exemplify the personal sacrifice and courage of the wide range of
ordinary citizens who were called upon to participate. The oral
histories shall contain the views and comments of their subjects
regarding the reasons for American participation in the war and the
actions taken to end the war in the Pacific. These oral histories
shall also solicit comments from their subjects regarding the
aftermath of the war in Eastern Europe and the former Soviet Union.
(b) The Legislature finds and declares that the current
state-adopted academic content standards already include instruction
on the Korean War and the Vietnam War in the appropriate grade level
consistent with those standards. The Legislature encourages that this
instruction include a component drawn from personal testimony,
especially in the form of oral or video history, if available, of
American soldiers who were involved in those wars.
51221.4. (a) The Legislature encourages instruction in the area of
social sciences, as required pursuant to subdivision (b) of Section
51220, which may include instruction on the Vietnam war including the
"Secret War" in Laos and the role of Southeast Asians in that war.
The Legislature encourages that this instruction include, but not be
limited to, a component drawn from personal testimony, especially in
the form of oral or video history of Southeast Asians who were
involved in the Vietnam war and those men and women who contributed
to the war effort on the homefront. The oral histories used as a part
of the instruction regarding the role of Southeast Asians in the
Vietnam war and the "Secret War" in Laos shall exemplify the personal
sacrifice and courage of the wide range of ordinary citizens who
were called upon to participate and provide intelligence for the
United States. The oral histories shall contain the views and
comments of their subjects regarding the reasons for their
participation in the war. These oral histories shall also solicit
comments from their subjects regarding the aftermath of the war and
the immigration of Southeast Asians to the United States.
(b) This section shall be carried out in a manner that does not
result in any new duties or programs being imposed on the school
district. In that regard, the Legislature finds and declares that
this section does not mandate costs to local agencies or school
districts and that materials used to comply with this section shall
be part of normal curriculum materials purchased by school districts
in their normal course of business and purchasing cycles.
51221.5. For the purposes of this code, the phrase
"vocational-technical education" shall have the same meaning as
"career technical education" as described in subdivision (i) of
Section 51220.
51222. (a) All pupils, except pupils excused or exempted pursuant
to Section 51241, shall be required to attend upon the courses of
physical education for a total period of time of not less than 400
minutes each 10 schooldays. Any pupil may be excused from physical
education classes during one of grades 10, 11, or 12 for not to
exceed 24 clock hours in order to participate in automobile driver
training. Such pupil who is excused from physical education classes
to enroll in driver training shall attend upon a minimum of 7,000
minutes of physical education instruction during such school year.
(b) The governing board of each school district that maintains a
high school and that elects to exempt pupils from required attendance
in physical education courses pursuant to paragraph (1) or (2) or
both of subdivision (b) of Section 51241 shall offer those pupils so
exempted a variety of elective physical education courses of not less
than 400 minutes each 10 schooldays.
51223. Notwithstanding the provisions of Sections 51210 and 51222,
instruction in physical education in an elementary school maintaining
any of grades 1 to 8 shall be for a total period of time of not less
than 200 minutes each 10 schooldays, exclusive of recesses and the
lunch period.
51223.3. (a) During the next revision of the physical education
framework, the state board and the Curriculum Development and
Supplemental Materials Commission shall include self-defense
instruction and safety instruction in that framework for pupils in
grades 7, 8, 9, 11, and 12.
(b) As used in this section:
(1) "Safety instruction" includes, but is not necessarily limited
to, awareness and avoidance of potentially dangerous situations.
(2) "Self-defense instruction" includes, but is not necessarily
limited to, martial arts, boxing, and other defensive techniques.
51224. The governing board of any school district maintaining a
high school shall prescribe courses of study designed to provide the
skills and knowledge required for adult life for pupils attending the
schools within its school district. The governing board shall
prescribe separate courses of study, including, but not limited to, a
course of study designed to prepare prospective pupils for admission
to state colleges and universities and a course of study for career
technical training.
51224.5. (a) The adopted course of study for grades 7 to 12,
inclusive, shall include algebra as part of the mathematics area of
study pursuant to subdivision (f) of Section 51220.
(b) Commencing with the 2003-04 school year and each year
thereafter, at least one course, or a combination of the two courses,
in mathematics required to be completed pursuant to subparagraph (B)
of paragraph (1) of subdivision (a) of Section 51225.3 by pupils
while in grades 9 to 12, inclusive, prior to receiving a diploma of
graduation from high school, shall meet or exceed the rigor of the
content standards for Algebra I, as adopted by the State Board of
Education pursuant to Section 60605.
(c) A pupil who, prior to enrollment in grade 9, completes
coursework in algebra that meets or exceeds the rigor of the content
standards for Algebra I, as adopted by the State Board of Education,
is exempt from subdivision (b), but is not exempt from the
requirement that the pupil complete two courses in mathematics while
enrolled in grades 9 to 12, inclusive, as specified in subparagraph
(B) of paragraph (1) of subdivision (a) of Section 51225.3.
51225.3. (a) A pupil shall complete all of the following while in
grades 9 to 12, inclusive, in order to receive a diploma of
graduation from high school:
(1) At least the following numbers of courses in the subjects
specified, each course having a duration of one year, unless
otherwise specified:
(A) Three courses in English.
