xt74xg9f7q4s https://exploreuk.uky.edu/dips/xt74xg9f7q4s/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1975 bulletins  English Frankfort, Ky. : Dept. of Education  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Program of Studies for Kentucky Schools Grades 1-12", vol. 43, no. 3, [March] 1975 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Program of Studies for Kentucky Schools Grades 1-12", vol. 43, no. 3, [March] 1975 1975 1975 2022 true xt74xg9f7q4s section xt74xg9f7q4s  

 

 

 

 

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 PROGRAM OFESTUDIES
FOR KENTUCKY SCHOOLS

Grades 1-12
L:- w x 1,. f ' ‘ ~ r

)aid for with state funds KRS 57.375 Educational Bulletin Vol. 43 No. 3
Kentucky Department of Education
Frankfort, Kentucky

 

 FOREWORD

This document, Program of Studies for Kentucky Schools, Grades I -7 2,
is representative of the achievements being realized by the systematic and
cooperative planning of educational goals and the appropriate programs to
accomodate these goals. Numerous statewide advisory councils have provided
invaluable assistance in the formulation of the varied educational programs.
This cooperative and representative planning procedure has enabled local
districts to communicate local needs, noteworthy program achievements, and
district priorities and aspirations. The improved insights into curriculum
trends gained through increased representation and communication with local
district personnel has resulted in expanded and more effective programs for
all pupils to include courses for the preschool child, the exceptional child,
and the career bound adolescent.

The ultimate goal of all school programs in Kentucky is that of
providing meaningful educational experiences that adequately prepare pupils
to lead effective lives. This revised and expanded program of studies,
approved by the State Board of Education on March 20, 1975, should
facilitate still greater progress toward new standards of worth and excellence
in Kentucky schools.

Lyman V. Ginger
Superintendent of Public instruction

 

     

    

INTRODUCTION

KRS 156.160 prescribes the responsibility for the preparation of
courses of study for the schools of the Commonwealth of Kentucky as
follows:

The Superintendent of Public Instruction shall prepare or cause

to be prepared and submit for approval and adoption by the State

Board of Education: .. . (2) Minimum Courses of Study for the

different grades and kinds of common schools, and regulations

governing educational equipment of the schools.

The Program of Studies formulated and approved in 1959 was the
outgrowth of an extensive study in which several thousand Kentuckians
participated. The present Program of Studies represents a third revision to
provide contemporary educational programs in approved curriculum areas.

The Program of Studies for Kentucky Schools serves as the framework
upon which a local school system can develop school curriculum that is
responsive to unique local needs. This revision of the program of studies has
been specifically designed to provide more flexibility in program planning at
the local school level. More than ever, it is the responsibility of local
leadership to select and arrange offerings to provide for the diverse needs of
their own student population. in addition to student needs, staff potential,
facilities, community resources, and size of school are prime considerations in
planning at the local level.

Each area of the curriculum is presented separately with basic
considerations for program planning, descriptions of revised or new courses,
the extent of high school credit which may be earned, and other pertinent
information. Although this document does not attempt to deal with
standards for accreditation, we have, for your convenience, continued to
frequently show the differentiation in minimum unit offerings for the various
secondary school classifications. It should be noted that two specific units are
still required at the high school level: one unit in United States history and
one-half unit each in health and in physical education.

An additional section has been included to provide information and
procedures for the design and implementation of experimental courses that
are not included in 771e Program of Studies for Kentucky Schools. This
section has been added to encourage local school districts to seek alternative
ways to educate children more realistically and more effectively,

Don C. Bale, Assistant
Superintendent for Instruction

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TABLE OF CONTENTS

Foreword ...................................... ii
introduction .................................... iii
Language Arts .................................... 1
Social Studies .................................... 3
Mathematics ..................................... 7
Science ....................................... 11
Foreign Languages ................................ 13
Arts Education .

