FCS Standards and Benchmarks
This page will be connected to the IKM-Manning Curriculum Page
through the following link:
CTE Standards and Benchmarks
The following links will connect you to the National FCS Stanards & Benchmarks or to the IKM-Manning FCS Standards & Benchmarks.
through the following link:
CTE Standards and Benchmarks
The following links will connect you to the National FCS Stanards & Benchmarks or to the IKM-Manning FCS Standards & Benchmarks.
National FCS Standards & Benchmarks
|
IKM-Manning FCS Standards & Benchmarks
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The following links will connect you with the Critical Skills and Compentencies for each FCS area/class the Greenhills AEA FCS Advisory Committee has agreed our area FCS Teachers should be concentrating curriculum around. These Chritical Skill and Compentencies come from the National FCS Standards and Benchmarks. I have listed the name of the class(es) next the the link to the Critical Skills and Compentencies for each. The Comprehensive FCS class is based as an introducion of all of the following classes, skills, and compentencies.
CAREERS I (Based off National FCS Standards)
CAREER, COMMUNITY, AND FAMILY CONNECTIONS Comprehensive
STANDARD 1: Integrate multiple life roles and responsibilities in family, work, and community settings.
BENCHMARKS:
1.1 Analyze strategies to manage multiple roles and responsibilities (individual, family, career, community and global).
INDICATORS:
1.1.1 Analyze the effects of social, economic, and technological change on work and family dynamics.
1.1.2 Analyze ways that individual career goals can affect the family’s capacity to meet goals for all family members.
1.1.3 Analyze potential effects of career path decisions on balancing work and family.
1.1.4 Develop a life plan including pathways to acquiring the knowledge and skills needed to achieve individual, family, and career goals.
1.2 Evaluate the reciprocal effects of individual and family participation in community activities.
1.2.1. Demonstrate skills that individuals and families can utilize to support civic engagement in community activities.
CONSUMER SERVICES Comprehensive
STANDARD 3: Integrate knowledge, skills, and practices required for careers in consumer services.
BENCHMARKS:
3.1 Analyze consumer relations.
INDICATORS:
3.1.1 Identify consumer rights and responsibilities.
3.1.2 Analyze consumer education and advocacy careers.
3.2 Analyze factors in developing a long-term financial management plan.
3.2.1 Explain the effects of the economy on personal income, individual and family security, and consumer decisions.
3.2.2 Demonstrate components of a financial planning process that reflects the distinction between needs, wants, values, goals, and economic resources.
3.2.3 Analyze the effect of consumer credit in long-term financial planning.
3.2.4 Compare investment and savings alternatives.
3.2.5 Analyze the effects of risk management strategies on long-term financial planning.
3.2.6 Analyze the effect of key life transitions on financial planning.
3.2.7 Analyze factors that influence establishing and maintaining a good credit rating and the effect of credit ratings on rates and terms for credit and insurance.
CAREERS/EMPLOYABILITY SKILLS Comprehensive and Occupational
STANDARD 17: Demonstrate an understanding of careers and employability within each Family and Consumer Science field
BENCHMARKS:
17.2 Demonstrate transferable and employability skills
17.2.1 Demonstrate job getting and job keeping skills
17.2.2 Apply communication skills in workplace settings
17.2.3 Demonstrate teamwork skills
17.2.4 Analyze strategies to manage the effects of changing technologies in workplace settings
17.2.5 Demonstrate leadership skills
CAREER, COMMUNITY, AND FAMILY CONNECTIONS Comprehensive
STANDARD 1: Integrate multiple life roles and responsibilities in family, work, and community settings.
BENCHMARKS:
1.1 Analyze strategies to manage multiple roles and responsibilities (individual, family, career, community and global).
INDICATORS:
1.1.1 Analyze the effects of social, economic, and technological change on work and family dynamics.
1.1.2 Analyze ways that individual career goals can affect the family’s capacity to meet goals for all family members.
1.1.3 Analyze potential effects of career path decisions on balancing work and family.
1.1.4 Develop a life plan including pathways to acquiring the knowledge and skills needed to achieve individual, family, and career goals.
1.2 Evaluate the reciprocal effects of individual and family participation in community activities.
1.2.1. Demonstrate skills that individuals and families can utilize to support civic engagement in community activities.
CONSUMER SERVICES Comprehensive
STANDARD 3: Integrate knowledge, skills, and practices required for careers in consumer services.
BENCHMARKS:
3.1 Analyze consumer relations.
INDICATORS:
3.1.1 Identify consumer rights and responsibilities.
3.1.2 Analyze consumer education and advocacy careers.
3.2 Analyze factors in developing a long-term financial management plan.
3.2.1 Explain the effects of the economy on personal income, individual and family security, and consumer decisions.
3.2.2 Demonstrate components of a financial planning process that reflects the distinction between needs, wants, values, goals, and economic resources.
3.2.3 Analyze the effect of consumer credit in long-term financial planning.
3.2.4 Compare investment and savings alternatives.
3.2.5 Analyze the effects of risk management strategies on long-term financial planning.
3.2.6 Analyze the effect of key life transitions on financial planning.
3.2.7 Analyze factors that influence establishing and maintaining a good credit rating and the effect of credit ratings on rates and terms for credit and insurance.