(B) Two courses in mathematics.
(C) Two courses in science, including biological and physical
sciences.
(D) Three courses in social studies, including United States
history and geography; world history, culture, and geography; a
one-semester course in American government and civics; and a
one-semester course in economics.
(E) One course in visual or performing arts or foreign language.
For the purposes of satisfying the requirement specified in this
subparagraph, a course in American Sign Language shall be deemed a
course in foreign language.
(F) Two courses in physical education, unless the pupil has been
exempted pursuant to the provisions of this code.
(2) Other coursework requirements adopted by the governing board
of the school district.
(b) The governing board, with the active involvement of parents,
administrators, teachers, and pupils, shall adopt alternative means
for pupils to complete the prescribed course of study that may
include practical demonstration of skills and competencies,
supervised work experience or other outside school experience, career
technical education classes offered in high schools, courses offered
by regional occupational centers or programs, interdisciplinary
study, independent study, and credit earned at a postsecondary
institution. Requirements for graduation and specified alternative
modes for completing the prescribed course of study shall be made
available to pupils, parents, and the public.
(c) Notwithstanding any other provision of law, a school district
shall exempt a pupil in foster care from all coursework and other
requirements adopted by the governing board of the district that are
in addition to the statewide coursework requirements specified in
this section if the pupil, while he or she is in grade 11 or 12,
transfers into the district from another school district or between
high schools within the district, unless the district makes a finding
that the pupil is reasonably able to complete the additional
requirements in time to graduate from high school while he or she
remains eligible for foster care benefits pursuant to state law. A
school district shall notify a pupil in foster care who is granted an
exemption pursuant to this subdivision, and, as appropriate, the
person holding the right to make educational decisions for the pupil,
if any of the requirements that are waived will affect the pupil's
ability to gain admission to a postsecondary educational institution
and shall provide information about transfer opportunities available
through the California Community Colleges.
51225.4. The governing board of each elementary school district
shall certify to the Superintendent of Public Instruction that it has
adopted a policy to implement a course of instruction that
sufficiently prepares the pupils in the district for the course of
study required in Section 51225.3. This certification shall be
submitted to the superintendent at the same time the district submits
its apportionment reports.
51225.5. The governing board of any school district maintaining a
high school may confer honorary high school diplomas upon foreign
exchange students from other countries who have not completed the
course of study ordinarily required for graduation, and who are
returning to their home countries following the completion of one
academic school year in a school district in the state. Honorary high
school diplomas awarded pursuant to this section shall be clearly
distinguishable from the regular diplomas of graduation awarded by
the district.
51226. The Superintendent of Public Instruction shall coordinate
the development, on a cyclical basis, of model curriculum standards
for the course of study required by Section 51225.3 and for a career
technical education course of study necessary to assist school
districts with complying with subdivision (b) of Section 51228. The
superintendent shall set forth these standards in terms of a wide
range of specific competencies, including higher level skills, in
each academic subject area. The superintendent shall review currently
available textbooks in conjunction with the curriculum standards.
The superintendent shall seek the advice of classroom teachers,
school administrators, parents, postsecondary educators, and
representatives of business and industry in developing these
curriculum standards. The superintendent shall recommend policies to
the State Board of Education for consideration and adoption by the
board. The State Board of Education shall adopt these policies no
later than January 1, 1985. However, neither the superintendent nor
the board shall adopt rules or regulations for course content or
methods of instruction.
The superintendent shall, to the extent applicable, incorporate
the integration of career technical and academic education into the
development of curriculum standards for career technical education
courses. The standards for a career technical education course of
study shall be adopted no later than June 1, 2005.
51226.1. (a) Upon adoption of the model curriculum standards
developed pursuant to Section 51226, the Superintendent shall develop
a curriculum framework consistent with criteria set forth in
subdivision (a) of Section 60005 that offers a blueprint for
implementation of career and technical education. The framework shall
be adopted no later than November 1, 2006.
(b) In developing the framework, the Superintendent shall work in
consultation and coordination with an advisory group, including, but
not limited to, representatives from all of the following:
(1) Business and industry.
(2) Labor.
(3) The California Community Colleges.
(4) The University of California.
(5) The California State University.
(6) Classroom teachers.
(7) School administrators.
(8) Pupils.
(9) Parents and guardians.
(10) Representatives of the Legislature.
(11) The department.
(12) The Labor and Workforce Development Agency.
(c) In convening the membership of the advisory group set forth in
subdivision (b), the Superintendent is encouraged to seek
representation broadly reflective of the state population.
(d) Costs incurred by the superintendent in complying with this
section shall be covered, to the extent permitted by federal law, by
the state administrative and leadership funds available pursuant to
the Carl D. Perkins Vocational and Technical Education Act of 1998
(20 U.S.C. Sec. 2301 et seq.).
(e) In developing the framework, the Superintendent shall consider
developing frameworks for various career pathways that will prepare
pupils for both career entry and matriculation into postsecondary
education.
(f) Upon completion of the framework, the advisory group is
encouraged to identify career technical education courses that meet
state-adopted academic content standards and that satisfy high school
graduation requirements and admissions requirements of the
University of California and the California State University, and to
determine the extent to which local educational agencies accept
credit earned for the completion of those courses, in lieu of other
courses of study.