Art ....................................... 15

Music ...................................... 18
Health, Physical Education

Health Instruction ..... ~ .......................... 20

Physical Education .............................. 21
Driver and Traffic Safety Education ...................... 23
Industrial Arts ................................... 24
Business and Office Education ......................... 26
Marketing and Distributive Education ..................... 30
Home Economics ................................. 32
Trade and Industrial Arts ............................ 34
Health and Personal Services Occupations ................... 37
Agribusiness Education ............................. 39
Public Service Occupations ........................... 42
Procedure Concerning the Offeringof Unlisted Courses ............. 43 .
Two Approaches to Vocational Education ..................... 46

  

   

LANGUAGE ARTS

 

GRADE Maximum High
SUBJECT 1 2 3 4 5 6 7 8 9 10 ll 12 School Credit
Language Arts X* x x x x x x x

Basic competencies in expressive and
receptive behaviors comprising commu-
nication:

Speaking/Listening
Reading/Writing
Nonverbal Language
Dramatic Expression
Media Utilization
Spelling

State Board of Education requires three units of high school English.

Areas from which courses may be developed:**

Literature

Language
Composition

Oral Communication
Journalism
Dramatics

Reading

Media x X

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*lst grade is understood to include readiness, pre—primer, primer, and beginning
reading.

**From these areas, year-long courses for 9th, lOth, 11th, and 12th grade
English can be developed, as well as short-term courses for a phase-elective program to
meet the minimum requirement of three units in English. Other courses may also be
developed from these areas which will not be counted as part of the English requirement.

COURSE DESCRIPTIONS AND PROGRAM REQUIREMENTS

The language arts program should aim to develop the expressive and
receptive behaviors which comprise effective communicationin the life
experience of individuals. The program should be based upon the nurturing of
the thinking process and provide for applying the communication behaviors
in the areas of self-care, social functioning, vocational capability, academic
achievement, and aesthetic appreciation.

Elementary

Through a planned developmental language arts program in the
elementary and middle school, the individual student should acquire the
following basic competencies:

The ability to express himself by and/or through:

Speaking
Writing
Nonverbal language

 

 

   
     
 
   
  
  
 
  
   
 
 
 
  
 
   

     

    

Dramatic expression
Media utilization
The ability to acquire information by and/or from:
Listening

Reading

Nonverbal language

Dramatic expression

Media utilization

Secondary

The secondary English program should aim to develop the skills of
literacy (reading, writing, speaking, listening, thinking, and observing) and to
increase each student’s confidence, pleasure, and creativity in practicing these
skills. The various facets of this program should be offered as interdependent
and correlated studies, planned to increase competency through deliberate
balance in content and in skills.

Reading, which underlies the entire school experience, should be
planned as a continuing program that reinforces and extends those skills
previously acquired. Literature is of aesthetic and humanistic value and serves
to promote skills development. Language studies should stress not only the
systematic nature of language but also the dynamic and essential role
language plays in human affairs. The composing process should encourage
freedom of and fluency in expression, then build toward increased control
over content and form. Studies in media should focus on the expanded
techniques of communication, such as radio, television, and film, to examine
both their methods and effectiveness.

Three units of English are required, but four units are recommended.*
Each school district shall be responsible for planning its own program based
on a careful study of its courses, its community, and its students. To provide
a rich variety of experiences to accommodate the varying abilities, needs, and
interests of students, year-long courses, short-term courses, or a combination
of both may be offered. The year-long course (36 weeks) shall earn one unit
of credit. Short—term courses shall receive credit proportional to their length.
Regardless of the design, the thrust of the program shall be language,
composition, and literature. To provide greater opportunities for student
success and satisfaction, a variety of instructional approaches should be used
in the classroom when implementing a language arts program.

Upon completion of the planned developmental language arts program
in the elementary, middle, and secondary school, each individual should have
acquired both the ability and the desire to communicate effectively within his
life experience in accordance with his potential.

 

*The semester of required reading at the ninth grade level for students who have
scored at the sixth grade level or below when tested may be counted as a part of this
requirement. See Kentucky State Plan for Accrediting Secondary Schools.

