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Apparel and Textile Production I Apparel and Textile Production I FAMILY AND CONSUMER SCIENCES EDUCATION | Career and Technical Education FA31 PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction www.ncpublicschools.org STATE BOARD OF EDUCATION SBE VISION: Every public school student will graduate ready for post-secondary education and work, prepared to be a globally engaged and productive citizen. SBE MISSION: The State Board of Education has the constitutional authority to lead and uphold the system of public education in North Carolina. WILLIAM COBEY BECKY TAYLOR WAYNE MCDEVITT Chair :: Chapel Hill Greenville Asheville A.L. COLLINS REGINALD KENAN ERIC DAVIS Vice Chair :: Kernersville Rose Hill Charlotte DAN FOREST KEVIN D. HOWELL PATRICIA N. WILLOUGHBY Lieutenant Governor :: Raleigh Raleigh Raleigh JANET COWELL GREG ALCORN State Treasurer :: Raleigh Salisbury JUNE ST. CLAIR ATKINSON OLIVIA OXENDINE Secretary to the Board :: Raleigh Lumberton NC DEPARTMENT OF PUBLIC INSTRUCTION June St. Clair Atkinson, Ed.D., State Superintendent 301 N. Wilmington Street :: Raleigh, North Carolina 27601-2825 In compliance with federal law, the NC Department of Public Instruction administers all state-operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law. Inquiries or complaints regarding discrimination issues should be directed to: Dr. Rebecca Garland, Deputy State Superintendent :: 6368 Mail Service Center, Raleigh, NC 27699-6368 :: Telephone: (919) 807-3200 :: Fax: (919) 807-3388 Visit us on the Web :: www.ncpublicschools.org M0415 HOW TO USE THIS DOCUMENT Microso Excel organizes content into cells, worksheets, and workbooks. Cells are idenfied by row and column references. Row 1, Column A would be called cell A1. This document is a workbook containing several worksheets. The worksheets are accessible by clicking on a tab on the very boom of the program screen. For example, this worksheet tab is labeled, "How to Use This Document". To access another worksheet (Adapted CTE Blueprint, Ackowledgements, etc.), click on another worksheet tab at the boom of the program screen. Addionally, small arrows are on the far le, lower part of the program screen. These are used to scroll le/right in the event the tabs are hidden while using the program. Worksheets in this workbook are labeled as (click for direct links): 1. Developed CTE Blueprint 2. Developed CTE Blueprint Primer 3. Important Policies 4. Acknowledgements 5. Assessment and Equipment Each Blueprint contains the: 1. Official course number and title 2. Program area 3. Course description 4. Hours of instruction 5. Recommended maximum enrollment 6. Prerequisite courses 7. Career cluster alignment with completers noted where applicable 8. Essential standard and indicator numbers 9. Essential standard and indicator statements 10. Relative course weights for each essential standard and indicator statements 11. RBT Designation for each essential standard and indicator 12. Column for Local Use 13. Integrated Skill Areas 14. Contact information 15. Most current version date Career Cluster Two-letter Abbreviations: 1. Agriculture, Food, & Natural Resources AG 2. Architecture & Construction AC 3. Arts, A/V Technology, & Communications AR 4. Business Management & Administration BM 5. Education & Training ED 6. Finance FN 7. Government & Public Administration GV 8. Health Science HL 9. Hospitality & Tourism HT 10. Human Services HU 11. Information Technology IT 12. Law, Public Safety, Corrections & Security LW 13. Manufacturing MN 14. Marketing MK 15. Science, Technology, Engineering, & Mathematics ST 16. Transportation, Distribution & Logistics TD 20 None Areas A/E/SS 135-180 A/CD/CS A/CD/CS/CS A/CD/CS/SC A/CD/CS/SC A/CD/CS/SC A/CD/CS/SC A/E/CD/CS/SC A/E/CD/CS/SC Integrated Skill A/E/CD/CS/SC/SS B2 B2 B2 B2 B2 B2 B2 B2 B2 A1 RBT Designation 5% 15% 20% 15% 53% 18% 27% 12% 100% Course Weight Prerequisite: Shadowing Workbased Learning: Service Learning and Job Foundational: AR, MN Enhancement: Completer: Hours of Instruction: Career Recommended Maximum Enrollment: Learning Local Use Cluster(s): Work-Based Summer 2015 related to workplace needs. Developed CTE Course Blueprint FA31 Apparel and Textile Production I Family and Consumer Sciences Education North Carolina Career and Technical Education (The Learner will be able to:) Contact [email protected] for more information Unit Titles/Essential Standards and Objective Statements professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document. 