(g) The adoption of the framework developed and adopted pursuant
to this section by a local educational agency shall be voluntary.
51226.2. The Superintendent of Public Instruction shall inform
county offices of education and each school district that maintains
any of grades 6 to 12, inclusive, of the availability of the consumer
and home economics education model performance standards and
framework. The superintendent shall provide a copy of the consumer
and home economics education model performance standards and
framework to each county office of education and school district that
requests one.
51226.3. (a) The State Department of Education shall incorporate,
into publications that provide examples of curriculum resources for
teacher use, those materials developed by publishers of nonfiction,
trade books, and primary sources, or other public or private
organizations, that are age-appropriate and consistent with the
subject frameworks on history and social science that deal with civil
rights, human rights violations, genocide, slavery, and the
Holocaust.
(b) The Legislature encourages the incorporation of survivor,
rescuer, liberator, and witness testimony into the teaching of human
rights, genocide, and the Holocaust.
(c) The Legislature encourages all state and local professional
development activities to provide teachers with content background
and resources to assist in teaching about civil rights, human rights
violations, genocide, slavery, and the Holocaust.
(d) The Legislature encourages all state and local professional
development activities to provide teachers with content background
and resources to assist in teaching about the Great Irish Famine of
1845-50.
(e) The Great Irish Famine of 1845-50 shall be considered in the
next cycle in which the history/social science curriculum framework
and its accompanying instructional materials are adopted.
(f) The Model Curriculum for Human Rights and Genocide adopted by
the State Board of Education, pursuant to Section 51226, shall be
made available to schools in grades 7 to 12, inclusive, as soon as
funding is available for this purpose. In addition, the State
Department of Education shall make the curriculum available on its
Web site.
51226.5. (a) No later than January 1, 1991, the State Board of
Education, with the assistance of the Superintendent of Public
Instruction, shall establish a list of textbooks and other
instructional materials that highlight the contributions of
minorities in the development of California and the United States.
(b) No later than April 1, 1991, the Superintendent of Public
Instruction shall make that list of textbooks and instructional
materials available for use by school districts throughout the state,
and shall submit the list to the Legislature.
(c) The Superintendent of Public Instruction shall incorporate the
textbooks and instructional materials on the list described in
subdivision (a) into the implementation element of the history-social
science framework adopted by the State Board of Education in July
1987, and into the implementation element of the framework adopted by
the State Board of Education for any other subject area for which
those textbooks and instructional materials identify important
minority roles and contributions.
51226.6. (a) The State Department of Education shall develop and
adopt a model curriculum framework for driver education and training
that incorporates the rules and regulations adopted by the State
Board of Education relating to driver education pursuant to Sections
41905 and 51850, and that is directed to preparing student drivers
for compliance with paragraph (4) of subdivision (a) of Section
12814.6 of the Vehicle Code.
(b) The State Department of Education shall not be required to
comply with the requirements of subdivision (a) unless federal
funding is available to defray the cost of developing and adopting
the model curriculum framework for driver training and education.
51228. (a) Each school district maintaining any of grades 7 to 12,
inclusive, shall offer to all otherwise qualified pupils in those
grades a course of study fulfilling the requirements and
prerequisites for admission to the California public institutions of
postsecondary education and shall provide a timely opportunity to
each of those pupils to enroll within a four-year period in each
course necessary to fulfill those requirements and prerequisites
prior to graduation from high school.
(b) Each school district maintaining any of grades 7 to 12,
inclusive, shall offer to all otherwise qualified pupils in those
grades a course of study that provides an opportunity for those
pupils to attain entry-level employment skills in business or
industry upon graduation from high school. Districts are encouraged
to provide all pupils with a rigorous academic curriculum that
integrates academic and career skills, incorporates applied learning
in all disciplines, and prepares all pupils for high school
graduation and career entry.
(c) A school district that adopts a required curriculum that meets
or exceeds the model standards developed and adopted by the state
board pursuant to Section 51226 shall be deemed to have fulfilled its
responsibilities pursuant to subdivision (b).
(d) A school district that adopts a required curriculum pursuant
to subdivision (c) that meets or exceeds the model standards
developed by the state board pursuant to Section 51226, or that
adopts alternative means for pupils to complete the prescribed course
of study pursuant to subdivision (b) of Section 51225.3, may
substitute pupil demonstration of competence in the prescribed
subjects through a practical demonstration of these skills in a
regional occupational center or program, work experience,
interdisciplinary study, independent study, credit earned at a
postsecondary institution, or other outside school experience, as
prescribed by Section 51225.3.
51229. (a) Each school year, as part of the annual notification
required pursuant to Section 48980, a school district offering any of
grades 9 to 12, inclusive, shall provide the parent or guardian of
each minor pupil enrolled in any of those grades in the district with
written notification that, to the extent possible, shall not exceed
one page in length and that includes all of the following:
(1) A brief explanation of the college admission requirements.
(2) A list of the current University of California and California
State University Web sites that help pupils and their families learn
about college admission requirements and that list high school
courses that have been certified by the University of California as
satisfying the requirements for admission to the University of
California and the California State University.
