1. (a) Implementation.

   1. (1) The provisions of this section shall be implemented by school districts beginning with the 2025-2026 school year.
   2. (2) School districts shall implement the employability skills student expectations listed in §127.15(d)(1) of this chapter (relating to Career and Technical Education Employability Skills, Adopted 2025) as an integral part of this course.
2. (b) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisites: Principles of Agriculture, Food, and Natural Resources. Students shall be awarded one credit for successful completion of this course.

3. (c) Introduction.

   1. (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. (2) The Agriculture, Food, and Natural Resources career cluster focuses on the essential elements of life, food, water, land, and air. This career cluster includes occupations ranging from farmer, rancher, and veterinarian to geologist, land conservationist, and florist.
   3. (3) Beekeeping and Honey Processing is a course designed to provide students with the academic and technical knowledge and skills that are required to pursue a career related to beekeeping, apiary operations, honey harvesting, and related industries. Beekeeping and honey processing is a vital part of the United States agricultural economy. To prepare for success in Beekeeping and Honey Processing, students need opportunities to learn, reinforce, experience, apply, and transfer their knowledge and skills in a variety of settings.
   4. (4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other organizations that foster leadership and career development in the profession such as student chapters of related professional associations.
   5. (5) Statements that contain "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

4. (d) Knowledge and skills.

   1. (1) The student develops a supervised agriculture experience program. The student is expected to:

      1. (A) plan, propose, conduct, document, and evaluate a supervised agriculture experience as an experiential learning activity;
      2. (B) use appropriate record-keeping skills in a supervised agricultural experience;
      3. (C) participate in youth agricultural leadership opportunities;
      4. (D) review and participate in a local program of activities; and
      5. (E) create or update documentation of relevant agricultural experience such as community service, professional, or classroom experiences.

   2. (2) The student explores the biology of bee behavior. The student is expected to:

      1. (A) identify different types and life spans of bees;
      2. (B) explain the different roles assumed by the different types of honeybees, including the queen, drones, and workers; and
      3. (C) describe honeybee development, castes, behavior, division of labor, and the bee life cycle, including larval, pupal, and adult stages.

   3. (3) The student analyzes beehive design and development. The student is expected to:

      1. (A) identify the site characteristics required for successful beehive production;
      2. (B) analyze factors such as climatic characteristics and food sources to determine the suitability of a beehive site for honey harvesting and pollination;
      3. (C) research and compare the conditions of successful beehives in other parts of the world with similar local conditions; and
      4. (D) develop a beehive design and installation plan, including consideration of sunlight, access to water, wind, topography, human and animal habitation, and good neighbor policy.

   4. (4) The student evaluates technology and best practices for weatherizing a beehive. The student is expected to:

      1. (A) explain the environmental conditions that lead to bee colonies adapting to extremes in climate conditions;
      2. (B) compare seasonal strategies for proper beehive management and describe why best management practices change based on the seasons, including spring, summer, autumn, and winter; and
      3. (C) explain practices for winterizing hives.

   5. (5) The student demonstrates beehive management techniques. The student is expected to:

      1. (A) identify the tools of an apiarist and demonstrate safe and proper usage of tools;
      2. (B) demonstrate inspection of a beehive and describe necessary equipment, including a bee suit, a smoker, and a comb replacement;
      3. (C) explain beehive training techniques, including diagnosing the brood pattern, adding brood comb to the nest, switching colonies, feeding bees, providing water, removing old combs, extracting honey, and caging queens;
      4. (D) identify safety precautions in the field while handling live bees, caring for the colonies in the hives, and extracting honey and honeycomb;
      5. (E) explain the proper methods of bee handling to prevent harm to handlers and others; and
      6. (F) describe personal protective equipment used to reduce the risk of accidents.

   6. (6) The student develops an integrated pest management plan for beehives. The student is expected to:

      1. (A) identify the major insect pests and diseases of honeybees;
      2. (B) compare the components of honeybee integrated pest management; and
      3. (C) describe the safe usage of pesticides in honeybee hives.

   7. (7) The student examines honey harvesting and the use of proper equipment and tools. The student is expected to:

      1. (A) describe the tools and equipment used in honey production, including a bee brush, fume board, honey drip tray, nectar detector, escape board, and extractor;
      2. (B) explain the safe use of honey harvesting tools;
      3. (C) explain the use of technology in modern honey production systems; and
      4. (D) explain the appropriate procedures used to extract honey.

   8. (8) The student identifies procedures and regulations for sanitation and safety in the food industry. The student is expected to:

      1. (A) identify food industry inspection standards, including hazard analysis and critical control points;
      2. (B) identify the appropriate chemicals used in the food industry, specifically in honey processing;
      3. (C) identify safety and governmental regulations involved in the processing and labeling of foods, including honey;
      4. (D) explain the procedures relating to the safe manufacture of foods through hygienic food handling and processing;
      5. (E) develop and maintain sanitation schedules; and
      6. (F) identify food safety laws that impact the bee industry.

   9. (9) The student demonstrates an in-depth understanding of beekeeping, bee hauling, and honey processing businesses, including production, processing, marketing, sales, and distribution. The student is expected to:

      1. (A) describe the roles of an entrepreneur in beekeeping, bee hauling, and honey processing operations;
      2. (B) differentiate between small, medium, and large-sized bee and honey businesses;
      3. (C) create a list of tools and equipment needed to start a beekeeping operation and develop a budget to start a beekeeping business; and
      4. (D) develop a business model for beekeeping, honey production, and honey processing.

   10. (10) The student completes the process for development, implementation, and evaluation of a marketing plan and a financial forecast for beekeeping. The student is expected to:

       1. (A) identify and explain the target market for honey-related products;
       2. (B) create and conduct a customer survey;
       3. (C) analyze the customer survey results;
       4. (D) identify modification recommendations based on customer survey results;
       5. (E) complete a detailed honey-related products market analysis;
       6. (F) analyze and explain different types of marketing strategies;
       7. (G) describe a social media marketing campaign for honey-processed products; and
       8. (H) develop and explain a projected income statement, cash budget, balance sheet, and projected sources and uses of funds statement.

   11. (11) The student explains the scope and nature of distribution of honey-related products. The student is expected to:

       1. (A) explain effective distribution activities, including transportation, storage, product handling, and inventory control;
       2. (B) explain how distribution can add value to goods and services, which can be protected by intellectual property; and
       3. (C) analyze distribution costs for honey-related products.

Source Note:The provisions of this §127.61 adopted to be effective August 1, 2025, 50 TexReg 3752.