2014 – 2015
Florida Department of Education
Curriculum Framework 

Program Title:	Family, Home and Consumer Technology
Program Type:	Non Career Preparatory
Career Cluster:	Human Services

Secondary – Non Career Preparatory	
Program Number	8500365	
CIP Number	09200118PA	
Grade Level	9-12, 30, 31	
Standard Length	1 credit 	
Teacher Certification	FAM CON SC 1	
CTSO	FCCLA	
Facility Code	231 http://www.fldoe.org/edfacil/sref.asp (State Requirements for Educational Facilities)	
Targeted Occupation List	N/A 	
Perkins Technical Skill Attainment Inventory	  http://www.fldoe.org/workforce/perkins/perkins_resources.asp 	
Industry Certifications	  http://www.fldoe.org/workforce/fcpea/default.asp 	
Statewide Articulation	 http://www.fldoe.org/workforce/dwdframe/artic_frame.asp 	

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 Human Services 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 Human Services career cluster. 

The content includes but is not limited to the latest technology as it relates to the home and the global role of the family.  Leadership and organizational skills are a vital part of this program.

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 1 credit. 

Academic Alignment Table

Some or all of the courses in this program have been academically aligned to the Florida Standards for Mathematics and the Next Generation Sunshine State Standards (NGSSS) for Science.  The table below contains the results of the alignment efforts by both academic core and Career and Technical Education (CTE) professional educators.  Data shown in the table includes the number of academic standards in the CTE course and the percentage of alignment to the CTE course.

Courses	Algebra 1	Algebra 2	Geometry	Anatomy/ Physiology Honors	Astronomy     Solar/Galactic Honors	Biology 1	Chemistry 1	Earth-Space Science	Genetics	Marine Science 1 Honors	Physical Science	Physics 1	
Family, Home and Consumer Technology	^^	^^	^^	**	**	**	**	**	**	**	**	**	
^^	Alignment pending full implementation of the    			**   Alignment pending review    
	Florida Standards for Mathematics.				#   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 in the first two courses of this CTE program and grade 11-12 reading and writing literacy standards in the third and fourth courses of this CTE program.  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 in the first four courses of this CTE program.  

Florida Standards for Mathematics & Language Arts (FS-M/LA)

Some or all of the courses in this program have been aligned to the Florida Standards for Mathematics and Language Arts used in core academic classes.  Data shown in the framework table (column ‘FS-M/LA’) contains the results of these alignment efforts.

Next Generation Sunshine State Standards (NGSSS) - Science 

Some or all of the courses in this program have been aligned to the Next Generation Sunshine State Standards (NGSSS) for Science. These standards are listed next to the content standards.

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 Family, Home and Consumer Technology. 
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Family, Home and Consumer Technology.
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Family, Home and Consumer Technology.
04.0	Analyze current and future trends in food technology.
05.0	Utilize current technology and resources in food management.
06.0	Assess careers related to the food industry.
07.0	Integrate the use of technology to explore solutions for global food issues utilizing cooperative learning strategies.
08.0	Assess current and future trends in consumer and personal finance.
09.0	Analyze the purchase and maintenance cost of current household equipment.
10.0	Assess careers related to the consumer industry.
11.0	Analyze the impact of consumer technology on the individual and family.
12.0	Formulate ideas for future trends in residential environments.
13.0	Consider current technology and resources in housing.
14.0	Analyze residential alternatives.
15.0	Explore environmental and ecological issues related to a person’s residence.
16.0	Utilize technology to evaluate residential and maintenance costs.
17.0	Assess careers related to the residential industry.
18.0	Appraise the impact of residential technology on the family unit.
19.0	Formulate ideas for future trends in apparel technology.
20.0	Consider current innovative technology and resources within the apparel industry.
21.0	Explore environmental, ecological, and global issues related to apparel.
22.0	Analyze textile science.
23.0	Assess careers related to the apparel industry.
24.0	Explore the impact of technology on apparel selections by individuals and families.
25.0	Demonstrate leadership and organizational skills.
26.0	

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 		Family, Home and Consumer Technology
Course Number: 	8500365
Course Credit:	1

Course Description:

The purpose of this course is to show future trends in food and consumer technology, global food issues, impact of food technology, trends in consumer and personal finance, consumer decisions, cost of technology equipment, and the impact consumer technology on the family unit. Additionally, it includes future trends in equipment technology, current innovative resources, apparel and housing alternatives, environmental and ecological issues as well as the impact on the family.