(3) A brief description of what career technical education is, as
defined by the department.
(4) The Internet address for the portion of the Web site of the
department where pupils can learn more about career technical
education.
(5) Information about how pupils may meet with school counselors
to help them choose courses at their school that will meet college
admission requirements or enroll in career technical education
courses, or both.
(b) For purposes of this section, "college admission requirements"
means the list of courses that satisfy the subject requirements for
admission to the California State University and the University of
California.
51220. The adopted course of study for grades 7 to 12, inclusive,
shall offer courses in the following areas of study:
(a) English, including knowledge of and appreciation for
literature, language, and composition, and the skills of reading,
listening, and speaking.
(b) Social sciences, drawing upon the disciplines of anthropology,
economics, geography, history, political science, psychology, and
sociology, designed to fit the maturity of the pupils. Instruction
shall provide a foundation for understanding the history, resources,
development, and government of California and the United States of
America; instruction in our American legal system, the operation of
the juvenile and adult criminal justice systems, and the rights and
duties of citizens under the criminal and civil law and the State and
Federal Constitutions; the development of the American economic
system, including the role of the entrepreneur and labor; the
relations of persons to their human and natural environment; eastern
and western cultures and civilizations; human rights issues, with
particular attention to the study of the inhumanity of genocide,
slavery, and the Holocaust, and contemporary issues.
(c) Foreign language or languages, beginning not later than grade
7, designed to develop a facility for understanding, speaking,
reading, and writing the particular language.
(d) Physical education, with emphasis given to physical activities
that are conducive to health and to vigor of body and mind, as
required by Section 51222.
(e) Science, including the physical and biological aspects, with
emphasis on basic concepts, theories, and processes of scientific
investigation and on the place of humans in ecological systems, and
with appropriate applications of the interrelation and
interdependence of the sciences.
(f) Mathematics, including instruction designed to develop
mathematical understandings, operational skills, and insight into
problem-solving procedures.
(g) Visual and performing arts, including dance, music, theater,
and visual arts, with emphasis upon development of aesthetic
appreciation and the skills of creative expression.
(h) Applied arts, including instruction in the areas of consumer
and homemaking education, industrial arts, general business
education, or general agriculture.
(i) Career technical education designed and conducted for the
purpose of preparing youth for gainful employment in the occupations
and in the numbers that are appropriate to the personnel needs of the
state and the community served and relevant to the career desires
and needs of the pupils.
(j) Automobile driver education, designed to develop a knowledge
of the provisions of the Vehicle Code and other laws of this state
relating to the operation of motor vehicles, a proper acceptance of
personal responsibility in traffic, a true appreciation of the
causes, seriousness and consequences of traffic accidents, and to
develop the knowledge and attitudes necessary for the safe operation
of motor vehicles. A course in automobile driver education shall
include education in the safe operation of motorcycles.
(k) Other studies as may be prescribed by the governing board.
51220.1. In addition to the requirements specified in subdivision
(j) of Section 51220, automobile driver education shall be designed
to develop a knowledge of the dangers involved in consuming alcohol
or drugs in connection with the operation of a motor vehicle.
51220.2. (a) For purposes of subdivision (b) of Section 51220,
"instruction in our American legal system, the operation of the
juvenile and adult criminal justice systems, and the rights and
duties of citizens under the criminal and civil law and the State and
Federal Constitutions" may include participation in a teen court or
peer court program as described in subdivision (b).
(b) A teen court or peer court program shall include each of the
following components:
(1) Adjudicates nonviolent misdemeanor offenses committed by
pupils in which both the defendant and the defendant's parents agree
to participate in the teen court or peer court proceedings and agree
to abide by the teen court's or peer court's ruling.
(2) Uses other pupils as jurors, district attorney, counsel for
the defense, bailiff, and court clerk.
(3) Operates in cooperation with the court, probation department,
district attorney, and public defender.
51220.4. For purposes of subdivision (j) of Section 51220, a course
in automobile driver education shall include, but is not limited to,
education regarding the rights and duties of a motorist as those
rights and duties pertain to pedestrians and the rights and duties of
pedestrians as those rights and duties pertain to traffic laws and
traffic safety.
51220.5. (a) The Legislature finds and declares the following:
(1) The family is our most fundamental social institution and the
means by which we care for, prepare, and train our children to be
productive members of society.
(2) Social research shows increasingly that the disintegration of
the family is a major cause of increased welfare enrollment, child
abuse and neglect, juvenile delinquency, and criminal activity.
(3) The lack of knowledge of parenting skills and the lack of
adequate preparation to assume parental responsibilities are not only
major causes of family disintegration, but also contribute
substantially to the disastrous consequences of teen pregnancy.
(4) Because the state government bears much of the economic and
social burden associated with the disintegration of the family in
California, the state has a legitimate and vital interest in
adequately preparing its residents for parenthood.
(b) The Legislature recognizes that the public education system is
the most efficient and effective means to educate the populace on a
large-scale basis, and intends, therefore, to use the public
education system to ensure that each California resident has an
opportunity to acquire knowledge of parenting skills prior to
becoming a parent. That knowledge should include, at a bare minimum,
all of the following:
(1) Child development and growth.
(2) Effective parenting.
(3) Prevention of child abuse.