CAREERS/EMPLOYABILITY SKILLS Comprehensive and Occupational
STANDARD 17: Demonstrate an understanding of careers and employability within each Family and Consumer Science field
BENCHMARKS:
17.2 Demonstrate transferable and employability skills
17.2.1 Demonstrate job getting and job keeping skills
17.2.2 Apply communication skills in workplace settings
17.2.3 Demonstrate teamwork skills
17.2.4 Analyze strategies to manage the effects of changing technologies in workplace settings
17.2.5 Demonstrate leadership skills
CHILD DEVELOPMENT (Based off National FCS Standards)
HUMAN DEVELOPMENT Comprehensive
STANDARD 12: Analyze factors that influence human growth and development.
BENCHMARKS:
12.1 Analyze principles of human growth and development across the life span.
INDICATORS:
12.1.1 Analyze physical, emotional, social, spiritual, and intellectual development.
12.1.2 Analyze interrelationships among physical, emotional, social and intellectual aspects of human growth and development.
12.1.3 Analyze current and emerging research about human growth and development, including research on brain development.
12.2 Analyze conditions that influence human growth and development.
12.2.1 Analyze the effect of heredity and environment on human growth and development.
PARENTING Comprehensive
STANDARD 15: Evaluate the impact of parenting roles and responsibilities on strengthening the well being of individuals and families.
BENCHMARKS:
15.1 Analyze roles and responsibilities of parenting.
INDICATORS:
15.1.1 Analyze parenting roles across the life span.
15.1.2 Analyze expectations and responsibilities of parenting. .
15.2 Evaluate parenting practices that maximize human growth and development.
15.2.1 Choose nurturing practices that support human growth and development.
15.2.2 Apply communication strategies that promote positive self-esteem in family members.
15.2.3 Assess common practices and emerging research about discipline on human growth and development.
15.2.4 Assess the effects of abuse and neglect on children and families and determine methods for prevention.
15.3 Evaluate external support systems that provide services for parents.
15.3.1 Assess community resources and services available to families.
15.4 Analyze physical and emotional factors related to beginning the parenting process.
15.4.1 Analyze biological processes related to prenatal development, birth, and health of child and mother.
15.4.2 Analyze the emotional factors of prenatal development and birth in relation to the health of parents and child.
HUMAN DEVELOPMENT Comprehensive
STANDARD 12: Analyze factors that influence human growth and development.
BENCHMARKS:
12.1 Analyze principles of human growth and development across the life span.
INDICATORS:
12.1.1 Analyze physical, emotional, social, spiritual, and intellectual development.
12.1.2 Analyze interrelationships among physical, emotional, social and intellectual aspects of human growth and development.
12.1.3 Analyze current and emerging research about human growth and development, including research on brain development.
12.2 Analyze conditions that influence human growth and development.
12.2.1 Analyze the effect of heredity and environment on human growth and development.
PARENTING Comprehensive
STANDARD 15: Evaluate the impact of parenting roles and responsibilities on strengthening the well being of individuals and families.
BENCHMARKS:
15.1 Analyze roles and responsibilities of parenting.
INDICATORS:
15.1.1 Analyze parenting roles across the life span.
15.1.2 Analyze expectations and responsibilities of parenting. .
15.2 Evaluate parenting practices that maximize human growth and development.
15.2.1 Choose nurturing practices that support human growth and development.
15.2.2 Apply communication strategies that promote positive self-esteem in family members.
15.2.3 Assess common practices and emerging research about discipline on human growth and development.
15.2.4 Assess the effects of abuse and neglect on children and families and determine methods for prevention.
15.3 Evaluate external support systems that provide services for parents.
15.3.1 Assess community resources and services available to families.
15.4 Analyze physical and emotional factors related to beginning the parenting process.
15.4.1 Analyze biological processes related to prenatal development, birth, and health of child and mother.
15.4.2 Analyze the emotional factors of prenatal development and birth in relation to the health of parents and child.
CHILD DEVELOPMENT PRACTICUM (Based off National FCS Standards)
EARLY CHILDHOOD, EDUCATION, AND SERVICES (Occupational)
STANDARD 4: Integrate knowledge, skills, and practices required for careers in early childhood, education, and services.
BENCHMARKS:
4.1 Analyze developmentally appropriate practices to plan for early childhood, education, and services.
INDICATORS:
4.1.1 Analyze abilities and needs of children and their effects on children’s growth and development.
4.1.2 Analyze strategies that promote children’s growth and development. combine
4.2 Demonstrate integration of curriculum and instruction to meet children’s developmental needs and interests.
4.2.1 Awareness of a variety of curriculum and instructional models.
4.3 Demonstrate a safe and healthy learning environment for children.
4.3.1 Manage physical space to maintain learning.
4.3.2 Apply safe and healthy practices that comply with state regulations.
4.3.3 Implement strategies to teach children health, safety, and sanitation habits.
4.3.6 Implement basic health practices and prevention procedures for workers and children regarding childhood illness and communicable diseases.
