​Career Cluster Pathways

Architecture and Construction Career Pathways

• Architectural Drawing and Design
• Carpentry
• Plumbing
• Electrical
• Masonry
• Machining Operations
• Welding
• Sheet Metal
• Heating, Ventilation, Air Conditioning and Refrigeration
• HVACR Electrical
• Fine Furniture/Cabinetmaking
• Industrial Maintenance

Arts, AV Technology, and Communications Career Pathways

• Audio-Video Technology and Film I
• Audio-Video Technology and Film II
• Animation and Digital Media
• Graphic Design
• Graphic Communication

Transportation, Distribution, and Logistics Career Pathways

• Automobile Maintenance and Light Repair
• Automobile Service Technology
• Master Automobile Service Technology
• Marine Engine Technology
• Collision Repair-Painting and Refinishing
• Collision Repair-Structural Analysis and Damage Repair
• Flight Operations
• Aviation Maintenance
• Distribution and Logistics

Cluster Resources

• End of Pathway Assessments (Technical Skills Assessments)
• Student Organizations
• Georgia CTSO​
• Equipment Lists
• Lab Layouts
• Industry Certification Standards
• Teacher Certification Requirements
• Unit Plans – Georgia Standards.org​​

Middle School Architecture, Construction, Communications & Transportation courses

• 46.02100 Introduction to Architecture and Construction (Grade 6)

• 46.02200 Fundamentals of Architecture and Construction (Grade 7)

• 46.02300 Exploring Architecture and Construction (Grade 8)

• 48.03100 Broadcast and Graphic Communications (Grade 6) 

• 48.03200 Introduction to Communications (Grade 7)

• 48.03300 Applications of Communications (Grade 8)

• 47.08100 Introduction to Ground, Air and Maritime Technology (Grade 6)

• 47.08200 Foundations of Aerospace, Ground and Maritime Transportation (Grade 7)

• 47.08300 Investigation into Aerospace, Ground and Maritime Transportation (Grade 8)

What It's About

Trade and Industrial Education programs equip students with the knowledge, skills, and attitudes necessary for successful employment in the trade and industrial field and for further education. Programs of instruction are offered in Communication Technologies, Personal Services, Protective Services, Construction Technology, Mechanical Occupations, Automotive Technology, Precision Production Occupations, and Manufacturing Sciences. Trade and Industrial Education programs include three major components:

1. Classroom/laboratory experiences, which enable students to develop technical and academic skills in laboratories that simulate the business or industrial work environment for the given area.

2. Work-based learning and youth apprenticeship programs, may be selected by students as a strategy for obtaining more intensive skill development in the workplace.

3. SkillsUSA Georgia, the Career Technical Student Organization, provides opportunities for students to participate in co-curricular activities that help them develop academic and technical skills and encourages them to become better citizens.

Why It's Important

The automotive industry demands a rigid adherence to quality, and our product and manufacturing is considered highly technical. Combine this with a tight labor market, and it is critical that we have a well-educated workforce. The secondary technical education students have helped us considerably-they are motivated, well prepared, and appreciate being able to learn valuable job skills while they further their education. To date, we have had 19 students complete the program and become full-time employees. 

Elizabeth Umberson, Plant Manager

ZF Industries 

Gainesville, Georgia

I am a former student in a vocational construction program and have employed students from these programs. The logic and knowledge one gains in the programs make students capable of deciding their career for the future. The experience one receives is of excellent quality. The education and training received helps establish a groundwork for deciding their future in construction. I will continue to use and support students from these programs. 

Billy Helton, Owner

Helton Electrical Services 

Warthen, Georgia

Key Practices​

Curriculum Development/Articulation:

• Update current curriculum to meet industry-recognized standards and align with requirements of industry certification.

• Modify instructional design to more fully cover high-order thinking skills such as problem solving, synthesis, and critical and reflective thinking.

• Align coursework with postsecondary, four-year baccalaureate, and industry apprenticeship programs.

• Revise curriculum to include the integration of process technology, software, standards, building codes, and Environmental Protection Agency regulations.

• Develop a career exploration curriculum in Trade and Industry Education for use at the middle school level.

Work-Based Learning:

• Provide a strong work-based component in all Trade and Industrial programs to include an orderly transition to Diversified Cooperative Training and youth apprenticeship programs.

• Revise Diversified Cooperative Training program guides.

• Recruit additional Trade and Industrial industry partners.

• Coordinate efforts of Trade and Industrial faculty, Diversified Cooperative Training coordinator, and Youth Apprenticeship Program coordinator.

Industry Certification:

• Develop industry certification standards for program areas not currently serviced by sponsoring trade associations.

• Expand industry certification to include Automotive and Electronics.

• Update facility specifications and equipment lists for industry certification. 

• Modify and equip laboratories and classrooms to accommodate special populations students.

Professional Development:

• Provide staff development for integrating academic and vocational training.

• Provide staff development for meeting the needs of students from special populations.

• Implement industry-based staff development activities.

• Provide joint activities for teachers in Trade and Industrial, Technology, career exploration, and career education regarding the mission, role, and relationships of these programs.

• Provide mentoring opportunities for new teachers.

• Provide staff development on the integration and application of new technology.

• Provide staff development on strategies for articulating secondary, postsecondary, and industry apprenticeship programs.​​​​​