(4) Nutrition.
(5) Household finances and budgeting.
(6) Personal and family interaction and relations.
(7) Methods to promote self-esteem.
(8) Effective decisionmaking skills.
(9) Family and individual health.
(c) Commencing with the 1995-96 fiscal year, the adopted course of
study for grade 7 or 8 shall include the equivalent content of a
one-semester course in parenting skills and education. All pupils
entering grade 7 on or after July 1, 1995, shall be offered that
course or its equivalent content during grade 7 or 8, or both. On or
before January 1, 1995, the State Department of Education shall
supply, to each school district that includes a grade 7 or 8, a
sample curriculum suitable either for implementation as a stand-alone
one-semester course or for incorporation within identified existing
required or optional courses, with content designed to develop a
knowledge of topics including, but not limited to, all of the
following:
(1) Child growth and development.
(2) Parental responsibilities.
(3) Household budgeting.
(4) Child abuse and neglect issues.
(5) Personal hygiene.
(6) Maintaining healthy relationships.
(7) Teen parenting issues.
(8) Self-esteem.
A district that implements the curriculum set forth in this
subdivision in a stand-alone required course may exempt a pupil from
the course if the pupil requests the exemption and satisfactorily
demonstrates mastery of the course content. The district shall
determine the method by which a pupil may demonstrate this mastery.
(d) Commencing with the 1993-94 fiscal year, community college
districts may offer, to interested individuals, noncredit
fee-supported courses in parenting skills and education as described
in subdivision (c).
(e) This section is not intended to replace existing courses that
accomplish the intent of this section. School districts may meet the
requirements of this section with existing courses of study offered
in any of grades 6 to 9, inclusive, that includes the course contents
identified in subdivision (c). When the parenting skills and
education curriculum is incorporated within courses other than
consumer and home economics courses, these courses are not subject to
the curricular standards specified in Section 2 of Chapter 775 of
the Statutes of 1989 or in the consumer and home economics education
model performance standards and framework. Teachers of courses other
than consumer and home economics that incorporate parenting skills
and education are not required to meet the qualifications specified
for teachers of consumer and home economics.
(f) This section shall become operative only if a funding source
is identified by the Superintendent of Public Instruction for the
purposes of this section on or before January 1, 1995.
(g) The Superintendent of Public Instruction shall identify the
funding source for this section from existing resources or private
resources, or both, that may be available for the purposes of this
section. The superintendent shall notify school districts when
sufficient funds have been identified and are allocated to cover all
costs relating to the operation of this section.
51220.6. (a) Notwithstanding any other provision of law, a private
school is not required to offer courses in driver education or driver
training.
(b) This section shall not be construed to require a private
school to offer automobile driver education that meets the
requirements of this chapter unless the private school requests the
Department of Motor Vehicles to issue a certificate of satisfactory
completion form.
(c) For purposes of subdivision (j) of Section 51220, Section
51220.1, and subparagraph (A) of paragraph (3) of subdivision (a) of
Section 12814.6 of the Vehicle Code, the satisfactory completion by a
pupil of an Internet-based, correspondence, or other
distance-learning course in automobile driver education offered by a
private secondary school satisfies the driver education instructional
requirements of those provisions and the Department of Motor
Vehicles shall issue certificates of satisfactory completion forms if
all of the following conditions are met:
(1) The private secondary school has a current affidavit or
statement on file in compliance with Section 33190.
(2) The private secondary school utilizes the Department of Motor
Vehicles' driver education curriculum developed under subdivision (f)
of former Section 12814.8 of the Vehicle Code for providing the
automobile driver education course, or the private school certifies
to the Department of Motor Vehicles that the curriculum used is
educationally equivalent to the Department of Motor Vehicles'
curriculum.
(3) All certificates issued to a private school by the Department
of Motor Vehicles shall remain under the exclusive control of that
school. A school shall only issue a certificate to a student who is
enrolled in the private school, and has successfully completed a
driver education course offered by that school.
(4) All course curriculums contain the school name, school
address, and telephone number.
(5) Internet web pages or CD courses are reasonably secure and
protected from unauthorized access, modifications, or extraction of
confidential data.
(6) Test questions for Internet and CD courses are secured and
randomly extracted to safeguard from copying.
51221. Instruction required by subdivision (b) of Section 51220 in
the area of study of social sciences shall also provide a foundation
for understanding the wise use of natural resources.
51221.3. (a) Instruction in the area of social sciences, as
required pursuant to subdivision (b) of Section 51220, may include
instruction on World War II and the American role in that war. The
Legislature encourages that this instruction include, but not be
limited to, a component drawn from personal testimony, especially in
the form of oral or video history, if available, of American soldiers
who were involved in World War II and those men and women who
contributed to the war effort on the homefront. The oral histories
used as part of the instruction regarding World War II shall
exemplify the personal sacrifice and courage of the wide range of
ordinary citizens who were called upon to participate. The oral
histories shall contain the views and comments of their subjects
regarding the reasons for American participation in the war and the
actions taken to end the war in the Pacific. These oral histories
shall also solicit comments from their subjects regarding the
aftermath of the war in Eastern Europe and the former Soviet Union.