10% 25% This blueprint has been reviewed by business and industry representatives for technical content and appropriateness for the industry. In this course students are introduced to the Apparel and Textile industry in the areas of design, textiles Understand apparel design Understand textiles Understand fibers, fabrics, and finishes Understand care of textile products Understand apparel engineering Understand tools and equipment Understand engineering and construction Understand body measurements, sizing and patterns Total Course Weight Understand the apparel industry and design Remember the apparel industry Career and Technical Education conducts all activities and procedures without regard to race, color, creed, national origin, gender, or disability. The responsibility to adhere to safety standards and best ES # 1.02 2.00 2.01 2.02 3.00 3.01 3.03 3.02 1.00 1.01 Obj # Career and Technical Student Organizations (CTSO) are an integral part of this curriculum. CTSOs are strategies used to teach course content, develop leadership, citizenship, responsibility, and proficiencies service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills produce apparel products. Art, literacy, mathematics, and science are reinforced. Work-based learning strategies Course Description: Aligned Credential or Certification: appropriate for this course include service learning and job shadowing. Apprenticeship and Cooperative education are not through authentic experiences. and apparel engineering. Emphasis is placed on students applying these design and engineering skills to create and available for this course. Family, Career and Community Leaders of America (FCCLA) competitive events, community that reflect the Revised Bloom’s Taxonomy (RBT). The Knowledge Dimension is Column information Developed CTE Course Blueprint SS=Social Studies. complete sentence when combined with the stem “The learner will be able to. .” (The stem appears once in Column 2.) Outcome behavior in each essential standard/objective statement is 2 Understand, 3 Apply, 4 Analyze, 5 Evaluate, 6 Create) (Knowledge Dimension: A Factual Knowledge, B Conceptual Knowledge, C Procedural Knowledge). ES=Essential standard number (two digits); Obj.=Objective number (unique course identifier plus essential standard number and two-digit objective number). Statements of unit titles, essential standards per unit, and specific objectives per essential standard. Each essential standard statement or specific objective begins with an action verb and makes a Shows the relative importance of each objective, essential standard, and unit. Course weight is used to help determine the percentage of total class time that is spent on each objective. Classification of outcome behavior in essential standards and objective statements in Dimensions according to the Revised Bloom’s Taxonomy. (Cognitive Process Dimension: 1 Remember, Shows links to other academic areas. Integrated skills codes: A=Arts; E=English Language Arts; CD=Career Development; CS=Information/Computer Skills; H=Healthful Living; M=Math; SC=Science; denoted by the verb plus its object. ES# Obj.# Local Use Space for use by Local Education Agencies. Course Weight RBT Designation Integrated Skill Area Column Heading Objective Statements Essential Standard and A course blueprint lays out the framework of the curriculum for a given course. The blueprint includes units of instrucon, essenal standards in each unit, and the specific objecves for each essenal standard. The blueprint illustrates the relave weight of the units, essenal standards, and objecves within the course. Each essenal standard and objecve reflects the intended level of learning through two dimensions represented with leers A-D, and the Cognive Process Dimension is represented by numbers 1-6. The blueprint should be used by teachers to plan the course of work for the year, prepare daily lesson plans, and construct instruconally valid interim assessments. Statewide assessments are aligned directly with the course blueprint. This blueprint and other aligned curriculum products and assessments are developed using the Revised Bloom’s Taxonomy. Reference: Anderson, Lorin W. (Ed.), Krathwohl, David R. (Ed.), et al., A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educaonal Objecves, Addison Wesley Longman, Inc., New York, 2001. Internet Policy Disclaimer Statement Course Guide and Assessment Item Policy All materials in this guide may be reproduced for educational purposes only. This guide was developed with federal CARL D. PERKINS Career and Technical Education ACT of 2006 funds. practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document. according
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