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 Family, Home and Consumer Technology.		
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 Family, Home and Consumer Technology.		
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		
02.01.3	Write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
LAFS.910.WHST.1.3		
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 Family, Home and Consumer Technology.		
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

Note:  This course is pending alignment in the following categories:  FS-M/LA and NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
04.0	Analyze current and future trends in food technology – the student will be able to:			
04.01	Assess the need for meal planning on the basis of a changing lifestyle.			
04.02	Explore trends in food preparation and meal management.			
04.03	Evaluate innovations in food preservation and storage, such as irradiation and dehydration.			
04.04	Predict the effects of future trends in food technology on the social and psychological aspects of the family, community and the world.			
05.0	Utilize current technology and resources in food management – the student will be able to:			
05.01	Assess current technology, such as computer software, dealing with meal planning and the purchasing of food.			
05.02	Evaluate food preparation equipment on the basis of function, convenience and cost.			
05.03	Explore the safe use of current equipment.			
06.0	Assess careers related to the food industry – the student will be able to:			
06.01	Explore emerging careers in the food industry.			
06.02	Analyze career statistics, on-line data and written publication information to predict future job trends.			
06.03	Analyze ways technology will create and/or change careers in the food industry i.e., bioterrorism.			
07.0	Integrate the use of technology to explore solutions for global food issues utilizing cooperative learning strategies – the student will be able to:			
07.01	Examine current and future global food issues, i.e., bioterrorism.			
07.02	Research technologies that would be appropriate to use in addressing global food issues.			
07.03	Analyze the impact of local concerns on global issues.			
08.0	Assess current and future trends in consumer and personal finance – the student will be able to:			
08.01	Explore current technology and resources in the banking industry, such as electronic money transactions including debit cards and the use of ATM’s.			
08.02	Explore software/online services for record keeping and managing resources.			
08.03	Evaluate the issues of privacy of financial matters versus public disclosure.			
08.04	Analyze the privacy issues with on-line banking and purchasing.			
09.0	Analyze the purchase and maintenance cost of current innovative residential equipment – the student will be able to:			
09.01	Evaluate costs related to home technology.			
09.02	Explore maintenance costs of technological equipment for the home.			
09.03	Compare the effects of leasing vs. purchasing household technical equipment.			
10.0	Assess careers related to the consumer industry – the student will be able to:			
10.01	Explore emerging careers in consumerism and technology.			
10.02	Analyze ways technology has created change in career options.			
11.0	Analyze the impact of consumer technology on the individual and family – the student will be able to:			
11.01	Evaluate the effect of technological changes on issues such as lifestyles, cost and leisure time.			
11.02	Demonstrate responsible decision making strategies when purchasing new or used technology for the home.			
12.0	Formulate ideas for future trends in residential environments – the student will be able to:			
12.01	Analyze examples of automation of residential design.			
12.02	Explore efficient use of resources as related to global issues.			
13.0	Consider current technology and resources used in residential environments – the student will be able to:			
13.01	Utilize computer-aided design (CAD) and/or on-line services for interior/exterior design.			
14.0	Analyze residential alternatives – the student will be able to:			
14.01	Assess residential options as they relate to individual and family needs.			
14.02	Evaluate the advantages and disadvantages of the available residential options.			
14.03	Differentiate between various multicultural issues as they relate to residential environments.			
15.0	Explore environmental and ecological issues related to a person’s residence – the student will be able to:			
15.01	Assess the need for healthy residential environments; supportive of individual and family growth and development.			
15.02	Analyze environmental issues as they relate to temperature, noise, air, water quality, products and materials.			
15.03	Demonstrate ecological awareness by recycling, reusing and reducing supplies and materials.			
16.0	Utilize technology to evaluate residential and maintenance costs – the student will be able to:			
16.01	Evaluate the affordability of purchasing a home.			
16.02	Consider cost factors for home maintenance.			
16.03	Identify relocating expenses and evaluate alternative options.			
17.0	Assess careers related to the residential industry – the student will be able to:			
17.01	Explore emerging careers in the residential industry.			
17.02	Analyze ways technology has created change in career options within the residential industry.			
18.0	Appraise the impact of technology on the family – the student will be able to:			
18.01	Analyze the impact of home technology on family relationships.			
19.0	Formulate ideas for future trends in apparel technology – the student will be able to:			
19.01	Explore options for developing colors, textures and fabrics.			
19.02	Analyze design, retail, and manufacturing trends within the clothing industry.			
20.0	Consider current technology and resources within the apparel industry – the student will be able to:			
20.01	Demonstrate computer-aided design (CAD)/on-line services for creating/selecting fabrics and apparel.			
20.02	Explore computer-aided manufacturing (CAM) in the apparel industry such as laser cutting, fusing, robotics and computer designed layouts.			
20.03	Explore the use of computer imaging to create three-dimensional designs.			
21.0	Explore environmental, ecological and global issues related to apparel – the student will be able to:			
21.01	Assess the history of clothing manufacturing from home sewing to mass production.			
21.02	Explore environmentally-friendly fibers, fabrics and processes.			
21.03	Demonstrate ecological awareness for recycling, reusing and reducing supplies and materials used in apparel production.			
22.0	Analyze textile science – the student will be able to:			
22.01	Evaluate new fabrics which use natural and manufactured fibers.			
22.02	Explore the care of a variety of fabrics utilizing equipment such as microwave dryers and computerized laundry equipment.			
23.0	Assess careers related to the apparel industry – the student will be able to:			
23.01	Explore emerging careers in the apparel industry.			
23.02	Analyze ways technology has created change in career options within the apparel industry.			
24.0	Explore the impact of technology on apparel selections by individuals and families – the student will be able to:			
24.01	Analyze alternate methods of retail shopping for clothing needs such as television, catalogs, and on-line services.			
25.0	Demonstrate leadership and organizational skills – the student will be able to:			
25.01	Identify professional and youth organizations.			
25.02	Identify purposes and functions of professional and youth organizations.			
25.03	Identify roles and responsibilities of members of professional and youth organizations.			
25.04	Work cooperatively as a group member to achieve organizational goals.			
25.05	Demonstrate confidence in leadership roles and organizational responsibilities.			
25.06	Demonstrate commitment to achieve organizational goals.			