(b) The Legislature finds and declares that the current
state-adopted academic content standards already include instruction
on the Korean War and the Vietnam War in the appropriate grade level
consistent with those standards. The Legislature encourages that this
instruction include a component drawn from personal testimony,
especially in the form of oral or video history, if available, of
American soldiers who were involved in those wars.
51221.4. (a) The Legislature encourages instruction in the area of
social sciences, as required pursuant to subdivision (b) of Section
51220, which may include instruction on the Vietnam war including the
"Secret War" in Laos and the role of Southeast Asians in that war.
The Legislature encourages that this instruction include, but not be
limited to, a component drawn from personal testimony, especially in
the form of oral or video history of Southeast Asians who were
involved in the Vietnam war and those men and women who contributed
to the war effort on the homefront. The oral histories used as a part
of the instruction regarding the role of Southeast Asians in the
Vietnam war and the "Secret War" in Laos shall exemplify the personal
sacrifice and courage of the wide range of ordinary citizens who
were called upon to participate and provide intelligence for the
United States. The oral histories shall contain the views and
comments of their subjects regarding the reasons for their
participation in the war. These oral histories shall also solicit
comments from their subjects regarding the aftermath of the war and
the immigration of Southeast Asians to the United States.
(b) This section shall be carried out in a manner that does not
result in any new duties or programs being imposed on the school
district. In that regard, the Legislature finds and declares that
this section does not mandate costs to local agencies or school
districts and that materials used to comply with this section shall
be part of normal curriculum materials purchased by school districts
in their normal course of business and purchasing cycles.
51221.5. For the purposes of this code, the phrase
"vocational-technical education" shall have the same meaning as
"career technical education" as described in subdivision (i) of
Section 51220.
51222. (a) All pupils, except pupils excused or exempted pursuant
to Section 51241, shall be required to attend upon the courses of
physical education for a total period of time of not less than 400
minutes each 10 schooldays. Any pupil may be excused from physical
education classes during one of grades 10, 11, or 12 for not to
exceed 24 clock hours in order to participate in automobile driver
training. Such pupil who is excused from physical education classes
to enroll in driver training shall attend upon a minimum of 7,000
minutes of physical education instruction during such school year.
(b) The governing board of each school district that maintains a
high school and that elects to exempt pupils from required attendance
in physical education courses pursuant to paragraph (1) or (2) or
both of subdivision (b) of Section 51241 shall offer those pupils so
exempted a variety of elective physical education courses of not less
than 400 minutes each 10 schooldays.
51223. Notwithstanding the provisions of Sections 51210 and 51222,
instruction in physical education in an elementary school maintaining
any of grades 1 to 8 shall be for a total period of time of not less
than 200 minutes each 10 schooldays, exclusive of recesses and the
lunch period.
51223.3. (a) During the next revision of the physical education
framework, the state board and the Curriculum Development and
Supplemental Materials Commission shall include self-defense
instruction and safety instruction in that framework for pupils in
grades 7, 8, 9, 11, and 12.
(b) As used in this section:
(1) "Safety instruction" includes, but is not necessarily limited
to, awareness and avoidance of potentially dangerous situations.
(2) "Self-defense instruction" includes, but is not necessarily
limited to, martial arts, boxing, and other defensive techniques.
51224. The governing board of any school district maintaining a
high school shall prescribe courses of study designed to provide the
skills and knowledge required for adult life for pupils attending the
schools within its school district. The governing board shall
prescribe separate courses of study, including, but not limited to, a
course of study designed to prepare prospective pupils for admission
to state colleges and universities and a course of study for career
technical training.
51224.5. (a) The adopted course of study for grades 7 to 12,
inclusive, shall include algebra as part of the mathematics area of
study pursuant to subdivision (f) of Section 51220.
(b) Commencing with the 2003-04 school year and each year
thereafter, at least one course, or a combination of the two courses,
in mathematics required to be completed pursuant to subparagraph (B)
of paragraph (1) of subdivision (a) of Section 51225.3 by pupils
while in grades 9 to 12, inclusive, prior to receiving a diploma of
graduation from high school, shall meet or exceed the rigor of the
content standards for Algebra I, as adopted by the State Board of
Education pursuant to Section 60605.
(c) A pupil who, prior to enrollment in grade 9, completes
coursework in algebra that meets or exceeds the rigor of the content
standards for Algebra I, as adopted by the State Board of Education,
is exempt from subdivision (b), but is not exempt from the
requirement that the pupil complete two courses in mathematics while
enrolled in grades 9 to 12, inclusive, as specified in subparagraph
(B) of paragraph (1) of subdivision (a) of Section 51225.3.
51225.3. (a) A pupil shall complete all of the following while in
grades 9 to 12, inclusive, in order to receive a diploma of
graduation from high school:
(1) At least the following numbers of courses in the subjects
specified, each course having a duration of one year, unless
otherwise specified:
(A) Three courses in English.
(B) Two courses in mathematics.
(C) Two courses in science, including biological and physical
sciences.
(D) Three courses in social studies, including United States
history and geography; world history, culture, and geography; a
one-semester course in American government and civics; and a
one-semester course in economics.
(E) One course in visual or performing arts or foreign language.
For the purposes of satisfying the requirement specified in this
subparagraph, a course in American Sign Language shall be deemed a
course in foreign language.