4.3 Demonstrate techniques for positive collaborative relationships with children.
4.3.1 Demonstrate problem-solving and interpersonal skills that promote positive and productive relationships with children
4.4 Demonstrate professional practices and standards related to working with children.
4.4.1 Utilize opportunities for continuing training and education.
4.4.2 Apply professional ethical standards as accepted by the recognized professional organizations.
4.4.3 Awareness of federal, state, and local standards, policies, regulations, and laws that affect children, families, and programs.
EARLY CHILDHOOD, EDUCATION, AND SERVICES (Occupational)
STANDARD 4: Integrate knowledge, skills, and practices required for careers in early childhood, education, and services.
BENCHMARKS:
4.1 Analyze developmentally appropriate practices to plan for early childhood, education, and services.
INDICATORS:
4.1.1 Analyze abilities and needs of children and their effects on children’s growth and development.
4.1.2 Analyze strategies that promote children’s growth and development. combine
4.2 Demonstrate integration of curriculum and instruction to meet children’s developmental needs and interests.
4.2.1 Awareness of a variety of curriculum and instructional models.
4.3 Demonstrate a safe and healthy learning environment for children.
4.3.1 Manage physical space to maintain learning.
4.3.2 Apply safe and healthy practices that comply with state regulations.
4.3.3 Implement strategies to teach children health, safety, and sanitation habits.
4.3.6 Implement basic health practices and prevention procedures for workers and children regarding childhood illness and communicable diseases.
4.3 Demonstrate techniques for positive collaborative relationships with children.
4.3.1 Demonstrate problem-solving and interpersonal skills that promote positive and productive relationships with children
4.4 Demonstrate professional practices and standards related to working with children.
4.4.1 Utilize opportunities for continuing training and education.
4.4.2 Apply professional ethical standards as accepted by the recognized professional organizations.
4.4.3 Awareness of federal, state, and local standards, policies, regulations, and laws that affect children, families, and programs.
FCS EXPLORATORY (Based off National FCS Standards)
FAMILY LIVING (Based off National FCS Standards)
FAMILY Comprehensive
Standard 6: Evaluate the significance of family and its effects on the well being of individuals and society.
BENCMARKS:
6.1 Analyze the effects of family as a system on individuals and society.
INDICATORS:
6.1.1 Analyze the role of family in teaching culture and traditions across the life span.
6.1.2 Analyze the evolving roles of families across the life span.
6.1.3 Demonstrate respect for diversity and the impact on individuals and families.
6.2 Evaluate the effects of diverse perspectives, needs, and characteristics of individuals and families.
6.2.1 Demonstrate awareness of multiple diversities and their effects on individuals, families, and society.
6.2.2 Analyze the effects of social and cultural diversity on individuals and families.
6.2.3 Analyze the effects of empathy for diversity on individuals in family, work, and community settings.
6.2.4 Demonstrate respect for diversity with sensitivity to anti-bias, gender, equity, age, culture, and ethnicity.
6.2.5 Analyze the effects of globalization and increasing diversity on individuals, families, and society.
6.2.6 Analyze the role of family in teaching culture and traditions across the life span.
6.2.7 Analyze the impact of family and consumer sciences careers on the family.
6.2.8 Analyze the family as the basic unit of society.
HUMAN DEVELOPMENT Comprehensive
STANDARD 12: Analyze factors that influence human growth and development.
BENCHMARKS:
12.2 Analyze conditions that influence human growth and development.
12.2.2 Analyze the effect of social, economic, and technological forces on individual growth and development.
12.2.3 Analyze the effects of gender, ethnicity, and culture on individual development.
12.2.4 Analyze the effects of life events on individuals’ physical, intellectual, social, moral, and emotional development.
12.2.5 Analyze geographic, political, and global influences on human growth and development.
12.2.6 Investigate the impact of heredity and environment on human growth and development.
12.3 Analyze strategies that promote growth and development across the life span.
12.3.1 Analyze the role of nurturance on human growth and development.
12.3.2 Analyze the role of communication on human growth and development.
12.3.3 Analyze the role of family and social services support systems in meeting human growth and development needs.
12.3.4 Demonstrate communication and nurturing skills that promote human growth and development.
INTERPERSONAL RELATIONSHIPS Comprehensive
STANDARD 13: Demonstrate respectful and caring relationships in the family, workplace, and community.
BENCHMARKS:
13.1 Analyze functions and expectations of various types of relationships.
INDICATORS:
13.1.1 Analyze processes for building and maintaining interpersonal relationships.
13.1.2 Predict the effects of various stages of the family life cycle on interpersonal relationships.
13.1.3 Compare physical, emotional, spiritual, and intellectual functioning in stable and unstable relationships.
13.1.4 Analyze factors that contribute to healthy and unhealthy relationships.
13.1.5 Analyze processes for handling unhealthy relationships.
13.1.6 Demonstrate stress management strategies for family, work, and community settings.
13.2 Analyze personal needs and characteristics and their effects on interpersonal relationships.
13.2.1 Analyze the effects of personal characteristics on relationships.
13.2.2 Analyze the effect of personal needs on relationships.
13.2.3 Analyze the effects of self-esteem and self-image on relationships.
13.2.4 Analyze the effects of life span events and conditions on relationships.
13.2.5 Explain the effects of personal standards and behaviors on interpersonal relationships.
13.3 Demonstrate communication skills that contribute to positive relationships.
13.3.1 Analyze communication styles and their effects on relationships.
13.3.2 Demonstrate verbal and nonverbal behaviors and attitudes that contribute to effective communication.
13.3.3 Demonstrate effective listening and feedback techniques.
13.3.4 Analyze strategies to overcome communication barriers in family, community, and work settings.
13.3.5 Apply ethical principles of communication in family, community, and work settings.
13.3.6 Analyze the effects of communication technology in family, work, and community settings.
13.4 Evaluate effective conflict prevention and management techniques.
13.4.1 Apply the roles of decision making and problem solving in reducing and managing conflict.
13.4.2 Demonstrate nonviolent strategies that address conflict.
13.4.3 Demonstrate effective responses to harassment.
13.5 Demonstrate teamwork and leadership skills in the family, workplace, and community.
13.5.1 Demonstrate techniques that develop team and community spirit.
13.5.2 Demonstrate ways to organize and delegate responsibilities.
13.5.3 Demonstrate processes for cooperating, compromising, and collaborating.
FAMILY Comprehensive
Standard 6: Evaluate the significance of family and its effects on the well being of individuals and society.
BENCMARKS:
6.1 Analyze the effects of family as a system on individuals and society.
INDICATORS:
6.1.1 Analyze the role of family in teaching culture and traditions across the life span.
6.1.2 Analyze the evolving roles of families across the life span.
6.1.3 Demonstrate respect for diversity and the impact on individuals and families.
6.2 Evaluate the effects of diverse perspectives, needs, and characteristics of individuals and families.
6.2.1 Demonstrate awareness of multiple diversities and their effects on individuals, families, and society.
6.2.2 Analyze the effects of social and cultural diversity on individuals and families.
6.2.3 Analyze the effects of empathy for diversity on individuals in family, work, and community settings.
6.2.4 Demonstrate respect for diversity with sensitivity to anti-bias, gender, equity, age, culture, and ethnicity.
6.2.5 Analyze the effects of globalization and increasing diversity on individuals, families, and society.
6.2.6 Analyze the role of family in teaching culture and traditions across the life span.
6.2.7 Analyze the impact of family and consumer sciences careers on the family.
6.2.8 Analyze the family as the basic unit of society.
HUMAN DEVELOPMENT Comprehensive
STANDARD 12: Analyze factors that influence human growth and development.
BENCHMARKS:
12.2 Analyze conditions that influence human growth and development.
12.2.2 Analyze the effect of social, economic, and technological forces on individual growth and development.
12.2.3 Analyze the effects of gender, ethnicity, and culture on individual development.
12.2.4 Analyze the effects of life events on individuals’ physical, intellectual, social, moral, and emotional development.
12.2.5 Analyze geographic, political, and global influences on human growth and development.
12.2.6 Investigate the impact of heredity and environment on human growth and development.
12.3 Analyze strategies that promote growth and development across the life span.
12.3.1 Analyze the role of nurturance on human growth and development.
12.3.2 Analyze the role of communication on human growth and development.
12.3.3 Analyze the role of family and social services support systems in meeting human growth and development needs.
12.3.4 Demonstrate communication and nurturing skills that promote human growth and development.
INTERPERSONAL RELATIONSHIPS Comprehensive
STANDARD 13: Demonstrate respectful and caring relationships in the family, workplace, and community.
BENCHMARKS:
13.1 Analyze functions and expectations of various types of relationships.
INDICATORS:
13.1.1 Analyze processes for building and maintaining interpersonal relationships.
13.1.2 Predict the effects of various stages of the family life cycle on interpersonal relationships.
13.1.3 Compare physical, emotional, spiritual, and intellectual functioning in stable and unstable relationships.
13.1.4 Analyze factors that contribute to healthy and unhealthy relationships.
13.1.5 Analyze processes for handling unhealthy relationships.
13.1.6 Demonstrate stress management strategies for family, work, and community settings.
13.2 Analyze personal needs and characteristics and their effects on interpersonal relationships.
13.2.1 Analyze the effects of personal characteristics on relationships.
13.2.2 Analyze the effect of personal needs on relationships.
13.2.3 Analyze the effects of self-esteem and self-image on relationships.
13.2.4 Analyze the effects of life span events and conditions on relationships.
13.2.5 Explain the effects of personal standards and behaviors on interpersonal relationships.
13.3 Demonstrate communication skills that contribute to positive relationships.
13.3.1 Analyze communication styles and their effects on relationships.
13.3.2 Demonstrate verbal and nonverbal behaviors and attitudes that contribute to effective communication.
13.3.3 Demonstrate effective listening and feedback techniques.
13.3.4 Analyze strategies to overcome communication barriers in family, community, and work settings.
13.3.5 Apply ethical principles of communication in family, community, and work settings.
13.3.6 Analyze the effects of communication technology in family, work, and community settings.
13.4 Evaluate effective conflict prevention and management techniques.
13.4.1 Apply the roles of decision making and problem solving in reducing and managing conflict.
13.4.2 Demonstrate nonviolent strategies that address conflict.
13.4.3 Demonstrate effective responses to harassment.
13.5 Demonstrate teamwork and leadership skills in the family, workplace, and community.
13.5.1 Demonstrate techniques that develop team and community spirit.
13.5.2 Demonstrate ways to organize and delegate responsibilities.
13.5.3 Demonstrate processes for cooperating, compromising, and collaborating.
FCS EXPLORATORY (Based off National FCS Standards)
PARENTING Comprehensive
STANDARD 15: Evaluate the impact of parenting roles and responsibilities on strengthening the well being of individuals and families.