   

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SOCIAL STUDIES

 

 

G_Rfl Maximum High

SUBJECT K 1 2 3 4 5 6 7 8 9 10 11 12 School Credit
Related Social Studies x x x x x x x x x

Unified Social Studies x x x x x x x x

Kentucky Heritage x x x x x x x x x x x x 1
Government and Politics x x x x 1
Economics x x x x 1
Geography x x x x 1
Sociology x x x x ~ 1
Citizenship x x x x 1
Problems of American Democracy x x x x 1
Introduction to Social Studies x x x x ’1
Psychology x x x x 1
World History x x x x 1
World Geography x x x x 1
International Relations x x x x 1
Comparative Economics x x x x 1
Anthropology (Comparative Cultures) x x x x 1
Humanities x x x x 1

U.S. History* x x x 1

 

*Required for high school graduation.

COURSE DESCRIPTIONS AND PROGRAM REQUIREMENTS

The area of social studies is concerned with people as individuals, their
interaction with other people separately and in groups, and with their
adjustments to their physical environments. History and the various social
sciences—economics, government and politics, geography, anthropology,
philosophy, sociology, psychology—are also concerned with human
relationships. The social studies consists of knowledge selected from the
humanities and the social sciences and organized for the instruction of pupils
of all ages. From the social studies, students can gain knowledge about man
and society, past and present, that can contribute to intellectual enrichment.
and pleasure. Students can acquire skills for transmitting this knowledge into
patterns of covert and ,overt behavior fundamental to individual
self-realization and to the exercise of civic responsibility in a free society.

Some of the characteristics of the social studies include:

The development of multiple objectives rather than the pursuit of
any one to the exclusion of all the others.

The writing of instructional objectives in behavioral terms.

An emphasis on inquiry and discovery of relationships by pupils, as
opposed to the presentation of conclusions to pupils by teachers.

The use of a variety of materials, including paperback books, films,
filmstrips, records, artifacts, pictures, paintings, transparencies, and
slides as data sources, as opposed to relying upon a single, usually
hardbound text.

 

  

     

An emphasis on primary as well as secondary sources of information.
The use of insights and data from a number of behavioral sciences, as
opposed to concentrating primarily on history and geography as the
major areas of study.

The Use of different kinds of instructional materials by different pupils
in the same classroom at the same time to meet the needs and interests
of all students.

An emphasis on developing skills such as the following:

Generating hypotheses R e c o g n i z i n g b i a s and
Formulating questions propaganda

Collecting data Arriving at conclusions and
Interpreting data generalizations

Making inferences Clarifying values

Evaluating

A view of the teacher’s role to be that of a resource person and fellow
inquirer rather than that of an information-giver and taskmaster.

Greater concentrations on actions and reactions of people rather than
on things, objects, dates, places, or names.

An emphasis on content that is as realistic and problem-oriented as
possible and that requires pupils to take appropriate action that will
help resolve problems. -

An emphasis on the development of skills and attitudes in students to
become lifetime learners even after a course has terminated and after
their days of formal instruction are completed.

The social studies program should be designed to present the scope and
appropriate sequence of concepts and skills to be developed. This reflects a
concern for an articulated program and will eliminate meaningless repetition
of content. It provides local school flexibility and choice within a broad
framework of common goals and objectives.

Elementary and junior High

Related Social Studies — This program focuses on one or more of the
social sciences for an in-depth study of the discipline, whether anthropology,
economics, geography, government and politics, history, social psychology, or
sociology.

Unified Social Studies _ This is an interdisciplinary program which
includes concepts derived from the social sciences; namely, anthropology,
economics, geography, government and politics, history, social psychology,
and sociology.

Kentucky Heritage — Suggested-grade levels:

Grade two — Local School Community
Urban Community
A Suburban Community

    

 l. Medium-sized City
Rural Community

5’ as Metropolitan Community
the . . .
Grade four — ln-depth study of Cities as regional centers
_ Grade seven— Background material of Kentucky history,
uplls government, and geography .
rests Because pupils have studied Kentucky History on
the' fourth and/or fifth level, it would seem
appropriate for them to use data concerning their
and state in a more practical way in the seventh grade.
' Instead of considering factual information about
and the state as an end in itself, the data could be used

to make comparisons with some of the Asian

countries that is usually a part of the seventh grade

curriculum. The size, population, and agriculture

:ellow as one of the major industries are some of the
topics that offer opportunities for comparison.