(F) Two courses in physical education, unless the pupil has been
exempted pursuant to the provisions of this code.
(2) Other coursework requirements adopted by the governing board
of the school district.
(b) The governing board, with the active involvement of parents,
administrators, teachers, and pupils, shall adopt alternative means
for pupils to complete the prescribed course of study that may
include practical demonstration of skills and competencies,
supervised work experience or other outside school experience, career
technical education classes offered in high schools, courses offered
by regional occupational centers or programs, interdisciplinary
study, independent study, and credit earned at a postsecondary
institution. Requirements for graduation and specified alternative
modes for completing the prescribed course of study shall be made
available to pupils, parents, and the public.
(c) Notwithstanding any other provision of law, a school district
shall exempt a pupil in foster care from all coursework and other
requirements adopted by the governing board of the district that are
in addition to the statewide coursework requirements specified in
this section if the pupil, while he or she is in grade 11 or 12,
transfers into the district from another school district or between
high schools within the district, unless the district makes a finding
that the pupil is reasonably able to complete the additional
requirements in time to graduate from high school while he or she
remains eligible for foster care benefits pursuant to state law. A
school district shall notify a pupil in foster care who is granted an
exemption pursuant to this subdivision, and, as appropriate, the
person holding the right to make educational decisions for the pupil,
if any of the requirements that are waived will affect the pupil's
ability to gain admission to a postsecondary educational institution
and shall provide information about transfer opportunities available
through the California Community Colleges.
51225.4. The governing board of each elementary school district
shall certify to the Superintendent of Public Instruction that it has
adopted a policy to implement a course of instruction that
sufficiently prepares the pupils in the district for the course of
study required in Section 51225.3. This certification shall be
submitted to the superintendent at the same time the district submits
its apportionment reports.
51225.5. The governing board of any school district maintaining a
high school may confer honorary high school diplomas upon foreign
exchange students from other countries who have not completed the
course of study ordinarily required for graduation, and who are
returning to their home countries following the completion of one
academic school year in a school district in the state. Honorary high
school diplomas awarded pursuant to this section shall be clearly
distinguishable from the regular diplomas of graduation awarded by
the district.
51226. The Superintendent of Public Instruction shall coordinate
the development, on a cyclical basis, of model curriculum standards
for the course of study required by Section 51225.3 and for a career
technical education course of study necessary to assist school
districts with complying with subdivision (b) of Section 51228. The
superintendent shall set forth these standards in terms of a wide
range of specific competencies, including higher level skills, in
each academic subject area. The superintendent shall review currently
available textbooks in conjunction with the curriculum standards.
The superintendent shall seek the advice of classroom teachers,
school administrators, parents, postsecondary educators, and
representatives of business and industry in developing these
curriculum standards. The superintendent shall recommend policies to
the State Board of Education for consideration and adoption by the
board. The State Board of Education shall adopt these policies no
later than January 1, 1985. However, neither the superintendent nor
the board shall adopt rules or regulations for course content or
methods of instruction.
The superintendent shall, to the extent applicable, incorporate
the integration of career technical and academic education into the
development of curriculum standards for career technical education
courses. The standards for a career technical education course of
study shall be adopted no later than June 1, 2005.
51226.1. (a) Upon adoption of the model curriculum standards
developed pursuant to Section 51226, the Superintendent shall develop
a curriculum framework consistent with criteria set forth in
subdivision (a) of Section 60005 that offers a blueprint for
implementation of career and technical education. The framework shall
be adopted no later than November 1, 2006.
(b) In developing the framework, the Superintendent shall work in
consultation and coordination with an advisory group, including, but
not limited to, representatives from all of the following:
(1) Business and industry.
(2) Labor.
(3) The California Community Colleges.
(4) The University of California.
(5) The California State University.
(6) Classroom teachers.
(7) School administrators.
(8) Pupils.
(9) Parents and guardians.
(10) Representatives of the Legislature.
(11) The department.
(12) The Labor and Workforce Development Agency.
(c) In convening the membership of the advisory group set forth in
subdivision (b), the Superintendent is encouraged to seek
representation broadly reflective of the state population.
(d) Costs incurred by the superintendent in complying with this
section shall be covered, to the extent permitted by federal law, by
the state administrative and leadership funds available pursuant to
the Carl D. Perkins Vocational and Technical Education Act of 1998
(20 U.S.C. Sec. 2301 et seq.).
(e) In developing the framework, the Superintendent shall consider
developing frameworks for various career pathways that will prepare
pupils for both career entry and matriculation into postsecondary
education.
(f) Upon completion of the framework, the advisory group is
encouraged to identify career technical education courses that meet
state-adopted academic content standards and that satisfy high school
graduation requirements and admissions requirements of the
University of California and the California State University, and to
determine the extent to which local educational agencies accept
credit earned for the completion of those courses, in lieu of other
courses of study.
(g) The adoption of the framework developed and adopted pursuant
to this section by a local educational agency shall be voluntary.
51226.2. The Superintendent of Public Instruction shall inform
county offices of education and each school district that maintains
any of grades 6 to 12, inclusive, of the availability of the consumer
and home economics education model performance standards and
framework. The superintendent shall provide a copy of the consumer
and home economics education model performance standards and
framework to each county office of education and school district that
requests one.
