In 1988-89 the Connecticut Vocational-Technical School System initiated a program for the ongoing review and upgrading of all trade and academic curricula use in the system's 17 schools to insure that each curriculum is consistent with current standards. Every 3 years the Curriculum Steering Committee for the trade or academic subject conducts a review and an analysis to identify outdated content, approaches, or materials. The revised curriculum incorporates the latest thinking of instructors who teach the subject, suggestions from authorities in the mathematics field, and current instructional approaches in the field of education. This curriculum is intended as a plan for learning geometry and an aid to the mathematics instructor to prepare students for membership in society. The document is separated into several sections: the Vocational-Technical School System Mathematics Sequence; Career Relationships and Requirements; Professional Goals for Instructors; General Competencies for Students; Personal Competencies for Students; Correlations of Trade/Subject Competencies with Connecticut's Common Core of Learning (a chart); and a series of 12 geometry units. Each unit provides suggested instructional time, unit objectives, and a list of competencies required of students after completing the unit. The units are: (1) Points, Lines, Planes, Angles; (2) Deductive Reasoning; (3) Parallel Lines and Planes; (4) Congruent Triangles; (5) Quadrilaterals; (6) Similar Polygons; (7) Right Triangles; (8) Circles; (9) Constructions and Loci; (10) Areas of Plane Figures; (11) Areas and Volumes of Solids; and (12) Coordinate Geometry. Twenty-two computer software and 2 textbook citations are provided in the appendixes, as well as a detailed outline of the Common Core of Learning. (MDH)