Decatur Career Academy

Students learn drafting techniques through the study of geometric construction at which time they are introduced to computer-aided drafting and design. The four-course sequence is focused on; safety, geometric construction, fundamentals of Computer-Aided Drafting, and multi-view drawings; illustrate more complex objects using the Computer-Aided Drafting (CAD) system and develop skills in dimensioning, tolerancing, pictorials, sections, auxiliary views, and intersection and developments; house designs, floor plans, roof designs, elevations (interior and exterior), schedules, and foundations; schedules, plumbing, heating and air, graphic presentations, plot/site plans, specifications, and building estimations; 3-D working and assembly drawings including rendering and animation. Further, the standards are aligned with the national standards of the American Design Drafting Association (ADDA). Students who successfully complete this and other drafting courses should be prepared to take the Drafter Certification Examination from the ADDA.

Our goals are to provide support services to students with disabilities enrolled in a Career, Technical and Agricultural Educational class in order to enable students to acquire entry-level job skills through a CTAE education plan. Instructors coordinate student's course of study with short and long-range career goals through an Individualized Education Plan (IEP). Participates in the development of the transition section of an IEP and provide Work-Based Learning experiences.

This pathway begins with the student understanding, communicating, and adapting to a digital world as it impacts their personal life, society, and the business world. Exposure to foundational knowledge in hardware, software, programming, web design, IT support, and networks are all taught in a computer lab with hands-on activities and project-focused tasks.  An emphasis includes content, practices, thinking, and skills central to the discipline of computer science. Through both its content and pedagogy, this course aims to appeal to a broad audience. The pathway is designed for high school students to strategize, design, and develop games and mobile and desktop applications that can be produced in the real world. Students will learn about life-cycles of project development and use models to develop applications. Students that select the IB courses will become proficient in Java and prepared for the AP Computer Science assessment.

This pathway prepares students for employment or entry into a post-secondary education program in the Broadcast/Video Production career field. Instruction covers technical terminology, safety, basic equipment, reporting, script writing, production teams, production and programming, set production, lighting, editing, studio production, and professional ethics. Students participate in both the Georgia Scholastic Press Association and Student Television Network for leadership training and to reinforce specific career and technical skills. Students work cooperatively in all phases of broadcast/video production to produce a regular show called "The Dec."

The Culinary Arts pathway creates an awareness of opportunities within the vast areas of the foodservice industry. This pathway incorporates developments in the areas of institutional food, fine dining and basic baking principles. Pathway completers will have a strong foundation in the basics of food preparation, safety, nutrition, and restaurant operating procedures.

Students in this pathway are introduced to teaching in a diverse and inclusive environment, including homes, schools, and other community settings, which serve children from birth to age 8 and their families. Child-centered and culturally sensitive practices are emphasized throughout the pathway, focusing on the need for multiple methods of instruction to accommodate a broad range of learners.

At the introductory level, students will focus on safety in the lab and be exposed to the basic use of the machinery available in the lab. Students learn by engaging in projects which combine the use of basic hand tools, power tools, and heavy machinery, and Computer Numeric Controlled equipment. As students progress through the pathway Computer-Aided Design (CAD) drawings technology will be introduced into the course. Students will learn the business side of the profession related to the design, plan of procedure, and finishing of projects. 

This pathway will enable students to develop basic commercial art skills. Students will use basic typography, layout, and design techniques to create images and products that reflect knowledge of the elements of art and principles of design to attract and influence consumers.

This course aims to develop internally-minded people whose enhanced understanding of design and the technological world can facilitate our shared guardianship of the planet and create a better world. Topics covered include Human Factors and Ergonomics, Resource Management and Sustainability, Modeling, Final Production, Innovation and Design, and Classic Design. This course is a two-year sequence beginning at DHS in the junior year. 

The mission of the United States Army Junior Reserve Officer Training Corps program is to motivate young people to be better citizens. Program objectives are to: provide and encourage citizenship; promote high school completion; develop leadership potential; strengthen self-esteem; improve wellness and physical fitness; provide incentives to live drug-free, and enhance life skills.

This pathway includes broad introductory coverage of teaching as a profession, public school organization, planning and delivery of instruction, creation and maintenance of learning environment, standards, teaching and learning in multicultural settings, mainstream education of students with exceptionalities, "at risk" students, family and community partnerships, school law, and educational philosophies.

The Decatur Career Academy Work-Based Learning Program assists businesses with building a highly trained, technologically sophisticated and career-oriented young workforce. Students are assigned paid or unpaid placements for the duration of the school year. Students are required to work a minimum of 4.5 or 9 hours on average per week. Our goal is to assist in the creation of a strong support structure between local employers, students, and the school. Work-Based Learning supplies talent to address industry workforce shortage needs. We promote an industry-driven system where employers set occupational skills standards, collaborate on curriculum, provide work experience and certify mastery of skills. Focus on the future with Georgia Work-Based Learning.