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Technology Education courses offered at Bunnell High School:

The Connecticut Career Clusters, their pathways, and 21st Century skills are integrated in all course offerings. Some examples of careers that can be followed with a major in Technology Education are:

Architecture and Construction – careers in designing, planning, managing, building and maintaining the physical infrastructure environment, e.g. buildings, homes, parks, bridges, roads, and highways, etc.

Arts, A/V Technology and Communication – careers in designing, producing, exhibiting, performing, writing, and publishing multimedia content, e.g. visual and performing arts and design, journalism, TV/Video Productions etc.
Information Technology – entry level, technical, and professional careers related to the design, development, support and management of hardware, software, multimedia, and systems integration services.

Manufacturing – careers in planning, managing and performing the processing of materials into intermediate or final products, and related professional and technical support activities.

Science, Technology, Engineering and Mathematics (STEM) – careers in planning, managing, and providing scientific research and professional/technical services, including research and development services.

Transportation, Distribution and Logistics – careers in the planning, management, and movement of people materials, and goods by road, pipeline, air, rail and water, and related professional/technical support services.

Communications Pathway (Media) Course Offerings:
Introduction to Game Design
Game Design 1
Game Design 2 (Honors)

Communications Pathway (Video/Film) Course Offerings:
Video Production 1
Video Production 2
Advanced Video Production

STEM Manufacturing Pathway (Wood Technology) Course Offerings:
Introduction to Manufacturing Technology
Manufacturing Technology
Advanced Manufacturing Technology

STEM Transportation Pathway (Automotive Technology) Course Offerings:
Introduction to Transportation Technology
Transportation Technology
Advanced Transportation Technology

STEM Architecture/Engineering Pathway Course Offerings:

Policy for Student Requests for Course Changes Mid-Marking Period

October 12, 2020


At the start of each new school year, students have a two-week window to meet with counselors to discuss course changes for the following reasons:

  • They are scheduled for a course they already took;

  • They have an unscheduled class period;

  • They are not scheduled for a class they know they need for credit/graduation;

  • They are double-scheduled during a particular class period.


Once the two week window closes, it is expected that there will be no need for changes in students’ schedules assuming the following:

  • Student placements reflect teacher recommendations in Spring, 2020 for core classes;

  • Students submitted their preferences and selections for elective classes in Spring, 2020.


Given those standards, if/when a student makes a request for a course change mid-marking period, the following protocol will be followed by BHS staff:


The counselor will meet virtually with the student to …

  • Acknowledge the request;

  • Solicit the student’s rationale for the request;

  • Conduct a grade and performance review with the student;

  • Notify the teacher of the request;

  • Solicit the teacher’s perspective on the student’s performance;

  • Share the teacher’s recommendations with the student;

  • Share all collected information with the student, parent, and department head.


If the student or parent insists that the change occur, the department head will …

  • Meet virtually with the student;

  • Reiterate the school policy re: no drops;

  • Review the information gathered by the counselor;

  • Solicit from student “What changes do you need to make to earn a passing grade in this class?”

  • Work with the student to build a success plan and *performance contract;

    • Extra help sessions

    • Study buddy

    • Effort

    • Tutoring

    • Other

  • Facilitate a meeting of the student and the teacher to review and implement the contract;

  • Observe the student in class to ensure the fidelity of the contract and student commitment to success.


*Notes:  The performance contract should bear the signatures of the student, parent, counselor, teacher, department head, and class administrator.


One exception to this protocol pertains to newly-registered students whose course placement in Fall, 2020, may have been based on recommendations outside of SPS.

Introduction to Engineering Design
Civil Engineering and Architecture

Click here to view a detailed description of our courses.