(a) General requirements. This course is recommended for students in Grades 10-12. Prerequisites: Algebra I and English I. Recommended prerequisites: Principles of Architecture and Principles of Construction or Architectural Design I. Students shall be awarded one credit for successful completion of this course.
(b) Introduction.
  (1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
  (2) The Architecture and Construction Career Cluster focuses on designing, planning, managing, building, and maintaining the built environment.
  (3) Interior Design I is a technical course that addresses psychological, physiological, and sociological needs of individuals by enhancing the environments in which they live and work. Students will use knowledge and skills related to interior and exterior environments, construction, and furnishings to make wise consumer decisions, increase productivity, promote sustainability, and compete in industry.
  (4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.
  (5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
  (1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:
    (A) apply oral and written communication skills clearly, concisely, convincingly, and effectively to explain and justify actions in a socially acceptable manner that is easily understood by others;
    (B) solve problems using job-appropriate mathematical skills;
    (C) demonstrate an understanding of leadership skills;
    (D) cooperate, contribute, and collaborate as a member of a group;
    (E) exhibit professionalism through dress, speech, and manners that are appropriate to the profession and worksite;
    (F) review accurately both quantitative and qualitative work processes and end products;
    (G) follow written and oral instructions and adhere to established practices, policies, and procedures, including health and safety rules; and
    (H) use and apply task- and job-appropriate computer applications such as printing and plotting elevations, floor plans, and additional presentation documents or illustrations.
  (2) The student demonstrates effective decision-making skills related to housing needs throughout the life cycle. The student is expected to:
    (A) determine housing characteristics common to various world cultures and regions such as roof styles and materials, foundation types, and construction materials;
    (B) describe factors affecting housing choices;
    (C) describe the relationship between family housing and economics;
    (D) assess the impact of demographic trends on psychological, physiological, and social needs when making housing decisions;
    (E) analyze the impact of housing decisions on family relationships and the management of multiple family, community, and wage-earner roles;
    (F) analyze aspects of community planning that impact housing decisions; and
    (G) compare the availability, desirability, and financial feasibility of housing alternatives.
  (3) The student demonstrates effective management practices related to the housing budget. The student is expected to:
    (A) research consumer rights and responsibilities associated with housing;
    (B) contrast the impact of needs and wants on the costs of housing;
    (C) analyze legal and financial aspects of purchasing, leasing, and renting housing; and
    (D) summarize laws and public policies that impact housing decisions and costs.
  (4) The student recommends practices that will create a safe, secure, and well-maintained home. The student is expected to:
    (A) research the effect of housing conditions on health, safety, and the environment;
    (B) develop a plan for detecting safety hazards and maintaining a safe home; and
    (C) research and describe housing features for individuals with special needs.
  (5) The student proposes methods to create quality living environments. The student is expected to:
    (A) apply elements and principles of design to living environments;
    (B) apply principles of space utilization, zoning, and traffic patterns in planning and furnishing housing; and
    (C) propose design and furnishings features to meet the special needs of individuals and families.
  (6) The student considers factors affecting housing construction when making plans and consumer decisions related to housing. The student is expected to:
    (A) identify architectural styles and architectural features exemplified in housing;
    (B) summarize considerations for housing site selection;
    (C) evaluate basic housing construction and finishing considerations; and
    (D) research and describe the effects of technology on current and future housing trends.
  (7) The student evaluates factors influencing the housing industry. The student is expected to:
    (A) research and describe the interrelationship of the housing industry with the economy; and
    (B) determine sources and availability of construction materials.
  (8) The student assesses environmental issues affecting housing. The student is expected to:
    (A) evaluate the effects of landscaping on housing and the environment; and
    (B) determine techniques, materials, and technological applications that can be used in housing to conserve energy and other resources and promote sustainability.
  (9) The student uses effective design practices to evaluate residential and nonresidential interiors. The student is expected to:
    (A) apply elements and principles of design to interiors;
    (B) plan for effective use of space zones and placement of furnishings;
    (C) apply drafting techniques, including scaled drawings that facilitate space planning and technological applications;
    (D) determine the effect of technological applications on interior design practices;
    (E) differentiate design practices to meet individual, business, and special needs;
    (F) research energy conservation and sustainability practices that affect interior design; and
    (G) summarize laws, public policies, and regulations impacting interior environments.
  (10) The student determines appropriate lighting for residential and nonresidential interiors. The student is expected to:
    (A) analyze the functions and principles of lighting;
    (B) compare lighting types and methods of control; and
    (C) recommend lighting applications for specific interior needs, including safety, conservation, and sustainability.
  (11) The student chooses appropriate background materials to complement various residential and nonresidential interior settings. The student is expected to:
    (A) compare criteria for selection, use, and care of floor coverings;
    (B) evaluate selection, use, and care of wall treatments;
    (C) evaluate selection and care of ceilings; and
    (D) evaluate selection, use, and care of window treatments and their suitability for various window types.
  (12) The student demonstrates effective decision-making skills in applying principles of design and space to residential and nonresidential interior environments. The student is expected to:
    (A) examine the relationship of interior decisions to individual and family needs and wants;
    (B) examine the influences of demographics, society, and culture on interior design decisions;
    (C) explain the relationship of local and global economics to interior environments;
    (D) propose strategies for controlling costs and allocating resources; and
    (E) budget for acquisition of products to enhance interior environments.
  (13) The student evaluates the role of furniture in interior design for residential and nonresidential settings. The student is expected to:
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