2016 – 2017

Florida Department of Education
Curriculum Framework 

Program Title:	Child Development	
Program Type:	Non Career Preparatory
Career Cluster:	Education & Training

Secondary – Non Career Preparatory	
Program Number	8500310	
CIP Number	09200102PA	
Grade Level	9-12, 30, 31	
Standard Length	.5 credit	
Teacher Certification	FAM CON SC 1
PRESCH ED A
PK PRIMARY H
PRIMARY ED @B
E CHILD ED @0	
CTSO	FCCLA	
CTE Program Resources	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml 	

Purpose 

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in the Education & Training career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of the Education & Training career cluster. 

The content includes but is not limited to understanding the nature of child development from conception to school age.  This course emphasizes positive development and nurturing of the family at each stage of a child’s growth.  

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Program Structure

This program is a planned sequence of instruction consisting of one course. 

The following table illustrates the secondary program structure:

Course Number	Course Title	Length	Level	Graduation Requirement	
8500310	Child Development	.5 credit	2	VO	
(Graduation Requirement Abbreviations- EQ= Equally Rigorous Science, PA= Practical Arts, EC= Economics, VO= Career and Technical Education)

Academic Alignment Tables

Academic alignment is an ongoing, collaborative effort of professional educators specializing in the fields of science, mathematics, English/language arts, and Career and Technical Education (CTE). This initiative supports CTE programs by improving student performance through the integration of academic content within CTE courses. Career and Technical Education courses that have been aligned to the Next Generation Sunshine State Standards for Science and the Florida Standards for Mathematics and English/Language Arts will show the following data: the quantity of academic standards in the CTE course; the total number of standards contained in the academic course; and the percentage of alignment to the CTE course.

Courses	Anatomy/ Physiology
Honors	Astronomy     Solar/Galactic Honors	Biology 1	Chemistry 1	Earth-Space Science	Environmental Science	Genetics	Integrated Science	Marine Science 1 Honors	Physical Science	Physics 1	
8500310	6/87
7%	6/80
8%	33/83
40%	4/69
6%	23/67
34%	7/70
10%	6/69
9%	24/82
29%	7/66
11%	25/74
34%	4/72
6%	
**   Alignment pending review    						#   Alignment attempted, but no correlation to academic course

Courses	Algebra 1	Algebra 2	Geometry	English 1	English 2	English 3	English 4	
8500310	18/67
27%	9/75
12%	15/54
28%	16/49
35%	16/48
36%	#	#	
**   Alignment pending review    			#   Alignment attempted, but no correlation to academic course

Florida Standards for Technical Subjects 

Florida Standards (FS) for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects are the critical reading and writing literacy standards designed for grade 6 and above.  These standards are predicated on teachers of history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields.  It is important to note that the 6-12 literacy standards in history/social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to supplement them.

This curriculum framework incorporates the grades 9-10 reading and writing literacy standards. The standards for Mathematical Practices describe varieties of expertise that educators at all levels should seek to develop in their students.  These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.  This curriculum framework incorporates the appropriate mathematical practices.  

Florida Standards for English Language Development (ELD)
English language learners communicate for social and instructional purposes within the school setting. ELD.K12.SI.1.1 

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SI.pdf.
For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.

National Standards (NS)

This program has been aligned to the National Standards for Family and Consumer Sciences Education developed by the National Association of State Administrators of Family and Consumer Science (NASAFACS). The NASAFACS is an affiliate of the Family and Consumer Science division of the Association for Career and Technical Education (ACTE).  The NASAFACS and ACTE are members of the American Association of Family & Consumer Science’s (AAFCS) FCS Alliance.

Common Career Technical Core – Career Ready Practices

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students.  These practices are not exclusive to a Career Pathway, program of study, discipline or level of education.  Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. 