BENCHMARKS:
15.1 Analyze roles and responsibilities of parenting.
INDICATORS:
15.1.2 Analyze expectations and responsibilities of parenting.
15.2 Evaluate parenting practices that maximize human growth and development.
15.2.1 Choose nurturing practices that support human growth and development.
FAMILY Comprehensive
Standard 6: Evaluate the significance of family and its effects on the well being of individuals and society.
BENCMARKS:
6.1 Analyze the effects of family as a system on individuals and society.
INDICATORS:
6.1.2 Analyze the evolving roles of families across the life span.
6.2 Evaluate the effects of diverse perspectives, needs, and characteristics of individuals and families.
6.2.8 Analyze the family as the basic unit of society.
INTERPERSONAL RELATIONSHIPS Comprehensive
STANDARD 13: Demonstrate respectful and caring relationships in the family, workplace, and community.
BENCHMARKS:
13.1 Analyze functions and expectations of various types of relationships.
INDICATORS:
13.1.1 Analyze processes for building and maintaining interpersonal relationships.
FOOD PRODUCTION AND SERVICES (Occupational)
STANDARD 8: Integrate knowledge, skills, and practices required for careers in food production and services.
BENCHMARKS:
8.1 Demonstrate food safety and sanitation procedures
INDICATORS:
8.1.3 Practice good personal hygiene/health procedures, including and report symptoms of illness
8.1.5 Demonstrate safe food handling and preparation techniques including awareness of allergens and chemical safety, and cross contamination between raw and ready-to-eat foods
NUTRITION, WELLNESS, and DIETETICS Comprehensive
STANDARD 14: Demonstrate nutrition and wellness practices that enhance individual and family well-being.
BENCHMARK 1:
INDICATORS:
14.1.1 Explain physical, emotional, social, psychological, and spiritual components of individual and family wellness including the relationship of physical activity to calorie consumption
14.1.4. Analyze conditions and practices that promote safe food handling and safety and sanitation practices throughout the food chain including the understanding of the origin of food
HOUSING, INTERIORS, AND FURNISHINGS Comprehensive
STANDARD 11: Integrate knowledge, skills, and practices required for careers in housing, interiors, and furnishings.
BENCHMARKS:
11.1 Evaluate housing design concepts in relation to available resources and options.
INDICATORS:
11.1.1 Apply the principles and elements of design.
TEXTILES AND APPAREL Comprehensive
STANDARD 16: Integrate knowledge, skills, and practices required for careers in textiles and apparel.
BENCHMARKS:
16.1 Evaluate fiber and textile products and materials.
INDICATORS:
16.1.1 Plan and evaluate clothing and accessory purchases to meet clothing needs on a budget.
16.2 Demonstrate fashion, apparel and textile design skills.
16.2.1 Apply elements and principles of design in designing, constructing, and/or altering textile, apparel, and fashion products..
16.3 Demonstrate skills needed to produce, alter, or repair fashion, apparel, and textile products.
16.3.1 Demonstrate basic skills for producing and altering textile products and apparel.
PARENTING Comprehensive
STANDARD 15: Evaluate the impact of parenting roles and responsibilities on strengthening the well being of individuals and families.
BENCHMARKS:
15.1 Analyze roles and responsibilities of parenting.
INDICATORS:
15.1.2 Analyze expectations and responsibilities of parenting.
15.2 Evaluate parenting practices that maximize human growth and development.
15.2.1 Choose nurturing practices that support human growth and development.
FAMILY Comprehensive
Standard 6: Evaluate the significance of family and its effects on the well being of individuals and society.
BENCMARKS:
6.1 Analyze the effects of family as a system on individuals and society.
INDICATORS:
6.1.2 Analyze the evolving roles of families across the life span.
6.2 Evaluate the effects of diverse perspectives, needs, and characteristics of individuals and families.
6.2.8 Analyze the family as the basic unit of society.
INTERPERSONAL RELATIONSHIPS Comprehensive
STANDARD 13: Demonstrate respectful and caring relationships in the family, workplace, and community.
BENCHMARKS:
13.1 Analyze functions and expectations of various types of relationships.
INDICATORS:
13.1.1 Analyze processes for building and maintaining interpersonal relationships.
FOOD PRODUCTION AND SERVICES (Occupational)
STANDARD 8: Integrate knowledge, skills, and practices required for careers in food production and services.
BENCHMARKS:
8.1 Demonstrate food safety and sanitation procedures
INDICATORS:
8.1.3 Practice good personal hygiene/health procedures, including and report symptoms of illness
8.1.5 Demonstrate safe food handling and preparation techniques including awareness of allergens and chemical safety, and cross contamination between raw and ready-to-eat foods
NUTRITION, WELLNESS, and DIETETICS Comprehensive
STANDARD 14: Demonstrate nutrition and wellness practices that enhance individual and family well-being.
BENCHMARK 1:
INDICATORS:
14.1.1 Explain physical, emotional, social, psychological, and spiritual components of individual and family wellness including the relationship of physical activity to calorie consumption
14.1.4. Analyze conditions and practices that promote safe food handling and safety and sanitation practices throughout the food chain including the understanding of the origin of food
HOUSING, INTERIORS, AND FURNISHINGS Comprehensive
STANDARD 11: Integrate knowledge, skills, and practices required for careers in housing, interiors, and furnishings.
BENCHMARKS:
11.1 Evaluate housing design concepts in relation to available resources and options.
INDICATORS:
11.1.1 Apply the principles and elements of design.
TEXTILES AND APPAREL Comprehensive
STANDARD 16: Integrate knowledge, skills, and practices required for careers in textiles and apparel.
BENCHMARKS:
16.1 Evaluate fiber and textile products and materials.
INDICATORS:
16.1.1 Plan and evaluate clothing and accessory purchases to meet clothing needs on a budget.
16.2 Demonstrate fashion, apparel and textile design skills.
16.2.1 Apply elements and principles of design in designing, constructing, and/or altering textile, apparel, and fashion products..
16.3 Demonstrate skills needed to produce, alter, or repair fashion, apparel, and textile products.
16.3.1 Demonstrate basic skills for producing and altering textile products and apparel.
FOODS I (Based off National FCS Standards)
FOOD PRODUCTION AND SERVICES (Occupational)
STANDARD 8: Integrate knowledge, skills, and practices required for careers in food production and services.
BENCHMARKS:
8.1 Demonstrate food safety and sanitation procedures
INDICATORS:
8.1.1 Identify characteristics of major food borne pathogens, their role in causing illness, foods involved in outbreaks, and methods of prevention.
8.1.3 Practice good personal hygiene/health procedures, including and report symptoms of illness
8.1.5 Demonstrate safe food handling and preparation techniques including awareness of allergens and chemical safety, and cross contamination between raw and ready-to-eat foods
NUTRITION, WELLNESS, and DIETETICS Comprehensive
STANDARD 14: Demonstrate nutrition and wellness practices that enhance individual and family well-being.
BENCHMARK 1:
INDICATORS:
14.1.1 Explain physical, emotional, social, psychological, and spiritual components of individual and family wellness including the relationship of physical activity to calorie consumption
14.1.2 Analyze the effects of food and diet fads, the dietary supplement industry, food addictions, eating disorders, food science, and technology on wellness
14.1.3 Demonstrate ability to plan, select, store, prepare, and serve, and evaluate nutritious and aesthetically pleasing food for good health throughout the life span.
14.1.4. Analyze conditions and practices that promote safe food handling and safety and sanitation practices throughout the food chain including the understanding of the origin of food
14.1.5 Analyze the relationship of nutrition and wellness to individual and family health needs throughout the life span including those with special health needs.
14.1.6 Analyze legislation and regulations related to nutrition and wellness.
FOOD PRODUCTION AND SERVICES (Occupational)
STANDARD 8: Integrate knowledge, skills, and practices required for careers in food production and services.
BENCHMARKS:
8.1 Demonstrate food safety and sanitation procedures
INDICATORS:
8.1.1 Identify characteristics of major food borne pathogens, their role in causing illness, foods involved in outbreaks, and methods of prevention.
8.1.3 Practice good personal hygiene/health procedures, including and report symptoms of illness
8.1.5 Demonstrate safe food handling and preparation techniques including awareness of allergens and chemical safety, and cross contamination between raw and ready-to-eat foods
NUTRITION, WELLNESS, and DIETETICS Comprehensive
STANDARD 14: Demonstrate nutrition and wellness practices that enhance individual and family well-being.
BENCHMARK 1:
INDICATORS:
14.1.1 Explain physical, emotional, social, psychological, and spiritual components of individual and family wellness including the relationship of physical activity to calorie consumption
14.1.2 Analyze the effects of food and diet fads, the dietary supplement industry, food addictions, eating disorders, food science, and technology on wellness
14.1.3 Demonstrate ability to plan, select, store, prepare, and serve, and evaluate nutritious and aesthetically pleasing food for good health throughout the life span.
14.1.4. Analyze conditions and practices that promote safe food handling and safety and sanitation practices throughout the food chain including the understanding of the origin of food
14.1.5 Analyze the relationship of nutrition and wellness to individual and family health needs throughout the life span including those with special health needs.
14.1.6 Analyze legislation and regulations related to nutrition and wellness.
FOODS II (Based off National FCS Standards)
FOOD PRODUCTION AND SERVICES (Occupational)
STANDARD 8: Integrate knowledge, skills, and practices required for careers in food production and services.
BENCHMARKS:
8.1 Demonstrate food safety and sanitation procedures
INDICATORS:
8.1.1 Identify characteristics of major food borne pathogens, their role in causing illness, foods involved in outbreaks, and methods of prevention.