Grade eight— The development of the State of Kentucky could

i than be studied in conjunction with the development of
United States History in the eighth grade. During
ted as each period of United States History, emphasis
at will could be placed on the developments within the
state during that same period. This could help
:nts to pupils become aware of the relationships between

d after the growth of the state and the nation.
Grade nine— State government can be studied as part of the
citizenship course in the ninth grade. The

‘Pe and relationships between the state and federal
flects a governments should be emphasized.

letition

t broad Secondary

The State Board of Education requires two units of credit, but a mini-
mum of three Carnegie units of high school social studies credit is
recommended for graduation (one unit in US History; one unit from the list

3 0f the of electives in American Studies; one unit from the list of electives in World
‘pology, Studies).
logy, or US. History American Studies World Studies
n which Government & Politics World History
)pology, Economics World Geography
*hology, Geography International
H Sociology Relations
Citizenship Comparative
Problems of American Economics
Democracy Anthropology
Introduction to the (lnclddes Compara-
Social Studies tive Cultures)
Psychology Humanities

5

 

  

Drawing from the above list of social studies electives as well as the
required U.S. History course, local school districts may treat these courses as
year-long offerings, or schools may offer these courses as a series of
short-term units, ranging in length from nine weeks to eighteen weeks, in
order to provide a rich variety of experiences to meet various student needs,
interests, and abilities. Local school districts are also encouraged to provide
an interdisciplinary program within the social studies framework by
integrating any number of electives listed under each of the above three
categories including American Studies and World Studies.

Problems of American Democracy — This course offers the student the
opportunity to consider in depth contemporary problems which have their
origins or possible solutions in the social sciences.

Comparative Economics — Relates the ways in which societies make
decisions about goods and services they produce, how they produce them,
and for whom they produce them. '

GOVernment and Politics — Relates to theory and practice of people
governing themselves based on the US. Constitution. .

Anthropology — Anthropology is a social science which deals with the
observation, collection of data, and analysis of the group structure, values of
groups, how people behave, and the differing roles played by members of a
group in their relationships. Anthropologists are concerned with the manner
in which people pass on a culture and how a new generation changes it. There
are many types and combinations of groups that are studied, such as families,
peer groups, play associations, labor unions, minority groups, community
groups, and political parties.

    

    
      
  
   
  
   
  
  
  
      
    
 
 
   
  
 
 
 
  
  
  
 

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MATHEMATICS

GRADE Maximum High
SUBJECT ' K 1 2 3 4 5 6 7 8 9 101112 SchoolCredit

Arithmetic x x x x x x x x x
General Mathematics x x
Fundamental Mathematics x
General Math I x
General Math ll

Algebra I x x
Algebra II x
Geometry - x
Trigometry

Analytic Geometry

Math Functions

Advanced Math

Probability and Statistics

Introduction to Computer Techniques x
Computer Math x
Consumer Math

Calculus

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COURSE DESCRIPTIONS AND PROGRAM REQUIREMENTS

Elementary

The elementary school mathematics program should provide a proper
balance among the three phases of development—concept development, skill
development, and application of concepts and skills to everyday experiences
of the child. The planned program should include a scope and sequence of
topics with due consideration given to the slow, average, and accelerated
child.

The first course in algebra may be offered in the eighth grade in schools
with a sufficient number of students who may profit from such a course.
When offered in the eighth grade, it should be comparable to that offered in
the ninth grade, and may carry one Carnegie unit if taught by a teacher who
has a major or minor in mathematics.

Secondary

There are three relatively well-defined groups of students entering the
ninth grade, each of whose work in high school mathematics should begin
with a separate course. First, there are those who are poorly prepared, have
not grasped the basics of grade school arithmetic, and need a good deal more
practice in developing arithmetical skills. These students should begin with
Fundamental Mathematics. The second group consists of those students who
have more or less mastered grade school arithmetic, but not to a sufficient
degree of proficiency that they have a reasonable chance for success in a more
abstract mathematical setting such as Algebra I. This group should begin with
General Mathematics 1. Finally, there are the well-prepared students who have
Shown some degree of mathematical skill and these individuals should begin

  

   

 

their high school work with either Algebra I or Algebra ll.