1. Act as a responsible and contributing citizen and employee. 

2. Apply appropriate academic and technical skills. 

3. Attend to personal health and financial well-being. 

4. Communicate clearly, effectively and with reason. 

5. Consider the environmental, social and economic impacts of decisions. 

6. Demonstrate creativity and innovation. 

7. Employ valid and reliable research strategies. 

8. Utilize critical thinking to make sense of problems and persevere in solving them. 

9. Model integrity, ethical leadership and effective management. 

10. Plan education and career path aligned to personal goals. 

11. Use technology to enhance productivity. 

12. Work productively in teams while using cultural/global competence. 

Standards

After successfully completing this program, the student will be able to perform the following:

01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Child Development. 
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Child Development.
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Child Development.
04.0	Identify principles of human growth and child development.
05.0	Consider family planning strategies.
06.0	Describe prenatal development, care and the birth process.
07.0	Determine developmental stages with appropriate activities and expectations from birth to school age.
08.0	Examine environmental and inherited birth defects.
09.0	Assess the family and society's role in protecting the rights of children.
10.0	Examine health and safety issues related to child development.
11.0	Relate current trends and the contribution of technology to child development.
12.0	Explore careers related to child development.
13.0	Demonstrate teamwork and leadership skills in the family, workplace, and community.  

2016 – 2017
Florida Department of Education
Student Performance Standards

Course Title: 	Child Development 
Course Number: 	8500310
Course Credit:	.5 

Course Description:

This course prepares students to understand the nature of child development from conception to school age.  This course emphasizes positive development and nurturing of the family at each stage of a child’s growth.

Florida Standards	Correlation to CTE Program Standard #	
01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Child Development.		
01.01	Key Ideas and Details		
01.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
LAFS.910.RST.1.1		
01.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.910.RST.1.2		
01.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.910.RST.1.3		
01.02	Craft and Structure		
01.02.1	Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
LAFS.910.RST.2.4		
01.02.2	Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
LAFS.910.RST.2.5		
01.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
LAFS.910.RST.2.6		
01.03	Integration of Knowledge and Ideas		
01.03.1	Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
LAFS.910.RST.3.7		
01.03.2	Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
LAFS.910.RST.3.8		
01.03.3	Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
LAFS.910.RST.3.9		
01.04	Range of Reading and Level of Text Complexity		
01.04.1	By the end of grade 9, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
01.04.2	By the end of grade 10, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 9–10 text complexity band independently and proficiently.
LAFS.910.RST.4.10		
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Child Development.		
02.01	Text Types and Purposes		
02.01.1	Write arguments focused on discipline-specific content.
LAFS.910.WHST.1.1		
02.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.910.WHST.1.2		
02.02	Production and Distribution of Writing		
02.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.910.WHST.2.4		
02.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.910.WHST.2.5		
02.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
LAFS.910.WHST.2.6		
02.03	Research to Build and Present Knowledge		
02.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.910.WHST.3.7		
02.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
LAFS.910.WHST.3.8		
02.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.910.WHST.3.9		
02.04	Range of Writing		
02.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.910.WHST.4.10		
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Child Development.		
03.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
03.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
03.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
03.04	Model with mathematics.
MAFS.K12.MP.4.1		
03.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
03.06	Attend to precision.
MAFS.K12.MP.6.1		
03.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
03.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science
NS = National FCS Standards