8.1.2 Use knowledge of systems for documenting, investigating, reporting, and preventing food borne illness.
8.1.3 Practice good personal hygiene/health procedures, including and report symptoms of illness
8.1.4 Demonstrate proper purchasing, receiving, storage, and handling of both raw and prepared foods.
8.1.5 Demonstrate safe food handling and preparation techniques including awareness of allergens and chemical safety, and cross contamination between raw and ready-to-eat foods
8.1.6 Demonstrate safe and environmentally responsible waste disposal and recycling methods.
8.2 Demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs.
8.2.1 Demonstrate professional skills in safe handling of knives, tools, and equipment.
8.2.2 Demonstrate professional skills for a variety of cooking methods including roasting, broiling, smoking, grilling, sautéing, pan frying, deep frying, braising, stewing, poaching, steaming, and baking using professional equipment and current technologies.
8.2.4 Apply the fundamentals of time, temperature, and cooking methods to cooking, cooling, reheating, and holding of a variety of foods.
8.2.5 Prepare various meats, seafood, and poultry using safe handling and professional preparation techniques.
8.2.6 Prepare various stocks, soups, and sauces using safe handling and professional preparation techniques.
8.2.7 Prepare various fruits, vegetables, starches, legumes, dairy products, fats, and oils using safe handling and professional preparation techniques.
8.2.8 Prepare various salads, dressings, marinades, and spices using safe handling and professional preparation techniques.
8.2.9 Prepare sandwiches, canapés, and appetizers using safe handling and professional preparation techniques.
8.2.10 Prepare breads, baked goods, and desserts using safe handling and professional preparation techniques.
8.2.11 Prepare breakfast meats, eggs, cereals, and batter products using safe handling and professional preparation techniques
8.2.12 Demonstrate professional plating, garnishing, and food preparation techniques.
8.2.13 Examine the applicability of convenience food items.
8.2.14 Demonstrate cooking methods that increase nutritional value, lower calorie and fat content, and utilize herbs and spices to enhance flavor.
FOOD SCIENCES (Occupational)
STANDARD 9: Integrate knowledge, skills, and practices required for careers in food science, dietetics, and nutrition.
BENCHMARKS:
9.1 Demonstrate food science, dietetics, and nutrition management principles and practices.
INDICATORS:
9.1.1 Build menus to customer/client preferences.
9.1.2 Implement food preparation, production, and testing systems.
9.1.3 Apply standards for food quality.
9.1.4 Create standardized recipes.
9.1.5 Manage amounts of food to meet needs of customers and clients.
9.1.6 Analyze new products.
9.1.7 Implement procedures that provide cost effective products.
9.1.8 Establish par levels for the purchase of supplies based on an organization’s needs.
9.1.9 Utilize Food Code Points of time, temperature, date markings, cross contamination, hand washing, and personal hygiene as criteria for safe food preparation.
FOOD PRODUCTION AND SERVICES (Occupational)
STANDARD 8: Integrate knowledge, skills, and practices required for careers in food production and services.
BENCHMARKS:
8.1 Demonstrate food safety and sanitation procedures
INDICATORS:
8.1.1 Identify characteristics of major food borne pathogens, their role in causing illness, foods involved in outbreaks, and methods of prevention.
8.1.2 Use knowledge of systems for documenting, investigating, reporting, and preventing food borne illness.
8.1.3 Practice good personal hygiene/health procedures, including and report symptoms of illness
8.1.4 Demonstrate proper purchasing, receiving, storage, and handling of both raw and prepared foods.
8.1.5 Demonstrate safe food handling and preparation techniques including awareness of allergens and chemical safety, and cross contamination between raw and ready-to-eat foods
8.1.6 Demonstrate safe and environmentally responsible waste disposal and recycling methods.
8.2 Demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs.
8.2.1 Demonstrate professional skills in safe handling of knives, tools, and equipment.
8.2.2 Demonstrate professional skills for a variety of cooking methods including roasting, broiling, smoking, grilling, sautéing, pan frying, deep frying, braising, stewing, poaching, steaming, and baking using professional equipment and current technologies.
8.2.4 Apply the fundamentals of time, temperature, and cooking methods to cooking, cooling, reheating, and holding of a variety of foods.
8.2.5 Prepare various meats, seafood, and poultry using safe handling and professional preparation techniques.
8.2.6 Prepare various stocks, soups, and sauces using safe handling and professional preparation techniques.
8.2.7 Prepare various fruits, vegetables, starches, legumes, dairy products, fats, and oils using safe handling and professional preparation techniques.
8.2.8 Prepare various salads, dressings, marinades, and spices using safe handling and professional preparation techniques.
8.2.9 Prepare sandwiches, canapés, and appetizers using safe handling and professional preparation techniques.
8.2.10 Prepare breads, baked goods, and desserts using safe handling and professional preparation techniques.
8.2.11 Prepare breakfast meats, eggs, cereals, and batter products using safe handling and professional preparation techniques
8.2.12 Demonstrate professional plating, garnishing, and food preparation techniques.
8.2.13 Examine the applicability of convenience food items.
8.2.14 Demonstrate cooking methods that increase nutritional value, lower calorie and fat content, and utilize herbs and spices to enhance flavor.
FOOD SCIENCES (Occupational)
STANDARD 9: Integrate knowledge, skills, and practices required for careers in food science, dietetics, and nutrition.
BENCHMARKS:
9.1 Demonstrate food science, dietetics, and nutrition management principles and practices.
INDICATORS:
9.1.1 Build menus to customer/client preferences.
9.1.2 Implement food preparation, production, and testing systems.
9.1.3 Apply standards for food quality.
9.1.4 Create standardized recipes.
9.1.5 Manage amounts of food to meet needs of customers and clients.
9.1.6 Analyze new products.
9.1.7 Implement procedures that provide cost effective products.
9.1.8 Establish par levels for the purchase of supplies based on an organization’s needs.
9.1.9 Utilize Food Code Points of time, temperature, date markings, cross contamination, hand washing, and personal hygiene as criteria for safe food preparation.
HOME MANAGEMENT (Based off National FCS Standards)
HOUSING, INTERIORS, AND FURNISHINGS Comprehensive
STANDARD 11: Integrate knowledge, skills, and practices required for careers in housing, interiors, and furnishings.
BENCHMARKS:
11.1 Evaluate housing design concepts in relation to available resources and options.
INDICATORS:
11.1.1 Apply the principles and elements of design.
11.2 Evaluate the use of housing and interior furnishings and products in meeting specific design needs.
11.2.1 Analyze product information, including but not limited to floor coverings, wall coverings, textiles, window treatments, furniture, lighting fixtures, kitchen and bath fixtures and equipment.
11.2.2 Demonstrate measuring, estimating, ordering, purchasing, and pricing skills.
11.3 Demonstrate computer-aided drafting design, blueprint reading, and space planning skills required for the housing, interiors, and furnishings industry.
11.3.1 Explain information provided on blueprints.
11.3.2 Arrange furniture placement with reference to principles of design, traffic flow, activity, and existing architectural features.
11.4 Evaluate client’s needs, goals, and resources in creating design plans for housing, interiors, and furnishings
11.4.1 Assess human needs, safety, space, and technology as they relate to housing and interior design goals.
11.5 Apply design knowledge, skills, processes and theories, and oral, written and visual presentation skills to communicate design ideas.
11.5.1 Demonstrate, presentation of color, materials, and furnishings in preparation of renderings, elevations, and sketches.
TEXTILE DESIGN (Based off National FCS Standards)
TEXTILES AND APPAREL Comprehensive
STANDARD 16: Integrate knowledge, skills, and practices required for careers in textiles and apparel.
BENCHMARKS:
16.1 Evaluate fiber and textile products and materials.
INDICATORS:
16.1.1 Plan and evaluate clothing and accessory purchases to meet clothing needs on a budget.
16.1.2 Identify fabrics, fabric construction, finishes and fabric care.
16.2 Demonstrate fashion, apparel and textile design skills.
16.2.1 Apply elements and principles of design in designing, constructing, and/or altering textile, apparel, and fashion products.
16.2.2 Demonstrate ability to apply technology for fashion, apparel, and textile design.
16.3 Demonstrate skills needed to produce, alter, or repair fashion, apparel, and textile products.
16.3.1 Demonstrate basic skills for producing and altering textile products and apparel.
16.3.2 Appropriately operate and maintain all sewing equipment.
HOUSING, INTERIORS, AND FURNISHINGS Comprehensive
STANDARD 11: Integrate knowledge, skills, and practices required for careers in housing, interiors, and furnishings.
BENCHMARKS:
11.1 Evaluate housing design concepts in relation to available resources and options.
INDICATORS:
11.1.1 Apply the principles and elements of design.
11.2 Evaluate the use of housing and interior furnishings and products in meeting specific design needs.
11.2.1 Analyze product information, including but not limited to floor coverings, wall coverings, textiles, window treatments, furniture, lighting fixtures, kitchen and bath fixtures and equipment.
11.2.2 Demonstrate measuring, estimating, ordering, purchasing, and pricing skills.
11.3 Demonstrate computer-aided drafting design, blueprint reading, and space planning skills required for the housing, interiors, and furnishings industry.
11.3.1 Explain information provided on blueprints.
11.3.2 Arrange furniture placement with reference to principles of design, traffic flow, activity, and existing architectural features.
11.4 Evaluate client’s needs, goals, and resources in creating design plans for housing, interiors, and furnishings
11.4.1 Assess human needs, safety, space, and technology as they relate to housing and interior design goals.
11.5 Apply design knowledge, skills, processes and theories, and oral, written and visual presentation skills to communicate design ideas.
11.5.1 Demonstrate, presentation of color, materials, and furnishings in preparation of renderings, elevations, and sketches.
TEXTILE DESIGN (Based off National FCS Standards)
TEXTILES AND APPAREL Comprehensive
STANDARD 16: Integrate knowledge, skills, and practices required for careers in textiles and apparel.
BENCHMARKS:
16.1 Evaluate fiber and textile products and materials.
INDICATORS:
16.1.1 Plan and evaluate clothing and accessory purchases to meet clothing needs on a budget.
16.1.2 Identify fabrics, fabric construction, finishes and fabric care.
16.2 Demonstrate fashion, apparel and textile design skills.
16.2.1 Apply elements and principles of design in designing, constructing, and/or altering textile, apparel, and fashion products.
16.2.2 Demonstrate ability to apply technology for fashion, apparel, and textile design.
16.3 Demonstrate skills needed to produce, alter, or repair fashion, apparel, and textile products.
16.3.1 Demonstrate basic skills for producing and altering textile products and apparel.
16.3.2 Appropriately operate and maintain all sewing equipment.