Additional Information

Laboratory Activities

Laboratory investigations, including the use of scientific research, measurement, and laboratory technologies are an integral part of this course.  These activities include instruction in the use of safety procedures, tools, equipment, materials, and processes related to these occupations.  Equipment and supplies should be provided to enhance hands-on experiences for students.

Special Notes

This course is designed for one year with a possible exit at the semester and may be taught in a non-sequential order.

Instruction and learning activities are provided in a laboratory setting using hands-on experiences with the tools, materials and technology appropriate to the course content and in accordance with current practices.  Activities provide instruction in the use of current equipment and technology, such as personal computers, software, and multi-media platforms.

Career and Technical Student Organization (CTSO)

Family, Career and Community Leaders of America (FCCLA) is the appropriate career and technical student organization for 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.  The activities of such organizations are defined as part of the curriculum in accordance with Rule 6A-6.065, F.A.C.

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.  Postsecondary students with disabilities must self-identify, present documentation, request accommodations if needed, and develop a plan with their counselor and/or instructors.  Accommodations received in postsecondary education may differ from those received in secondary education.  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.

Articulation

For details on articulation agreements which correlate to programs and industry certifications refer to http://www.fldoe.org/workforce/dwdframe/artic_frame.asp.

Bright Futures/Gold Seal Scholarship

Course substitutions as defined in the Comprehensive Course Table for this program area may be used to qualify a student for Florida’s Gold Seal Vocational Scholarship, providing all other eligibility requirements are met.  Eligibility requirements are available online at https://www.osfaffelp.org/bfiehs/fnbpcm02_CCTMain.aspx. 

Fine Arts/Practical Arts Credit

Many courses in CTE programs meet the Fine Arts/Practical Arts credit for high school graduation (http://www.fldoe.org/articulation/CCD/files/pacourses1314.pdf).  A listing of approved CTE courses is published each year as a supplemental resource to the Course Code Directory (http://www.fldoe.org/articulation/CCD/default.asp).

Equivalent Mathematics and Equally Rigorous Science Courses

Equally rigorous science courses are based upon levels of cognitive complexity of content specific benchmarks, depth and breadth of content focus, and required laboratory components.