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	NS	
04.0	Identify principles of human growth and child development.  The student will be able to:				
04.01	Distinguish between the characteristics of human development.	LAFS.910.L.3.4			
04.02	Analyze areas of development including physical, social, emotional, moral and intellectual development and how they are interrelated.	LAFS.910.RI.3.7; LAFS.910.RI.3.8	SC.912.L.14.41;
SC.912.N.1.1	4.2.1; 
12.1.1; 
12.1.2	
04.03	Predict the influence of heredity and environment on individual development.	LAFS.910.W.3.8	SC.912.L.14.6;
SC.912.L.16.2;
SC.912.L.16.4	4.2.1; 
12.2.1	
04.04	Summarize major theorists of development including Maslow, Piaget and Erickson.	LAFS.910.W.1.3; LAFS.910.W.2.5	SC.912.N.3.4	4.2.1	
04.05	Explain the human reproductive system.	LAFS.910.W.1.2	SC.912.L.14.33;
SC.912.L.16.13; SC.912.L.16.3		
05.0	Consider family planning strategies.  The student will be able to:				
05.01	Weigh considerations before deciding to become a parent.	LAFS.910.RI.1.1; LAFS.910.RI.3.8; LAFS.910.W.3.9		2.5.1; 
2.5.2	
05.02	Determine disadvantages of teen pregnancy and the advantages of abstinence before marriage.	LAFS.910.W.1.1			
05.03	Evaluate family planning alternative, including advantages, disadvantages, health risks, and failure rates.	LAFS.910.W.1.2; LAFS.910.W.3.8	SC.912.N.1.1;		
05.04	Explain medically assisted pregnancies including microsurgery, artificial insemination, in vitro fertilization, fertility counseling, etc.	LAFS.910.W.1.2	SC.912.L.16.10		
05.05	Explain the symptoms and consequences of sexually transmitted diseases/infections.	LAFS.910.W.1.2	SC.912.L.14.6		
06.0	Describe prenatal development, care and the birth process.  The student will be able to:				
06.01	Define the terminology associated with prenatal development, labor and birth.	LAFS.910.L.3.6	SC.912.L.16.13; 
SC.912.L.16.8		
06.02	Distinguish the stages of prenatal development.	LAFS.910.L.3.4	SC.912.L.14.41;
SC.912.L.16.13 		
06.03	Identify the symptoms, discomforts, complications, and physical and emotional changes during pregnancy.	LAFS.910.L.3.6			
06.04	Consider choices for prenatal medical care and testing.	LAFS.910.RI.3.7; LAFS.910.W.3.7			
06.05	Describe the relationship between the health and care of the expectant mother and the developing child.	LAFS.910.W.1.2	SC.912.L.14.6	

06.06	Explain how the mother's nutrition influences the physical development of the unborn child.	LAFS.910.W.1.2	SC.912.L.16.13	12.3.1	
06.07	Sequence the stages of labor and birth.	LAFS.910.W.1.3			
06.08	Specify health needs of the mother and infant during the postnatal period.	LAFS.910.W.1.3		 	
06.09	Recognize the significance of parent/child bonding and family adjustments to the newborn.	LAFS.910.SL.1.1			
06.10	Consider labor choices and pain management options.	LAFS.910.W.3.7; LAFS.910.W.3.9			
07.0	Determine developmental stages with appropriate activities and expectations from birth to school age.  The student will be able to:				
07.01	Explain the concept of developmental tasks.	LAFS.910.W.1.2	SC.912.N.1.4	12.1.1	
07.02	Observe and compare patterns of development and age appropriate activities, including current brain research.	LAFS.910.W.1.3, LAFS.910.RI.1.1	SC.912.L.14.26;
SC.912.N.2.4
SC.912.N.1.6	4.2.3; 
4.3.2	
07.03	Analyze factors which contribute to the child's physical, social, emotional, moral and intellectual development.	LAFS.910.RI.3.7; LAFS.910.RI.3.8	SC.912.N.1.3	4.2.2; 
4.2.4; 
4.2.5; 
4.3.5; 
12.1.1	
07.04	Determine the importance of play and the application of age appropriate activities.	LAFS.910.W.1.3			
07.05	Evaluate indoor and outdoor toys and play equipment for age appropriateness and safety.	LAFS.910.W.1.1, LAFS.910.W.3.8			
08.0	Examine environmental and inherited birth defects.  The student will be able to:				
08.01	Explain common types of special needs and birth defects in children.	LAFS.910.RI.1.1;
LAFS.910.W.1.1 	SC.912.L.16.8		
08.02	Identify methods of observation used to recognize children with possible developmental delays.	LAFS.910.W.3.7; LAFS.910.W.4.10			
08.03	Outline steps to assist children with special needs.	LAFS.910.W.1.3			
08.04	Identify community resources available to families of children with special needs.	LAFS.910.SL.1.1; LAFS.910.W.1.2		2.5.1	
09.0	Assess the family and society's role in protecting the rights of children.  The student will be able to:				
09.01	Explain the importance of families and the roles and responsibilities of caregivers.	LAFS.910.W.1.2			
09.02	Identify children's rights that are protected by local, state and federal laws and regulations.	LAFS.910.RI.3.8			
09.03	Differentiate between the types of child abuse and neglect.	LAFS.910.RI.1.1;
LAFS.910.SL.1.1			
09.04	State how the common physical and behavioral indicators of child abuse and neglect are detected and reported.	LAFS.910.SL.1.1; 			
09.05	Locate community support for children and families.	LAFS.910.W.3.7		12.3.3	
09.06	Discuss parenting styles and compare the advantages and disadvantages.	LAFS.910.SL.1.1		15.1.3	
10.0	Examine health and safety issues related to child development.  The student will be able to:				
10.01	Determine the nutritional needs of children.	LAFS.910.W.3.8		2.1.3; 
14.2.2	
10.02	Explain the role immunizations and health check-ups play in the wellness of the child.	LAFS.910.W.1.2	SC.912.L.14.52		
10.03	Identify childhood illnesses and appropriate treatment.	LAFS.910.W.2.6;
LAFS.910.W.3.7	SC.912.L.14.6		
10.04	Assess safety hazards for children of different ages.	LAFS.910.W.3.7		4.4.3	
10.05	Recognize emergency situations and plan appropriate responses.	LAFS.910.SL.1.1; LAFS.910.W.1.3			
11.0	Relate current trends and the contribution of technology to child development.  The student will be able to:				
11.01	Determine current trends in child care.	MAFS.912.A-CED.1.1;
MAFS.912.A-REI.2.3;
MAFS.912.A-REI.4.10