It should be noted that the usual progression is Fundamental
Mathematics, General Mathematics |, Algebra I, and either Geometry or
Algebra II. Students may enter this sequence at any point, depending on their
level of preparation. It is important also to note that General Mathematics II
is not intended as an introduction to further work but, rather, is consumer
oriented and is designed for students not likely to pursue a scientific career.

It is strongly recommended that college-bound students who envision a
career in a scientific discipline take four years of high school mathematics
beginning with Algebra I and including Geometry, Algebra ll, and
Trigonometry. Able students who plan nonscientific careers should at least
take Algebra I and Geometry.

The grade levels recommended for the various courses should not be
considered rigid requirements. However, these grade levels are indicative of
the grade, or grades, from which the vast majority of students for a particular
course will come and show the general age and preparedness level necessary
for the course.

Finally, schools that are in a phase-elective program or mini-courses or
plan to go into such a program may wish to break these courses outlined into
nine- or twelve-week modules; or some of the semester courses may be
covered in two nine- week or one twelve-week time periods. it is hoped that
each school will adapt this program of studies to its own time frame based on
needs, interests, and abilities of its students.

The State Board of Education requires two units, in mathematics.

Fundamental Mathematics —— This course is designed to teach the
arithmetic skills necessary for an individual to function successfully in today’s
society. Topics may include basic integer arithmetic, prime factorization,
greatest common divisor, least common multiples, fractions, decimals,
rational and irrational numbers, proportion, percentage, simple and
compound interest, metric system (linear measure, volume, weight and
temperature), conversions within a system, area of simple plane figures and
volume of simple solids. in the treatment of all these topics, the emphasis
should be on common sense or physical justification of principles.

Remarks: For this course it would be most helpful if students could
have access to some sort of computing equipment, for
example, an inexpensive pocket calculator.

General Mathematics I — This course is designed to develop an
understanding of, and skills in, the fundamental operations of arithmetic.
Topics include a review and extension of those listed for Fundamental
Mathematics plus a basic introduction to algebra and geometry as commonly
encountered in everyday affairs.

Remarks: Inductive reasoning and pattern guessing are“ useful

techniques for teaching the concepts in this course.

General Mathematics ll — This course is designed to equip the student
with the practical applications of mathematics that arise in life situations and
careers. Topics may include the metric system, shop mathematics, elementary
business mathematics, simple geometric construction, reading and

 

 

    

     

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elementary probability and statistics.

Prerequisite: General Mathematics | or Algebra I

Mathematical Functions — The topics in this course may include work
in the area of linear functions, quadratic functions, cubic functions,
polynomial functions, rational functions, the absolute value function, the
greatest integer function, logarithmic functions, exponential functions,
inverse functions, circular and/or trigonometric functions, graphs of
functions, mathematical induction, and sequences and series.

Prerequisite: Algebra II and’Geometry

Remarks: Where applicable, functions that arise in nature should be

discussed and studied.

Advanced Mathematics — The topics for this course include basic logic,
properties of groups and fields, sequences and series, algebra of vectors and
analytic geometry, relations and functions, complex numbers, graphs of
polynomial functions, and exponential and logarithm functions, matrices as
they relate to analytic geometry, space geometry, and probability.

Prerequisite: Algebra II and Geometry.' .

Consumer Mathematics — This course involves the study of the
mathematics applicable to family purchases, contractual agreements, and
maintenance; cost of travel; various kinds of bank accounts and purchasing
plans; loans; income taxes; types of insurance; annuities; and stocks and
bonds; and other applications of mathematics to business situations.

Prerequisite: Successful completion of two years of high school

mathematics.

Introduction to Computer Techniques — This course is an introduction
to the programming, input and output, and operation ofa modern computer.
Topics may include application to business mathematics, or to problems in
measurement or elementary number theory.

Computer Math — This course is similar to Introduction to Computer
Techniques, but presents the material at a more sophisticated level and is
designed for the well-prepared student. The emphasis is on computer
programming and is to integrate the programming ability with mathematical
concepts the student has studied or is studying.

Prerequisite: Algebral

Remarks: Courses in programming of computers at the high school

level are, of necessity, limited to schools which have access
to some form of computer (Although it is possible to teach
a programming language from a purely theoretical point of
view, the most successful courses require that students
actually submit programs to be run on a machine). The
type of computer use available to a school naturally
determines the language or languages which form the
central content of the course.

Probability and Statistics — This course is designed to familiarize
students with the statistics they hear on television or radio and read in the
newspaper. Topics may include: answers to the questions “What are

  

 

  
  
 
 
  
  
  
  
  
 
  
  
 
 
  
  
 
  
   
  
  
  
  
  
  
  
   
  
  
  
    
   
  
 
 
  
  
   

 statistics?” and “What is probability?”; measurement and definition
influences on statistics; sampling; graphic display of data; measures of central
tendency; measures of dispersion; index numbers such as the Consumer Price
Index; finite probability and Baye’s theorem; random variables; binomial and
normal descriptions; sampling description and the central limit theorem;
estimation of standard error; confidence intervals and tests of significance.

Prerequisite: Algebra ll

Calculus' — This course should not be offered for credit except as a
full-year course for which one unit is awarded. Otherwise, not more than six
weeks as a part of Advanced Mathematics should be devoted to this subject.
Any course offered under this title should be for advanced placement and
offered in the twelfth year only. For a description of an acceptable course,
see the AB or BC outlines presented in the Advanced Placement Manual.

 

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gRADE Maximum High
SUBJECT K 1 2 3 4 5 6 7 8 9 1011 12 School Credit
Elementary Science x x x x x x x
Integrated Science* x x x x 1 (if

given in grade 9)
Introduction to Biological Science" (Life Science) x

Advanced Biology (Biology ll)

Advanced Physics (Physics ll)

Advanced Chemistry (Chemistry II)
*Full year

 

Introduction to Earth-Space Science* x
Introduction to Chemistry and Physics A x x x 1
Biology l x x x x 1
Chemistry I x x x 1
Physics I x x x 1
Earth Science x x x 1
Anatomy and Physiology x x x i
x x I
x x I
x x 1

 

COURSE DESCRIPTIONS AND PROGRAM REQUIREMENTS

Elem en fury

Science experiences should be introduced in the first grade. Inquiry
science should be planned at each level to provide proper scope and sequence
of concept and skill development through the subsequent grades, with at least
one-half time spent in investigative laboratory activities to develop inquiry
skills. The science curriculum should consist of biological and physical
sciences for each grade and should be related to the real experiences that
pupils encounter in the real world.

Student participation in laboratory experiences should be included as
an integral part of all science courses, grades 1-12. These experiences must be
those which develop scientific processes and skills in order that students may
discover scientific principles rather than merely to verify those given by the
text or the teacher.

Middle School and Secondary

It is recommended that students be counseled toward a balance
between the physical and biological sciences in grades 7-12.

In junior high or middle school, whether the curriculum is of an
integrated or specialized nature, emphasis should be on the investigative
approach to insure full continuity with the inquiry method previously
effected at elementary levels.

Integrated Science — This is to be interpreted as a laboratory centered,
interdisciplinary approach, for example, ISCS. If the integrated science

approach is chosen, care must be taken to avoid gaps or duplication of subject
matter.

11

 

 

  

Introduction to Biological Science ~ This course is designed to develop
an understanding of the interrelationships of plants and animals and will be
offered at the seventh grade level. Individual and group laboratory
experiences should com prise at least 50% of the course.-

Anatomy and Physiology — This is a course for students who have
obtained one credit in biology. it deals with the study of the structure and
function of the living body. it is recommended that the instructor have a
major in the biological sciences.

Enrichment and Special Interest Courses # These courses may be
offered when the need arises. They may be offered in modules of varying
lengths. Such courses may include aerospace. geology, ecology, environmental
studies, anatomy and physiology, ‘paleontology, botany, zoology, natural
history, history and philosophy of science, independent study in science,
applied science, etc. These courses should be offered only in schools where
facilities and personnel are provided for such courses.

Since all science courses are designed as, and in practice shall be,
laboratory oriented, the recommended number of students in any laboratory
situation is 28. Laboratory facilities must be provided for each of the 28
students. This is of prime importance not only in view of curriculum
development, but moreover to insure student health and safety and to
facilitate individual supervision.

The