51226.3. (a) The State Department of Education shall incorporate,
into publications that provide examples of curriculum resources for
teacher use, those materials developed by publishers of nonfiction,
trade books, and primary sources, or other public or private
organizations, that are age-appropriate and consistent with the
subject frameworks on history and social science that deal with civil
rights, human rights violations, genocide, slavery, and the
Holocaust.
(b) The Legislature encourages the incorporation of survivor,
rescuer, liberator, and witness testimony into the teaching of human
rights, genocide, and the Holocaust.
(c) The Legislature encourages all state and local professional
development activities to provide teachers with content background
and resources to assist in teaching about civil rights, human rights
violations, genocide, slavery, and the Holocaust.
(d) The Legislature encourages all state and local professional
development activities to provide teachers with content background
and resources to assist in teaching about the Great Irish Famine of
1845-50.
(e) The Great Irish Famine of 1845-50 shall be considered in the
next cycle in which the history/social science curriculum framework
and its accompanying instructional materials are adopted.
(f) The Model Curriculum for Human Rights and Genocide adopted by
the State Board of Education, pursuant to Section 51226, shall be
made available to schools in grades 7 to 12, inclusive, as soon as
funding is available for this purpose. In addition, the State
Department of Education shall make the curriculum available on its
Web site.
51226.5. (a) No later than January 1, 1991, the State Board of
Education, with the assistance of the Superintendent of Public
Instruction, shall establish a list of textbooks and other
instructional materials that highlight the contributions of
minorities in the development of California and the United States.
(b) No later than April 1, 1991, the Superintendent of Public
Instruction shall make that list of textbooks and instructional
materials available for use by school districts throughout the state,
and shall submit the list to the Legislature.
(c) The Superintendent of Public Instruction shall incorporate the
textbooks and instructional materials on the list described in
subdivision (a) into the implementation element of the history-social
science framework adopted by the State Board of Education in July
1987, and into the implementation element of the framework adopted by
the State Board of Education for any other subject area for which
those textbooks and instructional materials identify important
minority roles and contributions.
51226.6. (a) The State Department of Education shall develop and
adopt a model curriculum framework for driver education and training
that incorporates the rules and regulations adopted by the State
Board of Education relating to driver education pursuant to Sections
41905 and 51850, and that is directed to preparing student drivers
for compliance with paragraph (4) of subdivision (a) of Section
12814.6 of the Vehicle Code.
(b) The State Department of Education shall not be required to
comply with the requirements of subdivision (a) unless federal
funding is available to defray the cost of developing and adopting
the model curriculum framework for driver training and education.
51228. (a) Each school district maintaining any of grades 7 to 12,
inclusive, shall offer to all otherwise qualified pupils in those
grades a course of study fulfilling the requirements and
prerequisites for admission to the California public institutions of
postsecondary education and shall provide a timely opportunity to
each of those pupils to enroll within a four-year period in each
course necessary to fulfill those requirements and prerequisites
prior to graduation from high school.
(b) Each school district maintaining any of grades 7 to 12,
inclusive, shall offer to all otherwise qualified pupils in those
grades a course of study that provides an opportunity for those
pupils to attain entry-level employment skills in business or
industry upon graduation from high school. Districts are encouraged
to provide all pupils with a rigorous academic curriculum that
integrates academic and career skills, incorporates applied learning
in all disciplines, and prepares all pupils for high school
graduation and career entry.
(c) A school district that adopts a required curriculum that meets
or exceeds the model standards developed and adopted by the state
board pursuant to Section 51226 shall be deemed to have fulfilled its
responsibilities pursuant to subdivision (b).
(d) A school district that adopts a required curriculum pursuant
to subdivision (c) that meets or exceeds the model standards
developed by the state board pursuant to Section 51226, or that
adopts alternative means for pupils to complete the prescribed course
of study pursuant to subdivision (b) of Section 51225.3, may
substitute pupil demonstration of competence in the prescribed
subjects through a practical demonstration of these skills in a
regional occupational center or program, work experience,
interdisciplinary study, independent study, credit earned at a
postsecondary institution, or other outside school experience, as
prescribed by Section 51225.3.
51229. (a) Each school year, as part of the annual notification
required pursuant to Section 48980, a school district offering any of
grades 9 to 12, inclusive, shall provide the parent or guardian of
each minor pupil enrolled in any of those grades in the district with
written notification that, to the extent possible, shall not exceed
one page in length and that includes all of the following:
(1) A brief explanation of the college admission requirements.
(2) A list of the current University of California and California
State University Web sites that help pupils and their families learn
about college admission requirements and that list high school
courses that have been certified by the University of California as
satisfying the requirements for admission to the University of
California and the California State University.
(3) A brief description of what career technical education is, as
defined by the department.
(4) The Internet address for the portion of the Web site of the
department where pupils can learn more about career technical
education.
(5) Information about how pupils may meet with school counselors
to help them choose courses at their school that will meet college
admission requirements or enroll in career technical education
courses, or both.
(b) For purposes of this section, "college admission requirements"
means the list of courses that satisfy the subject requirements for
admission to the California State University and the University of
California.