LAFS.910.RI.1.1; LAFS.910.W.3.8			
11.02	Identify technology as it relates to pregnancy, parenting, the home, health care, child care, and learning environment.	LAFS.910.L.3.6	SC.912.L.16.10	2.4.1; 
2.4.2;
2.4.3	
12.0	Explore careers related to child development.  The student will be able to:				
12.01	Evaluate your personal interests and aptitudes in the area of child development.	LAFS.910.W.1.3			
12.02	Describe careers related to children.	LAFS.910.W.1.2; LAFS.910.W.2.6			
12.03	Identify education and experience requirements for a career choice in the area of child development.	LAFS.910.W.1.2; LAFS.910.W.2.6			
13.0	Demonstrate teamwork and leadership skills in the family, workplace, and community.  The student will be able to:				
13.01	Identify purposes, function, roles and responsibilities of members of professional and youth organizations, including Career and Technical Student Organizations.	LAFS.910.L.3.4 LAFS.910.W.1.3; LAFS.910.W.2.6
			
13.02	Work cooperatively as a group member to demonstrate leadership in achieving organizational goals. 	LAFS.910.SL.1.1; LAFS.9.10.W.4.10			
13.03	Demonstrate leadership roles and organizational responsibilities.	LAFS.910.SL.1.1; LAFS.910.W.4.10
		4.1.6	
13.04	Identify and utilize the FCCLA planning process.	LAFS.910.SL.1.1			
13.05	Discuss the establishment and history of the FCCLA organization.				

Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students.

Career and Technical Student Organization (CTSO)

Family, Career and Community Leaders of America (FCCLA) is the inter-curricular career and technical student organization providing leadership training and reinforcing specific career and technical skills.  Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered.  

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program.  Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply. 

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access.  Accommodations change the way the student is instructed.  Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems.  Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs.  Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course.  Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular Occupational Completion Point (OCP) or a Modified Occupational Completion Point (MOCP).  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete an OCP/MOCP.  The student should work on different competencies and new applications of competencies each year toward completion of the OCP/MOCP.  After achieving the competencies identified for the year, the student earns credit for the course.  It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.

Additional Resources

For additional information regarding articulation agreements, Bright Futures Scholarships, Fine Arts/Practical Arts Credit and Equivalent Mathematics and Equally Rigorous Science Courses please refer to:
http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml.