This Course Is Designed to Provide 8Th Grade Students with an Introduction to Agriculture

Course Changes for Agricultural Education

New Courses:

Course: Introduction to Agriculture Course Description: This course is designed to provide 8th grade students with an introduction to agriculture, personal and leadership development, workplace readiness skills, and career opportunities in the agricultural industry in animal science, food science, plant science and natural resource science. Course: Guide Dog Training

Course Description: This class focuses on Service Learning: Puppy Raising for Guide Dogs for the Blind and preparing students for entry into a career with animals. Students will have hands on experience in the following areas: animal husbandry, ethology, heath care, training, behavior modification, puppy development and learning theory.

Revised – Updated Courses:

Course: Agricultural Systems Technology 1

Course: Agricultural Systems Technology 2

Revisions: Revisions were made to the standards that address personal and leadership development and work- based learning activities to address the importance and reinforcing of employability skills.

Course: Welding Technician – Entry Level

Course: Welding Technician – Intermediate Level

Course: Welding Technician – Advanced Level

Revisions: Revisions were made to the standards that address personal and leadership development and work- based learning activities to address the importance and reinforcing of employability skills. Formatting changes. The standard for SMAW 3F and 3G welds was removed from this course and added to the advanced course because it was more developmentally appropriate for the advanced students. A standard on visual inspection and testing welds was added/revised. A strand and standards was added that addressed automated manufacturing using CNC equipment.

STRANDS AND STANDARDS AGRICULTURAL SYSTEMS & TECHNOLOGY 1

Course Description Students will develop knowledge and skills in the application of principles and techniques of power, structural, and technical systems used in the agricultural industry, particularly agricultural production and service. Students will develop basic skills in areas of hot and cold metal work, tool reconditioning, plumbing, painting, bill of materials preparation, small gas engines, and welding. The basic practices associated with soil and water management are included. Safety and proper use of tools and equipment will be emphasized.

Intended Grade Level 9-12 Units of Credit 1.0 Core Code 30.01.00.00.030 Concurrent Enrollment Core Code Prerequisite N/A Skill Certification Test Number 110 Test Weight 1.0 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Agriculture (CTE/General) Endorsement 2 Agriculture Mechanization Endorsement 3

ADA Compliant: October 2019 AGRICULTURAL SYSTEMS AND TECHNOLOGY 1

STRAND 1 Student will participate in personal and leadership development activities through the FFA. Standard 1 Student will use communication skills to effectively communicate with others. • Understand when it is appropriate to listen and to speak. • Understand and follow verbal and written instructions for classroom and laboratory activities. Standard 2 Student will effectively use teamwork to respectfully work with others. • Identify and understand different roles in working with a team Standard 3 Student will use critical thinking and problem-solving skills • Analyze the cause of the problem. • Develop a solution to address the problem. • Implement the plan. • Evaluate the effectiveness of the plan. • Use generally accepted industry standards to analyze, evaluate, troubleshoot and diagnose the challenges associated with a specific repair, maintenance, or fabrication project. Standard 4 Student will be dependable, reliable, steady, trustworthy and consistent in performance and behavior. • Set and meet goals on attendance and punctuality. • Prioritize, plan and manage work to complete assignments and projects on time. Standard 5 Student will be accountable for results. • Use an achievement chart for activities and behaviors in class that encourages a personal evaluation of classroom performance. • File a weekly/bi-weekly written report on progress toward completion of assignments and projects. Standard 6 Be familiar with the legal requirements and expectations of the course. • Be familiar with the course disclosure statement and all requirements for successful completion of the course. • Demonstrate workplace ethics, e.g. fair, honest, disciplined.

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AGRICULTURAL SYSTEMS AND TECHNOLOGY 1

STRAND 2

Student will participate in work-based learning activities through the Supervised Agricultural Experience (SAE) Program. Standard 1 Student will demonstrate employability skills. • Use a career search network to find career choices. • Identify appropriate CTE Pathway for selected career choice. • Write a resume including a list of demonstrated skills. • Write a letter of application. • Complete a job application. • Participate in an actual or simulated job interview. Standard 2 Student will participate in a work-based learning experience outside the classroom • Student will plan and implement a Supervised Agricultural Experience Program from at least one of the following areas; ownership/entrepreneurship, placement/internship, research, school-based enterprise, and/or service-learning experiences. Standard 3 Student will develop a job portfolio specific to their selected work-based learning experience. • Student will keep a personal record/journal/log of their work-based learning experience; including pictures, financial records, skills learned, hours associated with project, goals, reflection, etc. STRAND 3

Student will demonstrate appropriate safety practices in agricultural power, structural, and technical systems in laboratory and work settings. Standard 1 Explain the meaning and importance of safety in agricultural power, structural, and technical systems. • Define safety and describe why it is important. • Identify safety hazards, and demonstrate the actions needed to minimize or eliminate risk associated with agricultural power, structural, and technical systems in learning and/or work situations. Standard 2 Implement safety practices related to agricultural power, structural, and technical systems in learning and work situations. • Identify, select, and properly use appropriate personal protective equipment (PPE).

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AGRICULTURAL SYSTEMS AND TECHNOLOGY 1

• Verify that all equipment is in good operating condition and that appropriate safety devices are in place and working (e.g., guards in place, tool rests adjusted, etc.). • Maintain neat, well-organized, well-ventilated, and safe work areas. Standard 3 Identify fire hazard conditions and actions to take in case of fire. • Explain combustion and identify three conditions necessary for it to occur. • Describe fire prevention in agricultural power, structural, and technical systems. • Explain classes of fires and appropriate extinguishers. Standard 4 Take appropriate actions in an accident or emergency. • Demonstrate the use of simple first aid in an accident with an injury. • Locate first-aid kits, and investigate their contents and use in power, structural, and technical systems settings. • Discuss appropriate safety responses in an accident or emergency. STRAND 4 Students will plan, construct, and appropriately maintain agricultural structures. Standard 1 Create and/or use sketches, plans, and specifications for agricultural structures. • Identify symbols and drawing techniques used in creating sketches and plans. • Use scale measurement and dimensions with sketches and plans. • Identify and interpret different views of a construction drawing. • Develop sketches or plans for an agricultural structure. Standard 2 Determine materials for agricultural structures. • Identify types and grades of materials used in constructing agricultural structures, including lumber, plywood, manufactured materials (e.g. particle board and wafer board), roofing, insulation, and doors and windows. • Identify fasteners and other devices used in constructing agricultural structures. • Identify dimensions and sizes of materials and fasteners used in agricultural structures. Standard 3 Construct a small agricultural structure or project. • Identify and demonstrate safe and proper use of common tools used in agricultural construction. • Select materials for a construction project. • Prepare a bill of materials for a small structure or project, including a cost estimate. • Measure, mark, and cut materials according to plans for an agricultural structure. • Assemble an agricultural structure by properly fitting materials and using fasteners.

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• Evaluate a completed structure in terms of plans and quality of work. Standard 4 Select and use appropriate protective coatings, such as paints and preservatives. • Discuss the importance of properly selecting and using paints and preservatives. • Identify and use appropriate application methods for coating materials, including surface preparation and safety. • Maintain painting tools and equipment by proper cleaning, storage, and on-job use. STRAND 5 Student will demonstrate basic plumbing knowledge and perform simple plumbing skills. Standard 1 Demonstrate basic plumbing knowledge and skills. • Distinguish plumbing materials and products (copper, iron, steel, PVC, and PEX). • Describe the meaning and importance of plumbing systems for air, water, wastes, and other fluid-based materials. • Identify components of plumbing supply systems and waste systems, including pipe, tubing, valves, faucets, fittings, and fixtures. • Describe how plumbing system components are sized, and appropriately match sizes to jobs. • Prepare a bill of materials for a plumbing job. Standard 2 Perform simple plumbing jobs. • Identify and select appropriate tools for a plumbing job. • Measure, cut, fit, and install PVC and/or PEX materials as used in water supply systems. • Measure, cut, thread, and install iron or steel pipe materials as used in water supply systems. • Demonstrate the use of soldering in plumbing applications. • Repair and maintain plumbing systems. STRAND 6 Student will select, operate, maintain, and repair small internal combustion engines. Standard 1 Select and operate internal combustion engines. • Identify components and systems of internal combustion engines. • Describe the operation of internal combustion engines by cycle and fuel used. • Use the operator’s manual to operate and maintain an engine properly. • List and explain criteria to use in selecting an engine. • Obtain and/or prepare the proper fuel for an internal combustion engine.

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AGRICULTURAL SYSTEMS AND TECHNOLOGY 1

Standard 2 Analyze and troubleshoot internal combustion engines. • Identify the major components of internal combustion engines and the functions of each. • Explain the meaning of troubleshooting and list the common engine problems identified/solved by troubleshooting. Standard 3 Maintain internal combustion engines. • Perform routine maintenance, such as cleaning an engine, changing the oil, and cleaning or replacing the air filter. • Replace and adjust spark plugs as needed. • Winterize or otherwise prepare an engine for extended storage. • Practice environmental responsibility through the proper disposal of engine wastes, such as oil and filters. Standard 4 Operate small equipment powered by internal combustion engines. • Identify safety hazards and practices to follow to assure safe operation with small equipment, including mowers, tillers, blowers, and edgers. • Explain the meaning and importance of pre-operation inspections, including those of fuel and oil levels, the air system, and the condition of engine components. • Start and safely operate engine-powered equipment. • Stop and properly cool down and store engine-powered equipment. STRAND 7 Students will fabricate with metal. Standard 1 Explain kinds of metals and their uses. • Identify kinds of metals by appearance and testing, such as spark testing. • Classify metals according to characteristics and uses. • Identify, maintain, recondition, and use tools in hot and cold metal work. Standard 2 Fabricate with hot and cold metal. • Select and use appropriate safety practices in metal fabrication. • Apply cold metal processes in fabrication, including measuring and marking, cutting, bending, tapping and threading, filing and drilling, and riveting. • Discuss the use of hot metal processes, including annealing, tempering, bending, cutting, and hole punching. Standard 3 Use shielded metal arc welding (SMAW) processes.

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• Set up for SMAW operations on carbon steel. • Start and restart an arc and backfill at the edge while running a bead on carbon steel. • Build a weld pad on carbon steel in the flat position. • Make 1F (flat position-fillet weld) welds on carbon steel. • Make 2F (horizontal position-fillet weld) welds on carbon steel. • Make 1G (flat position-groove weld) welds on carbon steel. • Make 2G (horizontal position-groove weld) welds on carbon steel. Standard 4 Use manual oxyfuel gas cutting processes. • Perform safety inspections of equipment and accessories. • Set up for manual oxyfuel gas cutting operations on carbon steel. • Perform straight cutting operations on carbon steel. • Perform shape-cutting operations on carbon steel. • Perform bevel-cutting operations on carbon steel. • Pierce a hole through a carbon steel plate. Standard 5 Use gas metal arc welding (GMAW) processes. • Set up for GMAW operations on carbon steel. • Start and restart an arc and backfill at the edge while running a bead on carbon steel. • Use Short Circuit Transfer welding process to make 1F (flat position-fillet weld) welds on carbon steel. • Use Short Circuit Transfer welding process to make 2F (horizontal position-fillet weld) welds on carbon steel. • Use Short Circuit Transfer welding process to make 1G (flat position-groove weld) welds on carbon steel. • Use Short Circuit Transfer welding process to make 2G (horizontal position-groove weld) welds on carbon steel. Performance Skills • File a weekly/bi-weekly written report on progress toward completion of assignments and projects. • Student will keep a personal record/journal/log of their work-based learning experience; including pictures, financial records, skills learned, hours associated with project, goals, reflection, etc. • Maintain a neat, well-organized laboratory or shop working area. • Assemble an agricultural structure by properly fitting materials and using fasteners. • Perform simple plumbing jobs. • Start, operate, and shut down an internal combustion engine. • Use SMAW to make 1G (flat position-groove weld) welds on carbon steel.

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• Use GMAW/Short Circuit Transfer welding process to make 1G (flat position-groove weld) welds on carbon steel. • Use a manual oxy/fuel system to perform straight cutting operations on carbon steel.

Skill Certificate Test Points by Strand

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STRANDS AND STANDARDS AGRICULTURAL SYSTEMS & TECHNOLOGY 2

Course Description Students will develop knowledge and skills in the application of principles and techniques of power, structural, and technical systems used in the agricultural industry. Emphasis will be on selecting, operating, maintaining, servicing, and using agricultural power units and equipment. The course also includes agricultural uses of concrete and electricity. Safety and the proper use of safe practices will be integrated throughout the instruction. The instructional methods will involve applications of concepts being taught through classroom and laboratory instruction and supervised agricultural experience. Note: This course builds on knowledge and skills developed in Agricultural Systems and Technology. Intended Grade Level 10-12 Units of Credit 1.0 Core Code 30.01.00.00.040 Concurrent Enrollment Core Code Prerequisite Ag Systems and Technology 1 Skill Certification Test Number 113 Test Weight 1.0 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Agriculture (CTE/General) Endorsement 2 Agriculture Mechanization Endorsement 3

ADA Compliant: October 2019 AGRICULTURAL SYSTEMS AND TECHNOLOGY 2

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AGRICULTURAL SYSTEMS AND TECHNOLOGY 2

STRAND 2

Student will demonstrate appropriate safety practices in agricultural power, structural, and technical systems in laboratory and work settings. Standard 1 Implement safety practices related to agricultural power, structural, and technical systems in learning and work situations. • Identify, select, and properly use appropriate personal protective equipment (PPE). • Verify that all equipment is in good operating condition and that appropriate safety devices are in place and working (e.g., guards in place, tool rests adjusted, etc.). • Maintain neat, well-organized, well-ventilated, and safe work areas. Standard 2 Understand and demonstrate safety in agricultural power, structural, and technical systems. • Identify safety hazards and the actions needed to minimize risk with agricultural power units, machinery, and equipment.

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AGRICULTURAL SYSTEMS AND TECHNOLOGY 2

• Identify appropriate safety responses in accidents or emergencies, including the use of first aid and contact of emergency services. • Properly dispose of waste materials to assure minimum environmental impact. STRAND 4 Students will provide preventive maintenance in the care and operation of internal combustion engines. Standard 1 Assess the importance of proper preventive maintenance of internal combustion engines. • Demonstrate proper preventive maintenance to engine life and efficiency of operation. • Utilize operators’ manuals to determine preventive maintenance schedules and practices for specific engines. • Identify, select, properly use, and maintain tools needed in preventive maintenance of internal combustion engines. Standard 2 Identify and distinguish the components and systems of internal combustion engines. • Classify engines by fuel used, kind of ignition, and cycle of operation. • Explain the functions of engine systems, including air, fuel, exhaust, ignition, lubrication, and cooling. • Identify the major components or structure of an engine, including engine block, cylinders, pistons, connecting rods, and crankshaft. • Describe the strokes of a four-stroke-cycle engine, including the role of combustion and heat. Standard 3 Perform preventive maintenance on engine systems. • Perform air intake system maintenance on engines, including those with dry element filters, oil foam filters, and oil bath cleaners. • Perform fuel system maintenance on an engine, including filter replacement. • Perform lubrication system maintenance on an engine, including selecting and changing oil and replacing the filter. • Perform ignition system maintenance on an engine, including battery cleaning and hydrometer testing. • Perform exhaust system maintenance on an engine, including checking for leaks and replacing worn or damaged components. • Perform cooling system maintenance on liquid- and air-cooled engines. • Perform electrical system maintenance on engines.

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AGRICULTURAL SYSTEMS AND TECHNOLOGY 2

STRAND 5 Students will provide preventive maintenance and repair in the care and operation of power units and implements. Standard 1 Perform preventive maintenance on power units and implements. • Clean all components, removing trash, mud, dust, and other dirt by using pressure washing, hand wiping, or other appropriate methods. • Assess the drive train for maintenance or repair. • Properly inflate tires. • Lubricate the steering system, as appropriate. • Adjust belts and chains for proper operation. • Inspect, analyze, and provide appropriate service for the clutch and brakes. • Perform appropriate service on a hydraulic system, including checking fluid levels and replenishing fluids as needed, checking for leaks, and replacing or tightening faulty fluid conveyance components. • Adjust covers, shields, and other safety devices. • Evaluate and service vehicle traction and ballasting as needed. Standard 2 Perform basic repair on power units and implements. • Explain the meaning and importance of troubleshooting malfunctions. • Select and use appropriate computer and onboard diagnostic equipment. • Use technical manuals in diagnosing problems, taking corrective actions, and testing power units and implements following repair. • Use metal fabrication skills in making selected repairs to power units and implements. STRAND 6 Students will safely operate basic power units and equipment. Standard 1 Identify power unit controls and instruments and their functions. • Locate controls on a power unit, including starter button or key, throttle, clutch, brakes, lights, and others (depending on the unit), and explain and demonstrate their functions. • Locate instruments on a power unit, including oil pressure gauge, temperature gauge, tachometer, fuel gauge, and others (depending on the unit), and discuss their functions. • Perform a pre-operation inspection according to the manufacturer’s recommendations in the owner’s manual.

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AGRICULTURAL SYSTEMS AND TECHNOLOGY 2

Standard 2 Identify equipment controls for various agricultural power units and describe their functions. • Compare and contrast various agricultural power units and equipment. • Mount or attach equipment to a power unit or tractor following manufacturer’s recommendations. • Operate equipment following safe and approved practices. STRAND 7 Students will plan and construct with concrete. Standard 1 Explain the composition and characteristics of concrete. • Define concrete, and list advantages and disadvantages of its use. • Identify important agricultural uses of concrete. • Explain proportions and qualities of ingredients. • Describe the qualities of properly placed and cured concrete. Standard 2 Place concrete. • Identify tools and equipment used in placing concrete. • Explain the construction and use of forms. • Calculate the amount of concrete needed for a job. • Explain the use of reinforcing steel. • Demonstrate the placing of concrete, including striking off, finishing the surface, and curing. STRAND 8 Students will plan and install basic electrical wiring systems. Standard 1 Explain the characteristics and measurement of electricity. • Describe safety practices with electricity. • Define electricity and identify the kinds of current (DC and AC) used in agriculture. • Describe how electricity is measured, including ampere, watt, and volt. • Discuss voltage drop and its impact on electrical devices. • Describe the meaning and use of circuits. Standard 2 Install basic electrical circuits. • Distinguish between the functions and materials of insulators and conductors. • Identify and use materials and tools in circuit installation. • Energize a simple circuit to test its workability. • Use instruments to test and validate circuits.

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AGRICULTURAL SYSTEMS AND TECHNOLOGY 2

• Explain and demonstrate the installation of electrical boxes, splices, and connections. STRAND 8 Students will fabricate with metal. Standard 1 Use shielded metal arc welding (SMAW) processes. • Make 3F (vertical position-butt weld) welds on carbon steel. • Make 3G (vertical position-groove weld) welds on carbon steel. Standard 2 Use plasma cutting and air carbon arc gouging processes. • Perform safety inspections of equipment and accessories. • Set up for and make manual plasma cutting operations on carbon steel. • Set up for and make manual air carbon arc gouging on carbon steel. Standard 3 Use gas metal arc welding (GMAW) processes. • Use Short Circuit Transfer welding process to make 3F (vertical position-fillet weld) welds on carbon steel. • Use Short Circuit Transfer welding process to make 3G (vertical position-groove weld) welds on carbon steel. Standard 4 Student will fabricate a project using metal. • Develop sketches or plans for the project. • Select materials for the project. • Prepare a bill of materials for the project including a cost estimate. • Measure, mark, and cut materials according to the plans. • Complete project. • Evaluate a completed structure in terms of plans and quality of work.

Performance Skills • File a weekly/bi-weekly written report on progress toward completion of assignments and projects. • Student will keep a personal record/journal/log of their work-based learning experience; including pictures, financial records, skills learned, hours associated with project, goals, reflection, etc. • Maintain neat, well-organized, well-ventilated, and safe work areas. • Perform preventive maintenance on engine systems. • Use technical manuals in diagnosing problems, taking corrective actions, and testing power units and implements following repair.

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AGRICULTURAL SYSTEMS AND TECHNOLOGY 2

• Conduct a pre-operation inspection of a tractor or other agricultural power unit. • Demonstrate the placing of concrete, including striking off, finishing the surface, and curing. • Explain and demonstrate the installation of electrical boxes, splices, and connections. • Students will fabricate a project using metal.

Skill Certificate Test Points by Strand

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STRANDS AND STANDARDS GUIDE DOG TRAINING

Course Description This class focuses on Service Learning: Puppy Raising for Guide Dogs for the Blind and preparing students for entry into a career with animals. Students will have hands on experience in the following areas: animal husbandry, ethology, heath care, training, behavior modification, puppy development and learning theory.

Intended Grade Level 10-12 Units of Credit 1.0 Core Code 30.01.00.00.007 Concurrent Enrollment Core Code N/A Prerequisite None Skill Certification Test Number 129 Test Weight 1.0 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Agriculture (CTE/General) Endorsement 2 Animal Science Endorsement 3 N/A

ADA Compliant: October 2019 GUIDE DOG TRAINING

STRAND 1 Student will participate in personal and leadership development activities through SkillsUSA or another appropriate career and technical student organization. Standard 1 Student will use communication skills to effectively communicate with others. • Understand when it is appropriate to listen and to speak. • Understand and follow verbal and written instructions for classroom and laboratory activities. Standard 2 Student will effectively use teamwork to respectfully work with others. • Identify and understand different roles in working with a team Standard 3 Student will use critical thinking and problem-solving skills • Analyze the cause of the problem. • Develop a solution to address the problem. • Implement the plan. • Evaluate the effectiveness of the plan. Standard 4 Student will be dependable, reliable, steady, trustworthy and consistent in performance and behavior. • Set and meet goals on attendance and punctuality. • Prioritize, plan and manage work to complete assignments and projects on time. Standard 5 Student will be accountable for results. • Use an achievement chart for activities and behaviors in class that encourages a personal evaluation of classroom performance. • File a weekly/bi-weekly written report on progress toward completion of assignments and projects. Standard 6 Be familiar with the legal requirements and expectations of the course. • Be familiar with the course disclosure statement and all requirements for successful completion of the course. • Demonstrate workplace ethics, e.g. fair, honest, disciplined. STRAND 2 Student will participate in work-based learning activities through the Supervised Agricultural Experience (SAE) Program.

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GUIDE DOG TRAINING

Standard 1 Student will demonstrate employability skills. • Use a career search network to find career choices. • Identify appropriate CTE Pathway for selected career choice. • Write a resume including a list of demonstrated skills. • Complete a job application. Standard 2 Student will participate in a work-based learning experience outside the classroom • Student will plan and implement a Supervised Agricultural Experience Program from at least one of the following areas; ownership/entrepreneurship, placement/internship, research, school-based enterprise, and/or service-learning experiences Standard 3 Student will develop a job portfolio specific to their selected work-based learning experience. • Student will keep a personal record/journal/log of their work-based learning experience; including pictures, financial records, skills learned, hours associated with project, goals, reflection, etc. STRAND 3 Students will understand and use Guide Dog processes and procedures. Standard 1 • Understand the history of dog training and significant people in the training industry. • Use the vocabulary terms used by Guide Dog trainers. • Learn about and use the types of equipment that is used in the dog training industry. Standard 2 Students will be given hands-on opportunity to train dogs. • Understand Guide Dog’s Rules for raising a puppy. • Understand and use Guide Dog’s Goal Behaviors. • Use goal setting skills during a training session. • Set a criterion • Get the dog to achieve the goal behavior • Assess the dog’s success using the goal behavior scoring; Ideal, Acceptable, Less desirable • If less desirable, problem-solve how to improve. • Understand and use the four Training Methods. • Operant conditioning/Clicker Training • Compulsory • Luring • Placement

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GUIDE DOG TRAINING

STRAND 4 Students will understand and apply Ethology (science of animal behavior) in dog training. • Define Ethology (a scientific field, that studies behavior from a biological perspective). • Understand and use an ethogram (a computation of individual behavioral motor patterns). • Understand and apply dog ethology. • Understand and apply the principals of Behavior modification • Understand and apply the eight different methods of behavior modification. • Understand the common behavioral problems in dogs • Apply principals of prevention and good management, when necessary use corrections to solve behavior problems as they work with dogs. STRAND 5 Student will apply methods of animal husbandry as they care for a dog. Standard 1 Provide the appropriate environment/management for dog care. • Grooming • Exercise • Nutritious diet • Appropriate health care, vaccinations, first aid • Evaluating structure • Enrichment and socialization Standard 2 Understand and appropriately adapt to the stages of Dog Development. • Neonatal stage • Transitional stage • Socialization stage • Juvenile stage • Adolescent stage • Adult stage • Senior stage • Geriatric stage Standard Understand the different methods of breeding • Natural Breeding • Artificial Insemination (AI) Skill Certificate Test Points by Strand Coming Soon

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STRANDS AND STANDARDS INTRODUCTION TO AGRIGULTURE

Course Description This course is designed to provide 8th grade students with an introduction to agriculture, personal and leadership development, workplace readiness skills, and career opportunities in the agricultural industry in animal science, food science, plant science and natural resource science. Intended Grade Level 8 Units of Credit 0.5 Core Code 30.02.00.00.101 Concurrent Enrollment Core Code N/A Prerequisite None Skill Certification Test Number None Test Weight N/A License Type Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Agriculture (CTE/General) or Agricultural Science (Career and Technical), or Animal Science, or Plant and Soil Science, or Natural Resource Science, or Ornamental Horticulture Endorsement 2 Endorsement 3

ADA Compliant: September 2019 INTRODUCTION TO AGRICULTURE

STRAND 1 Student will participate in personal and leadership development activities through the FFA. Standard 1 Student will use communication skills to effectively communicate with others. • Understand when it is appropriate to listen and to speak. • Understand and follow verbal and written instructions for classroom and laboratory activities. Standard 2 Student will effectively use teamwork to respectfully work with others. • Identify and understand different roles in working with a team Standard 3 Student will use critical thinking and problem-solving skills • Analyze the cause of the problem. • Develop a solution to address the problem. • Implement the plan. • Evaluate the effectiveness of the plan. Standard 4 Student will be dependable, reliable, steady, trustworthy and consistent in performance and behavior. • Set and meet goals on attendance and punctuality. • Prioritize, plan and manage work to complete assignments and projects on time. Standard 5 Student will be accountable for results. • Use an achievement chart for activities and behaviors in class that encourages a personal evaluation of classroom performance. Standard 6 Be familiar with the legal requirements and expectations of the course. • Be familiar with the course disclosure statement and all requirements for successful completion of the course. • Demonstrate workplace ethics, e.g. fair, honest, disciplined.

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INTRODUCTION TO AGRICULTURE

STRAND 2

Student will participate in work-based learning activities through the Supervised Agricultural Experience (SAE) Program. Standard 1 Student will demonstrate employability skills. • Use a career search network to find career choices. • Identify appropriate CTE Pathway for selected career choice. • Write a resume including a list of demonstrated skills. • Complete a job application. Standard 2 Student will participate in a work-based learning experience outside the classroom • Student will plan and implement a Supervised Agricultural Experience Program from at least one of the following areas; ownership/entrepreneurship, placement/internship, research, school-based enterprise, and/or service-learning experiences Standard 3 Student will develop a job portfolio specific to their selected work-based learning experience. • Student will keep a personal record/journal/log of their work-based learning experience; including pictures, financial records, skills learned, hours associated with project, goals, reflection, etc. STRAND 3

Describe, discuss, and apply information concerning current events, trends in the industry, and careers associated with Animal Science. Standard 1 Student use common animal terminology. Example; gender specific terms, age specific terms, breed specific terms, and animal use specific terms. Standard 2 Student will identify how current events affect the animal industry and are interconnected at a local, state, national and international level. Standard 3 Identify the most appropriate CTE Pathway for selected careers in animal science.

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INTRODUCTION TO AGRICULTURE

STRAND 4 Describe, discuss, and apply information concerning current events, trends in the industry, and careers associated with Food Science. Standard 1 Student use common food science terminology associated with the handling, preservation, processing and preparation of food. Standard 2 Student will identify how current events affect the food science industry and are interconnected at a local, state, national and international level. Standard 3 Identify the most appropriate CTE Pathway for selected careers in food science. STRAND 5 Describe, discuss, and apply information concerning current events, trends in the industry, and careers associated with Plant Science. Standard 1 Student use common plant science terminology associated with plant reproduction, production, anatomy and physiology. Standard 2 Student will identify how current events affect the plant science industry and are interconnected at a local, state, national and international level. Standard 3 Identify the most appropriate CTE Pathway for selected careers in plant science. Standard 4 Apply “FFA” Career Development Event and Leadership Development Event concepts relating to plant science; e.g. Agronomy, Floriculture, Nursery Landscape, Public Speaking. STRAND 6 Describe, discuss, and apply information concerning current events, trends in the industry, and careers associated with Natural Resource Science. Standard 1 Student use common natural resource science terminology associated with multiple-use, resource management, sustainability, renewable and non-renewable resources, and conservation.

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INTRODUCTION TO AGRICULTURE

Standard 2 Student will identify how current events affect the natural resource science industry and are interconnected at a local, state, national and international level. Standard 3 Identify appropriate CTE Pathway for selected careers in natural resource science.

Performance Skills • Reflect on assigned work/goals in class and/or in their SAE and then communicate progress relative to mastery. • Work with a team to complete assignments and projects. • Apply “FFA” Career Development Event and Leadership Development Event concepts relating to animal science or Food Science or Plant Science or Natural Resource Science.

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STRANDS AND STANDARDS WELDING TECHNICIAN – ADVANCED LEVEL

Course Description This is an advanced welding skills course. This course will teach students the processes that will prepare them to apply technical knowledge and skill in the workplace and in project construction. In this course, students will learn, and practice knowledge, attitude, skills, and habits required to perform tasks autonomously and with minimum supervision, including the selection and use of appropriate techniques and equipment. Intended Grade Level 9-12 Units of Credit 1.0 Core Code 40.10.00.00.114 Concurrent Enrollment Core Code 40.10.00.13.114 Prerequisite Welding Technician-Intermediate Level Skill Certification Test Number 597 Test Weight 1.0 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Welding Endorsement 2 N/A Endorsement 3 N/A

ADA Compliant: October 2019 WELDING TECHNICIAN – ADVANCED LEVEL

STRAND 1 Student will participate in personal and leadership development activities through SkillsUSA or another appropriate career and technical student organization. Standard 1 Student will use communication skills to effectively communicate with others. • Understand when it is appropriate to listen and to speak. • Understand and follow verbal and written instructions for classroom and laboratory activities. Standard 2 Student will effectively use teamwork to respectfully work with others. • Identify and understand different roles in working with a team Standard 3 Student will use critical thinking and problem-solving skills • Analyze the cause of the problem. • Develop a solution to address the problem. • Implement the plan. • Evaluate the effectiveness of the plan. Standard 4 Student will be dependable, reliable, steady, trustworthy and consistent in performance and behavior. • Set and meet goals on attendance and punctuality. • Prioritize, plan and manage work to complete assignments and projects on time. Standard 5 Student will be accountable for results. • Use an achievement chart for activities and behaviors in class that encourages a personal evaluation of classroom performance. • File a weekly/bi-weekly written report on progress toward completion of assignments and projects. Standard 6 Be familiar with the legal requirements and expectations of the course. • Be familiar with the course disclosure statement and all requirements for successful completion of the course. • Demonstrate workplace ethics, e.g. fair, honest, disciplined. STRAND 2 Student will participate in work-place readiness activities. Standard 1 Student will demonstrate employability skills.

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WELDING TECHNICIAN – ADVANCED LEVEL

• Use a career search network to find career choices. • Write a resume including a list of demonstrated skills. • Write a letter of application. • Complete a job application. • Participate in an actual or simulated job interview. Standard 2 Participate in a work-based learning experience outside the classroom. • Plan and implement a work-based learning experience aligned with their career goal. STRAND 3 Student will demonstrate appropriate welding safety practices for laboratory and work settings. Standard 1 Implement safety practices related to welding. • Identify, select, and properly use appropriate personal protective equipment (PPE). • Verify that all equipment is in good operating condition and that appropriate safety devices are in place and working (e.g., guards in place, tool rests adjusted, etc.). • Maintain a neat, well-organized laboratory or shop working area. Standard 2 Identify fire hazard conditions and actions to take in case of fire. • Explain combustion and identify three conditions necessary for it to occur. • Describe fire prevention in a welding shop or work site. • Explain classes of fires and appropriate extinguishers. Standard 3 Take appropriate actions in an accident or emergency. • Demonstrate the use of simple first aid in an accident with an injury. • Locate first aid kits and investigate their contents and use in appropriate settings. • Discuss appropriate safety responses in an accident or emergency. STRAND 4 Students will use the Gas Metal Arc Welding (GMAW) process. Standard 1 Set up for GMAW operations on carbon steel. • Properly set up welding machine. Standard 2 Properly set up and complete fillet and groove welds in the flat and horizontal position with GMAW process. • Use Spray Transfer mode to make 1F (flat position-fillet weld) welds on carbon steel.

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WELDING TECHNICIAN – ADVANCED LEVEL

• Use Spray Transfer mode to make 2F (horizontal position-fillet weld) welds on carbon steel. • Use Spray Transfer mode to make 1F (flat position-fillet weld) multi-pass welds on carbon steel. • Use Spray Transfer mode to make 1G (flat position-groove weld) welds on carbon steel. • Use Spray Transfer mode to make 2G (horizontal position-groove weld) welds on carbon steel. STRAND 5 Student will use the Gas Tungsten Arc Welding (GTAW) process. Standard 1 Set up for GTAW operations on carbon steel. • Properly set up welding machine. Standard 2 Properly set up and complete fillet and groove welds in the horizontal and vertical position with GTAW process. • Make 3F (vertical position-fillet weld) welds on carbon steel. • Make 2G (horizontal position-groove weld) welds on carbon steel. • Make 3G (vertical position-groove weld) welds on carbon steel. • Perform GTAW welder performance qualification test on carbon steel. STRAND 6 Students will use the Flux Cored Arc Welding (FCAW) process. Standard 1 Set up for FCAW operations on carbon steel. • Properly set up welding machine. Standard 2 Properly set up and complete fillet and groove welds in the vertical and horizontal position with FCAW process. • Make 3F (vertical position-fillet weld) welds on carbon steel. • Make 2G (horizontal position-groove weld) welds on carbon steel. • Make 3G (vertical position-groove weld) welds on carbon steel. • Perform FCAW welder performance qualification test on carbon steel. STRAND 7 Students will use the Shielded Metal Arc Welding (SMAW) process. Standard 1 Set up for SMAW operations on carbon steel.

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WELDING TECHNICIAN – ADVANCED LEVEL

• Properly set up welding machine. Standard 2 Properly set up and complete fillet and groove welds in the vertical position with SMAW process. • Make 3F (vertical position-fillet weld, uphill travel) welds on carbon steel. • Make 3G (vertical position-groove weld, uphill travel) welds on carbon steel. • Perform SMAW welder performance qualification test on carbon steel. STRAND 8 Students will conduct weld inspection and testing. Standard 1 Visually inspect metal and welds. • Visually examine cut surfaces and edges of prepared base metal parts for appropriate preparation and fit. • Visually examine tacks, root passes, intermediate layers, and completed welds for penetration and porosity, undercut, bead reinforcement, slag inclusions, and overlap. • Suggest appropriate corrective action based on visual inspection results. Standard 2 Use basic tools to inspect welds. • Use basic weld inspection tools including dial calipers, fillet gauges, and weld reinforcement gauge. • Suggest appropriate corrective action based on inspection results. Standard 3 Use mechanical methods to determine weld quality. • Perform bend-testing procedures to determine the quality of the weld. • Suggest appropriate corrective action based on testing results. STRAND 9 Students will fabricate a project, made from metal, using a blueprint and welding processes. Standard 1 Use the following steps to plan a project. • Develop a drawing of a project using appropriate welding symbols and information. • Create a bill of materials with cost estimates. • Use correct techniques to layout project as indicated on blueprints. • Accurately measure and prepare materials for fabrication. • Prepare a materials order and secure the materials.

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WELDING TECHNICIAN – ADVANCED LEVEL

Standard 2 Fabricate the project. • Construct the project according to a plan that meets high quality standards in four areas, including project design, quality of workmanship, attention to detail, and fit and finish. STRAND 10 Students will be able to perform automated manufacturing processes using CNC equipment Standard 1 Understand and use correct processes to operate CNC equipment • Understand the advantages, disadvantages, and limitations of CNC Plasma Cutting • Understand and apply the concept of X, Y, and Z axis. • Understand and apply the concept of Vector and Raster Lines. • Define and generate G-Code using drafting software Standard 2 Use CNC Plasma Cutter to make a cut • Use a CNC Plasma Cutter to Cut Metal • Create a simple object in a drafting program and successfully cut it. Performance Skills • File a weekly/bi-weekly written report on progress toward completion of assignments and projects. • Plan and implement a work-based learning experience aligned with their career goal. • Use GMAW Spray Transfer mode to make 2G (horizontal position-groove weld) welds on carbon steel. • Perform GTAW welder performance qualification test on carbon steel. • Perform FCAW welder performance qualification test on carbon steel. • Perform SMAW welder performance qualification test on carbon steel. • Perform bend-testing procedures to determine the quality of the weld. • Construct the project according to a plan that meets high quality standards in four areas, including project design, quality of workmanship, attention to detail, and fit and finish. • Create a simple object in a drafting program and successfully cut it. Skill Certificate Test Points by Strand

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STRANDS AND STANDARDS WELDING TECHNICIAN – ENTRY LEVEL

Course Description This is an entry level course that will teach basic welding skills. This course will prepare students to apply technical knowledge and skill in the workplace and in project construction. In this course, students will learn, and practice knowledge, attitude, skills, and habits required for performing tasks autonomously, including the selection and use of appropriate techniques and equipment with minimum supervision.

Intended Grade Level 9-12 Units of Credit 1.0 Core Code 40.10.00.00.110 Concurrent Enrollment Core Code 40.10.00.13.110 Prerequisite None Skill Certification Test Number 595 Test Weight 1.0 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Welding Endorsement 2 N/A Endorsement 3 N/A

ADA Compliant: October 2019 WELDING TECHNICIAN – ENTRY LEVEL

STRAND 1 Student will participate in personal and leadership development activities through SkillsUSA or another appropriate career and technical student organization. Standard 1 Student will use communication skills to effectively communicate with others. • Understand when it is appropriate to listen and to speak. • Understand and follow verbal and written instructions for classroom and laboratory activities. Standard 2 Student will effectively use teamwork to respectfully work with others. • Identify and understand different roles in working with a team Standard 3 Student will use critical thinking and problem-solving skills • Analyze the cause of the problem. • Develop a solution to address the problem. • Implement the plan. • Evaluate the effectiveness of the plan. Standard 4 Student will be dependable, reliable, steady, trustworthy and consistent in performance and behavior. • Set and meet goals on attendance and punctuality. • Prioritize, plan and manage work to complete assignments and projects on time. Standard 5 Student will be accountable for results. • Use an achievement chart for activities and behaviors in class that encourages a personal evaluation of classroom performance. • File a weekly/bi-weekly written report on progress toward completion of assignments and projects. Standard 6 Be familiar with the legal requirements and expectations of the course. • Be familiar with the course disclosure statement and all requirements for successful completion of the course. • Demonstrate workplace ethics, e.g. fair, honest, disciplined. STRAND 2 Student will participate in work-place readiness activities. Standard 1 Student will demonstrate employability skills.

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WELDING TECHNICIAN – ENTRY LEVEL

• Use a career search network to find career choices. • Write a resume including a list of demonstrated skills. • Write a letter of application. • Complete a job application. • Participate in an actual or simulated job interview. Standard 2 Student will participate in a work-based learning experience outside the classroom. • Student will plan and implement a work-based learning experience aligned with their career goal. STRAND 3 Students will understand welding processes and procedures. Standard 1 Identify weld joints, weld types and weld positions. • Identify five welding joints; butt, corner, edge, lap and tee. • Identify four types of welds; fillet, groove, surfacing, and plug or slot. • Identify four welding positions; flat, vertical, horizontal and overhead. STRAND 4 Student will demonstrate appropriate welding safety practices for laboratory and work settings. Standard 1 Implement safety practices related to welding. • Identify, select, and properly use appropriate personal protective equipment (PPE). • Verify that all equipment is in good operating condition and that appropriate safety devices are in place and working (e.g., guards in place, tool rests adjusted, etc.). • Maintain a neat, well-organized laboratory or shop working area. Standard 2 Identify fire hazard conditions and actions to take in case of fire. • Explain combustion and identify three conditions necessary for it to occur. • Describe fire prevention in a welding shop or work site. • Explain classes of fires and appropriate extinguishers. Standard 3 Take appropriate actions in an accident or emergency. • Demonstrate the use of simple first aid in an accident with an injury. • Locate first aid kits and investigate their contents and use in appropriate settings. • Discuss appropriate safety responses in an accident or emergency.

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WELDING TECHNICIAN – ENTRY LEVEL

STRAND 5 Students will identify welding tools and equipment. Standard 1 Identify and properly use welding tools and equipment. • Identify and properly use basic welding hand tools (e.g., safety glasses, welding helmet, chipping hammer, gloves, etc.). • Identify and properly use basic power tools and equipment (e.g., shielded metal arc welder, gas metal arc welder, bench grinder, etc.). STRAND 6 Student will identify and use basic layout techniques, welding symbols and drawing symbols identified in blueprints. Standard 1 Use basic math and measuring skills to enhance basic layout techniques. • Perform basic math conversions from fractions to decimals. • Read and correctly use a tape measure, ruler, and square. • Perform basic layout techniques. Standard 2 Read and interpret welding blueprints. • Apply information found in the information block of the drawing. • Identify basic views used in blueprints, including assembly, detail, and fit-up drawings. • Identify common types of lines used in blueprints, including object, hidden, center, and construction lines. Standard 3 Identify and apply basic welding symbols. • Identify and interpret basic welding symbols (e.g., square groove weld, fillet weld, field weld, reference line, etc.). • Draw welding symbols for given specifications. • Interpret a welding blueprint and welding procedure specifications. STRAND 7 Student will use the Shielded Metal Arc Welding (SMAW) process. Standard 1 Set up for SMAW operations on carbon steel. • Properly set up welding machine. • Start and restart an arc and run a bead on carbon steel.

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WELDING TECHNICIAN – ENTRY LEVEL

Standard 2 Properly set up and complete fillet and groove welds in the flat and horizontal position with SMAW process. • Make 1F (flat position-fillet weld) welds on carbon steel. • Make 2F (horizontal position-fillet weld) welds on carbon steel. • Make 1G (flat position-groove weld) welds on carbon steel. STRAND 8 Student will use the Gas Metal Arc Welding (GMAW) process. Standard 1 Set up for GMAW operations on carbon steel. • Properly set up welding machine. • Start and restart an arc and run a bead on carbon steel. Standard 2 Properly set up and complete fillet and groove welds in the flat and horizontal position with GMAW process. • Use Short Circuit Transfer welding process to make 1F (flat position-fillet weld) welds on carbon steel. • Use Short Circuit Transfer welding process to make 2F (horizontal position-fillet weld) welds on carbon steel. • Use Short Circuit Transfer welding process to make 1F (flat position-fillet weld) multi-pass weld on carbon steel. • Use Short Circuit Transfer welding process to make 1G (flat position-groove weld) welds on carbon steel. STRAND 9 Students will use a manual oxy fuel process/system. Standard 1 Set up and safely use a manual oxy fuel system to cut metal. • Perform safety inspections of equipment and accessories. • Set up for manual oxyfuel gas cutting operations on carbon steel. Standard 2 Perform oxy fuel cutting operations on carbon steel. • Perform straight cutting operations on carbon steel. • Perform shape-cutting operations on carbon steel. • Perform bevel-cutting operations on carbon steel. • Pierce a hole through a carbon steel plate.

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WELDING TECHNICIAN – ENTRY LEVEL

Performance Skills • File a weekly/bi-weekly written report on progress toward completion of assignments and projects. • Student will plan and implement a work-based learning experience aligned with their career goal. • Maintain a neat, well-organized laboratory or shop working area. • Interpret a welding blueprint and welding procedure specifications. • Use the SMAW process to make 2G (horizontal position-groove weld) welds on carbon steel. • Use the GMAW Short Circuit Transfer welding process to make 2G (horizontal position-groove weld) welds on carbon steel. • Use an oxy fuel system to pierce a hole through a carbon steel plate. Skill Certificate Test Points by Strand

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STRANDS AND STANDARDS WELDING TECHNICIAN – INTERMEDIATE LEVEL

Course Description This is an intermediate level course that will teach the next level of welding skills. This course will prepare students to apply technical knowledge and skill in the workplace and in project construction. In this course, students will learn, and practice knowledge, attitude, skills, and habits required for performing tasks autonomously, including the selection and use of appropriate techniques and equipment with minimum supervision. Intended Grade Level 9-12 Units of Credit 1.0 Core Code 40.10.00.00.112 Concurrent Enrollment Core Code 40.10.00.13.112 Prerequisite Welding Technician-Entry Level Skill Certification Test Number 596 Test Weight 1.0 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Welding Endorsement 2 N/A Endorsement 3 N/A

ADA Compliant: October 2019 WELDING TECHNICIAN – INTERMEDIATE LEVEL

STRAND 1 Student will participate in personal and leadership development activities through SkillsUSA or another appropriate career and technical student organization. Standard 1 Student will use communication skills to effectively communicate with others. • Understand when it is appropriate to listen and to speak. • Understand and follow verbal and written instructions for classroom and laboratory activities. Standard 2 Student will effectively use teamwork to respectfully work with others. • Identify and understand different roles in working with a team Standard 3 Student will use critical thinking and problem-solving skills • Analyze the cause of the problem. • Develop a solution to address the problem. • Implement the plan. • Evaluate the effectiveness of the plan. Standard 4 Student will be dependable, reliable, steady, trustworthy and consistent in performance and behavior. • Set and meet goals on attendance and punctuality. • Prioritize, plan and manage work to complete assignments and projects on time. Standard 5 Student will be accountable for results. • Use an achievement chart for activities and behaviors in class that encourages a personal evaluation of classroom performance. • File a weekly/bi-weekly written report on progress toward completion of assignments and projects. Standard 6 Be familiar with the legal requirements and expectations of the course. • Be familiar with the course disclosure statement and all requirements for successful completion of the course. • Demonstrate workplace ethics, e.g. fair, honest, disciplined. STRAND 2 Student will participate in work-place readiness activities. Standard 1 Student will demonstrate employability skills.

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WELDING TECHNICIAN – INTERMEDIATE LEVEL

• Use a career search network to find career choices. • Write a resume including a list of demonstrated skills. • Write a letter of application. • Complete a job application. • Participate in an actual or simulated job interview. Standard 2 Student will participate in a work-based learning experience outside the classroom. • Student will plan and implement a work-based learning experience aligned with their career goal. STRAND 3 Students will demonstrate proficiency with welding processes and procedures. Standard 1 Demonstrate the proper use of weld joints, weld types and weld positions. • Demonstrate the proper use of the five welding joints; butt, corner, edge, lap and tee. • Demonstrate the proper use of the four welds; fillet, groove, surfacing, and plug or slot. • Demonstrate the proper use of the four welding positions; flat, vertical, horizontal and overhead. STRAND 4 Student will demonstrate appropriate welding safety practices for laboratory and work settings. Standard 1 Implement safety practices related to welding. • Identify, select, and properly use appropriate personal protective equipment (PPE). • Verify that all equipment is in good operating condition and that appropriate safety devices are in place and working (e.g., guards in place, tool rests adjusted, etc.). • Maintain a neat, well-organized laboratory or shop working area. Standard 2 Identify fire hazard conditions and actions to take in case of fire. • Explain combustion and identify three conditions necessary for it to occur. • Describe fire prevention in a welding shop or work site. • Explain classes of fires and appropriate extinguishers. Standard 3 Take appropriate actions in an accident or emergency. • Demonstrate the use of simple first aid in an accident with an injury. • Locate first aid kits and investigate their contents and use in appropriate settings.

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WELDING TECHNICIAN – INTERMEDIATE LEVEL

• Discuss appropriate safety responses in an accident or emergency. STRAND 5 Student will read and interpret welding symbols and drawing symbols identified in blueprints. Standard 1 Use intermediate math and measuring skills to enhance layout techniques. • Calculate the circumference of a circle. • Use Pythagorean Theorem to calculate the missing side of a triangle (3-4-5 rule). • Correctly use and interpret reading on a dial caliper. Standard 2 Read and interpret welding blueprints. • Interpret the tolerance dimensions found on a blueprint in decimals, fractions, and degrees. • Draw blueprints for simple welding projects. Standard 3 Identify and apply basic welding symbols. • Identify and interpret basic welding symbols including; bevel groove weld, plug or slot weld, melt through, intermittent field weld, and contour symbols. • Identify and interpret drawings describing the anatomy of a groove and fillet weld. • Draw welding symbols for given specification. • Interpret a welding print and welding procedure specifications. STRAND 6 Students will use the Flux Cored Arc Welding (FCAW) process. Standard 1 Set up for FCAW operations on carbon steel. • Properly set up welding machine. Standard 2 Properly set up and complete fillet and groove welds in the flat and horizontal position with FCAW process. • Make 1F (flat position-fillet weld) welds on carbon steel. • Make 2F (horizontal position-fillet weld) welds on carbon steel. • Make 1G (flat position-groove weld) welds on carbon steel. Standard 3 Identify and apply basic welding symbols. • Identify and interpret basic welding symbols (e.g., square groove weld, fillet weld, field weld, reference line, etc.).

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WELDING TECHNICIAN – INTERMEDIATE LEVEL

• Draw welding symbols for given specifications. • Interpret a welding blueprint and welding procedure specifications. STRAND 7 Student will use the Gas Tungsten Arc Welding (GTAW) process. Standard 1 Set up for GTAW operations on carbon steel. • Properly set up welding machine. Standard 2 Properly set up and complete fillet and groove welds in the flat and horizontal position with GTAW process. • Make 1F (flat position-fillet weld) welds on carbon steel. • Make 2F (horizontal position-fillet weld) welds on carbon steel. • Make 1G (flat position-groove weld) welds on carbon steel.

STRAND 8 Student will use the Carbon Arc Cutting (CAC-A) or gouging process. Standard 1 Set up for Carbon Arc Cutting (CAC-S) gouging operations on carbon steel. • Properly set up Carbon Arc machine. Standard 2 Properly set up and complete gouging operation. • Perform straight gouging operations on carbon steel. • Perform shape gouging operations on carbon steel. • Pierce a hole through a carbon steel plate. STRAND 9 Students will use the Plasma Arc cutting process. Standard 1 Set up for plasma arc cutting operations on carbon steel. • Properly set up Plasma Arc machine. Standard 2 Properly set up and complete gouging operation. • Perform straight cutting operations on carbon steel. • Perform shape cutting operations on carbon steel. • Pierce a hole through a carbon steel plate.

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WELDING TECHNICIAN – INTERMEDIATE LEVEL

Performance Skills • File a weekly/bi-weekly written report on progress toward completion of assignments and projects. • Student will plan and implement a work-based learning experience aligned with their career goal. • Maintain a neat, well-organized laboratory or shop working area. • Use FCAW process to make 1G (flat position-groove weld) welds on carbon steel. • Use GTAW process to make 1G (flat position-groove weld) welds on carbon steel. • Use Carbon Arc Cutting process to pierce a hole through a carbon steel plate. • Use Plasma Arc cutting process to perform straight cutting operations on carbon steel. Skill Certificate Test Points by Strand

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Business and Marketing 2019 revision summary sheet Accounting 1 Strand 1: -Added clarity and details to the existing content -Added standard 1: Define accounting and generally accepted accounting principles (GAAP). ● GAAP concepts: ● Business entity ● Going concern ● Accounting period ● Revenue recognition Strand 2:

● Added to ethics by including the fraud triangle ● Defined the difference between the knowledge gained through the strands and ability to perform the performance skills ● Added the fraud triangle to better define ethical concern. ● Added a terminology list to be consistent regardless of curriculum resources. ● Defined the ability to use resources on the skills exam. ● Defined specific calculations and formulas. ● Added clarity to terms and concepts (e.g. Draws/withdrawals, permanent/temporary) ● Added more connections to technology and industry.

Accounting 2 Changes made: ● More specific about strands pertaining to a merchandising business. ● Added clarity to terms and concepts. ● Added a terminology list to be consistent regardless of curriculum resources. ● Defined the difference between the knowledge gained through the strands and ability to perform the performance skills. ● Removed calculating the direct write off to correlate more closely with GAAP-related concepts. ● Tied several concepts to the GAAP principles. ● Removed preparing a statement of stockholders’ equity because the content is covered in the advanced course. ● Added five financial ratios standard to industry. ● Removed inventory related standards as optional standards because they are covered in Advanced Accounting. ● Removed tax forms as an optional standard because it’s beyond the scope of the course. ● Defined specific calculations and formulas. ● Removed the calculations for the allowance for bad debt.

Advanced Accounting Changes made: ● Added clarity to terms and concepts. ● Reorder strands so that it flows with the order of the accounting cycle. ● Removed the optional strand ● Removed the standard about the time-value of money and calculating TIE because it is beyond the scope of this course ● Added strand 9 to encompass the ethics, technology, career, and industry certification (Quickbooks and MOS Excel).

Exploring Business and Marketing Strand 1: -Added economic terms: equilibrium, needs vs wants, and cost and benefit

Strand 2: -Provided more clarity and detail to existing content -Added business ownership types: private and public company -Added new standard (standard 2) Business Law and Ethics - Students will be able to analyze ethical and legal conduct in a business. ● Define Ethics as “standards that govern right and wrong behavior.” ● Differentiate between laws, rules, and ethics. ● Research unethical/illegal behavior in businesses which may include: misusing company time/resources, insider trading, child labor, safety, employee theft, environmental impact, discrimination, etc. Strand 3 (New Strand) Entrepreneurship Principles - Students will determine skills and characteristics of entrepreneurs and explore entrepreneurial opportunities. Standard 1 Students will be able to: ● Define entrepreneurship ● Describe characteristics of an entrepreneur ● List advantages and disadvantages of entrepreneurial opportunities Identify the basic elements of a business plan including: executive summary, company description, products/services, market analysis, strategy and implementation, organization and management team, and financial plan. Strand 4: -Provided more clarity and detail to existing content -Separated the Marketing Mix into four separate standards and added more detail -Added promotional mix: Advertising, Personal Selling, Sales Promotion, Public Relations, Direct/Digital Marketing -Added marketing propaganda techniques:(bandwagon, glittering generalities, transfer, name calling, common man/plain folk, statistics, testimonials, card stacking, etc) Strand 5: -Provided more clarity and detail to existing content Strand 6: -Added standard 2 on soft skills. Soft Skills - Throughout the course, students will exhibit proficiency in soft skills that are necessary in a business setting. ● Leadership, teamwork, communication, problem-solving, work ethic, and interpersonal skills. Strand 7: -Removed tax implications -Added elements of a stock quote: ticker symbol, opening price, previous close, current price, year to date (YTD), dividend yield

Placed all “performance” related skills at the bottom of the strands and standards. STRANDS AND STANDARDS ACCOUNTING 2

Course Description Students will develop advanced skills that build upon those acquired in Accounting 1. Students continue applying concepts of double-entry accounting systems related to a merchandising business. Additional accounting skills will be developed, including preparing and journalizing payroll records, calculating and recording adjusting entries, and interpreting financial information. Exposure to automated accounting procedures is strongly encouraged.

Note: This course is a Core elective, which may be offered for either 0.5 units of mathematics or Career and Technical Education (CTE) credit. Persons who teach this course would be required to have a Mathematics endorsement, a Business and Marketing Core endorsement, or a Business and Marketing (CTE/General) endorsement. The credentials of the instructor do not determine the credit options for students. Students may decide to take this class for mathematics or CTE credit, but not both. However, to generate CTE add-on dollars, a mathematics teacher must also have an approved CTE endorsement. Based on industry practice, students will be allowed to use resources on the state skills certification exam.

ADA Compliant: September 2019 ACCOUNTING 2

Intended Grade Level 10-12 Units of Credit 0.5 Core Code 32.02.00.00.020 Concurrent Enrollment Core Code 32.02.00.13.020 Prerequisite Accounting 1 Skill Certification Test Number 212 Test Weight 0.5 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Business and Marketing (CTE/General) Endorsement 2 Business and Marketing Core Endorsement 3 N/A

STRAND 1 Students will define generally accepted accounting principles and basic business structures and each step of the basic accounting cycle as related to a merchandising corporation. Standard 1 Identify the difference in the financial statements between a merchandising corporation and a sole proprietor service business. Standard 2 Identify each step of the accounting cycle. • Step 1 - Analyze business transactions to determine debit(s) and credit(s) • Step 2 - Journalize transactions in a general journal • Step 3 - Post debit(s) and credit(s) from the general journal to ledger • Step 4 - Prepare a trial balance to prove that debits equal credits • Step 5 - Prepare the following financial statements: • Income statement (profit and loss) • Balance sheet • Step 6 - Journalize and post-closing entries • Step 7 - Prepare post-closing trial balance • Service • Merchandising • Manufacturing STRAND 2 Students will explain and identify calculations, reports, and journal entries related to payroll. Standard 1 Explain and identify calculations and reports related to payroll activities.

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ACCOUNTING 2

• Explain the formulas for gross earnings based on an hourly rate, salary, commission, and salary plus commission • Identify and explain employee deductions including taxes (federal, social security, Medicare, state) and other voluntary deductions used to calculate net pay • Identify and explain employers’ payroll taxes (social security, Medicare, federal unemployment, and state unemployment) and employee benefits paid by the employer • Discuss and interpret the payroll register Standard 2 Identify the journal entries for employee payroll, employer payroll taxes and payment of payroll tax liabilities.

Strand 2 Performance Skills included below.

STRAND 3 Students will identify and describe source documents and journal entries related to sales and cash receipt transactions. Standard 1 Identify and evaluate source documents related to sales and cash receipt journal entries. • Sales invoices • Cash register tapes • Receipts Standard 2 Describe the process for journalizing and posting transactions related to sales and cash receipts.

• Sale of merchandise • Sales tax • Returns of merchandise from a customer • Sales discounts • Accounts receivable subsidiary ledger

Strand 3 Performance Skills included below. STRAND 4 Students will identify and describe source documents and journal entries related to purchases and cash payment transactions Standard 1 Identify and evaluate source documents related to purchases and cash payment journal entries. • Checks

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ACCOUNTING 2

• Purchases invoices Standard 2 Describe the process for journalizing and posting transactions related to sales and cash receipts.

• Purchases of merchandise • Cash payments • Returns of merchandise to a vendor • Purchases discounts • Accounts payable subsidiary ledger

Strand 4 Performance Skills included below.

STRAND 5 Students will explain and describe the purpose and procedures for common adjusting entries and how they affect the relationship between the trial balance and adjusted trial balance. Standard 1 Explain the purpose of adjusting entries and how they relate to the matching principle.

Standard 2 Describe the procedures to calculate, journalize and post the following adjusting entries: • Inventory changes • Supplies used • Prepaid Insurance expired • Corporate federal income tax adjustment Standard 3 Explain the relationship between the trial balance and the adjusted trial balance.

Strand 5 Performance Skills included below.

STRAND 6 Evaluate changes to the income statement, balance sheet, and stockholders’ equity for a merchandising corporation. Standard 1 Compare and contrast the income statement between a service sole-proprietorship and a merchandising corporation.

• Cost of merchandise sold • Gross profit • Depreciation expense • Bad debt expense

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ACCOUNTING 2

• Operating income • Corporate income tax Standard 2 Compare and contrast the balance sheet between a service sole-proprietorship and a merchandising corporation. • Inventory • Accumulated depreciation • Allowance for uncollectible accounts • Current/Long-term assets and liabilities • Payroll liabilities • Stockholders’ equity • Capital stock • Retained earnings Standard 3 Define and identify the two permanent accounts in stockholders’ equity and how they change during the accounting period. • Define and identify elements that change retained earnings • Net income (net loss) • Dividends • Define capital stock and explore ways the balance could change Standard 4 Define and interpret common financial ratios and their uses to stakeholders. • Gross profit margin (Gross profit/Sales) • Return on sales (Net income/Sales) • Quick ratio (Cash+Accounts receivable/Current liabilities) • Debt-to-equity (Total liabilities/Total stockholders’ equity) • Return on equity (Net income/Total stockholders’ equity)

Strand 6 Performance Skills included below. STRAND 7 Explain and describe closing journal entries and the post-closing trial balance. Standard 1 Explain the purpose of closing journal entries as they apply to a merchandising corporation. Standard 2 Describe the difference between a trial balance and a post-closing trial balance for a merchandising corporation. Strand 7 Performance Skills included below.

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STRAND 8 Students will identify and explain different write-off methods and procedures to record write-offs using the allowance method. Standard 1 Identify what “writing off” an accounts receivable means, why it is necessary, and the two common write-off methods. • Direct write-off method • Allowance method Standard 2 Explain the journal entries related to the allowance method for writing off uncollectible accounts. • Recording the adjusting journal entry for the allowance • Writing-off to close uncollectible account • Reopening a previously written-off account • Recording payment for reopened account

Strand 8 Performance Skills included below.

STRAND 9 Students will identify and explain different write-off methods and procedures to record write-offs using the allowance method. Standard 1 Define depreciation and how it relates to GAAP and the matching principle. Standard 2 Explain the procedure for calculating depreciation using the straight-line method. • Identify original cost, salvage value, and useful life of the asset • Describe the calculation: (original cost - salvage value)/useful life • Identify the process to calculate partial-fiscal-year depreciation Standard 3 Identify and describe the procedure to journalize and post adjusting journal entry for depreciation.

Strand 9 Performance Skills included below.

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STRAND 10 Explore different accounting career options and how ethics and technology affect the accounting profession. Standard 1 Explore examples of ethics in the accounting profession. Standard 2 Identify and explore the use of automated accounting software, such as: • Spreadsheets • QuickBooks • Industry-standard accounting and tax software Standard 3 Explore Internet sites and mobile apps for accounting purposes (e.g. AICPA, start here go places, IRS, Intuit, Accounting today, Journal of Accountancy, Securities and Exchange Commission, Xero, Sage) Standard 4 Explore careers in the field of accounting (e.g. accountant, accounting clerk, CPA)

Performance Skills Strand 2) Payroll: • Calculate, journalize, and post employee payroll, employer payroll taxes, and payroll tax liabilities. Strand 3) Sales & Cash Receipts: • Journalize and post transactions for sale of merchandise with and without sales tax, sales returns, and sales discounts. Strand 4) Purchases & Payments: • Journalize and post transactions for purchases of merchandise, purchase returns, and purchase discounts. Strand 5) Adjusting Entries: • Identify and calculate adjustments, journalize adjusting entries, post to general ledger accounts, and prepare an adjusted trial balance. Strand 6) Financial Statements: • Prepare a balance sheet and multi-step income statement for a merchandising corporation and calculate financial ratios. Strand 7) Closing Entries: • Journalize and post closing entries and create a post-closing trial balance. Strand 8) Uncollectible Accounts: • Journalize and post journal entries using the allowance method for uncollectible accounts receivable.

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Strand 9) Depreciation: • Calculate depreciation using the straight-line method, journalize and post the adjusting entry for depreciation.

Skill Certificate Test Points by Strand

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STRANDS AND STANDARDS ACCOUNTING 1

Course Description Students will develop skills beginning with an understanding of the basic elements and concepts of double-entry accounting systems related to a service business organized as a sole proprietorship. Skills include understanding the accounting equation, analyzing business transactions, entering transactions in journals, posting to ledgers, compiling end-of-period financial statements, preparing closing entries, and managing and protecting cash.

ADA Compliant: September 2019 ACCOUNTING 1

Intended Grade Level 10-12 Units of Credit 0.5 Core Code 32.02.00.00.010 Concurrent Enrollment Core Code 32.02.00.13.010 Prerequisite None Skill Certification Test Number 210 Test Weight 0.5 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Business and Marketing (CTE/General) Endorsement 2 Business and Marketing Core Endorsement 3 N/A

STRAND 1 Students will define generally accepted accounting principles and basic business structures. Standard 1 Define accounting and generally accepted accounting principles (GAAP). • GAAP concepts: • Business entity • Going concern • Accounting period • Revenue recognition Standard 2 Identify each step of the accounting cycle. • Step 1 - Analyze business transactions to determine debit(s) and credit(s) • Step 2 - Journalize transactions in a general journal • Step 3 - Post debit(s) and credit(s) from the general journal to ledger • Step 4 - Prepare a trial balance to prove that debits equal credits • Step 5 - Prepare the following financial statements: • Income statement (profit and loss) • Balance sheet • Step 6 - Journalize and post-closing entries • Step 7 - Prepare post-closing trial balance Standard 3 Identify and explain business structures • Identify and differentiate among the three forms of business ownership. • Sole proprietorship • Partnership

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• Corporation • Identify and differentiate among the three types of businesses. • Service • Merchandising • Manufacturing STRAND 2 Students will identify the three basic accounting equation elements, apply them to accounts, and use them in the accounting equation. Standard 1 Identify the characteristics of an asset, liability, and owner’s equity. • Asset: property owned by the business • Liability: creditors’ financial claim to assets (debt) • Owner’s Equity: an owner’s financial claim to assets Standard 2 Demonstrate an understanding of the fundamental accounting equation. • Accounting equation: Assets = Liabilities + Owner’s Equity • Explain why the accounting equation must be in balance • Manipulate the accounting equation to find the missing variable Standard 3 Classify accounts as assets, liabilities, or owner’s equity.

Strand 2 Performance Skills included below.

STRAND 3 Students will explain the process of analyzing transactions using double-entry accounting and determine debit(s) and credit(s). Standard 1 Explain the basic steps of double-entry accounting in business transactions. • Identify which accounts are affected. • Classify the affected accounts as an asset, liability, or owner’s equity. • Determine if the affected accounts will increase or decrease. Standard 2 Define debit and credit and identify the effect of each on individual accounts. • Define debit and credit. • Identify increase, decrease, and normal balance of assets, liability and owner’s equity accounts.

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Standard 3 Explain how to use T-accounts as a tool to analyze business transactions into debit(s) and credit(s). • Label a T-account • Enter the debit(s) and credit(s) on the T-account • Recognize the effect of debit(s) and credit(s) on the accounting equation using T- accounts. • Verify the accounting equation is in balance.

Strand 3 Performance Skills included below. STRAND 4 Students will identify and use source documents to journalize transactions, post journal entries to the ledger, and prepare a trial balance. Standard 1 Identify and categorize source documents and explore the effect of technological advances on each source document. • Checks - cash purchases • Invoices - sales on account • Receipts - cash receipts • Memorandums - when other source documents are not produced or available. Standard 2 Define and explain the purpose of the general journal and journalize business transactions.

Standard 3 Define and explain the purpose of the general ledger and post debits and credits from the journal to the ledger accounts. • Post information from the general journal to the general ledger. • Calculate and record new account balance. • Explain how to trace a transaction back to its source. Methods may include post- referencing or audit trail. Standard 4 Define the trial balance and explain how it could be equal but not accurate. • Identify the proper order of accounts on a trial balance. • Identify and use mathematical methods for locating and correcting errors shown by the trial balance • Difference of 1, 10, 100, 1000, (typically refers to addition error) • Evenly divided by 9 (typically refers to transposition or slide error) • Evenly divided by 2 (typically refers to a debit or credit in the wrong location) • Same amount as a transaction (typically omitted a debit or credit) 4 | Page Revised: September 2019

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• Journalize and post correcting entries. Common posting errors include (but are not limited to): • Omitting journal entry • Reversing the debit and credit in a transaction. • Recording a debit or a credit in the wrong account.

Strand 4 Performance Skills included below.

STRAND 5 Students will describe the process of creating the income statement and balance sheet. Standard 1 Identify the appropriate headings for the income statement and balance sheet. • Company name • Report name • Date (income statement → period of time, balance statement → specific point in time) Standard 2 Explain the process of creating an income statement. • Identify the elements of an income statement. • Revenue • Expenses • Net income (net loss) • Explain the formula to calculate the net income. Standard 3 Define ending capital and the calculation for the ending capital account balance. • Identify elements that change in capital • Net income (net loss) • Withdrawals/drawing • Investments • Compute the ending account balance • Beginning capital + investments +/- net income (net loss) - withdrawals/drawing Standard 4 Explain the process of creating a balance sheet. • Identify the elements of a balance sheet. • Assets • Liabilities • Owner’s Equity (ending capital) • Explain the relationship between the balance sheet and the accounting equation. • Explain the relationship between the balance sheet and the income statement.

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Strand 5 Performance Skills included below.

STRAND 6 Students will describe how to close an accounting period. Standard 1 Identify and describe the purpose of permanent and temporary accounts. • Permanent: assets, liabilities and capital • Temporary: revenue, expenses and withdrawals/drawing Standard 2 Define a closing entry and describe how closing entries change capital (e.g. net income increases capital, net loss and withdrawals/drawing decreases capital) Standard 3 Describe the difference between a trial balance and a post-closing trial balance.

Strand 6 Performance Skills included below. STRAND 7 Students will explain the importance of cash control documents and systems in relation to the protection of the business’ cash. Standard 1 Connect banking documents to cash controls • Define the information needed to produce banking documents (deposit slips and checks) • Describe the types of check endorsements (blank, restrictive, and special) and when they would be used • Discuss internal controls to mitigate fraud and unethical behaviors (using a cash register and safe, daily cash deposits, and segregation of duties) • Explain the three elements of the fraud triangle (opportunity, pressure, rationalization) and the relation to internal controls Standard 2 Describe the process of reconciling a bank statement with the checkbook balance and identify the necessary journal entries. • Define the information needed to reconcile the bank statement with the checkbook • Identify the journal entries needed to update the general ledger cash balance (service charges and NSF charges and checks) • Prove the cash balance by using the checkbook, bank statement, and general ledger cash balance.

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Strand 7 Performance Skills included below.

STRAND 8 Students will explore automated accounting. Standard 1 Describe the differences between manual and computerized accounting systems. • Posting • Computation • Reporting Standard 2 Identify and explore the use of automated accounting software, such as: • Spreadsheets • QuickBooks • Industry-standard accounting and tax software

Standard 3 Explore Internet sites and mobile apps for accounting purposes (e.g. AICPA, start here go places, IRS, Intuit, Accounting today, Journal of Accountancy, Securities and Exchange Commission, Xero, Sage) Standard 4 Explore careers in the field of accounting (e.g. accountant, accounting clerk, CPA) Performance Skills Strand 2: Accounting Equation: • Calculate missing elements of the accounting equation. Strand 3: Double-entry Accounting: • Calculate changes to accounts using double-entry accounting while keeping the accounting equation in balance. • Analyze transactions that increase/decrease assets, liabilities and owner’s capital accounts, record them in T-accounts, and prove the equality of debits and credits Strand 4: Journalizing and Posting: • Analyze and journalize business transactions using source documents. • Post debit(s) and credit(s) from a general journal to accounts in the general ledger. • Prepare a trial balance. • Analyze, journalize and post correcting entries. Strand 5: Financial Reports: • Prepare an income statement and a balance sheet. Strand 6: Closing entries: • Analyze, journalize, and post closing entries and prepare a post-closing trial balance. Strand 7: Cash Controls:

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• Prepare deposit slips, checks, and bank reconciliation. • Analyze, journalize and post journal entries related to bank reconciliation

Skill Certificate Test Points by Strand

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STRANDS AND STANDARDS ADVANCED ACCOUNTING

Course Description In this college prep accounting course, you will learn traditional college-level financial accounting concepts integrated with managerial accounting concepts. Students will learn how accounting systems gather and provide data to internal and external decision makers and gain an understanding of how businesses plan for and evaluate operating, financing, and investing decisions. This course includes financial accounting, managerial accounting, and financial statement analysis topics. Note: Based on industry practice, students will be allowed to use resources on the state skills certification exam.

Intended Grade Level 11-12 Units of Credit 0.5 Core Code 32.02.00.00.030 Concurrent Enrollment Core Code N/A Prerequisite None (Accounting 1 and 2 Recommended) Skill Certification Test Number 213 Test Weight 0.5 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Business and Marketing (CTE/General) Endorsement 2 Business and Marketing Core Endorsement 3 N/A

ADA Compliant: September 2019 ADVANCED ACCOUNTING

STRAND 1 Define and interpret Generally Accepted Accounting Principles (GAAP) and how they affect financial reporting. Standard 1 Explain how the Generally Accepted Accounting Principles (GAAP) provide guidance and structure for preparing financial statements. Standard 2 Describe the information provided in each financial statement (income statement, balance sheet, cash flow statement, statement of equity) and how the statements integrate with each other. Standard 3 Identify business ownership structures (e.g., proprietorship, partnership, corporation). Standard 4 Identify types of business (e.g., service, manufacturing, merchandising). Standard 5 Explain the role of management and auditors in preparing and issuing an annual report. Standard 6 Describe the relationship among assets, liabilities, and equity on a balance sheet. Standard 7 Identify the classifications within assets (e.g., current, fixed), liabilities (e.g., current, long-term) and equity. Standard 8 Identify the proper accounts used to prepare an income statement. Identify and explain what is involved in the three phases of the management cycle (e.g., planning, performing, evaluating) and how those relate to accounting functions. Standard 9 Explain how internal control procedures are used to safeguard assets. Standard 10 Identify the elements needed to complete a bank reconciliation (i.e, cash balance, bank balance, outstanding checks, outstanding deposits, service charges). Standard 11 Identify taxes associated with payroll, define employer- and/or employee-paid taxes, and calculate taxes appropriately.

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STRAND 2 Define the flow of the accounting cycle and complete the steps of the accounting cycle. Standard 1 Describe how business transactions affect the accounting equation. Standard 2 Describe how the double-entry accounting system is used to record business transactions in a journal, posting transactions to a ledger, and preparing a trial balance. Standard 3 Explain the need for adjusting entries and how to journalize. Standard 4 Explain the need for and describe how to prepare the financial statements • income statement • balance sheet • statement of equity • cash flow statement Standard 5 Explain the purposes of the closing process and describe how to journalize and post-closing entries and the purpose of a post-closing trial balance.

Strand 2 Performance Skills included below. STRAND 3 Identify and describe the operations and production costs of a business. Standard 1 Identify product costs (e.g., direct/indirect materials, direct/indirect labor, manufacturing overhead); describe differences between product and non- product costs • Describe journal entries to record costs of direct materials, direct/indirect labor, and manufacturing overhead. Standard 2 Identify variable costs, fixed costs, and mixed costs. Standard 3 Describe how high-low analysis is used to determine amounts of variable, fixed, and mixed costs.

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Standard 4 Define the calculation for the break-even point and describe how it is used to perform cost- volume-profit (CVP) analysis and setting prices. Standard 5 Explain the flow of costs through the manufacturing accounts used in process/product or job- order costing systems. Standard 6 Explain how to compute a predetermined overhead rate, its use in job-order costing, and its use in determining over/under-applied manufacturing overhead. Standard 7 Define a schedule of cost of goods manufactured, a schedule of cost of goods sold and describe how they relate to the income statement.

Strand 3 Performance Skills included below. STRAND 4 Compare periodic and perpetual inventory systems; compare different inventory costing methods and how each method affects the cost of goods sold. Standard 1 Describe the differences between the periodic and perpetual inventory systems, and how to record business transactions using both methods. Standard 2 Describe how to calculate the cost of ending inventory using the LIFO, FIFO, and weighted average inventory costing methods and how each affects the cost of goods sold. Standard 3 Define the calculation for inventory turnover ratio and its impact on business decision making. Standard 4 Explain how inventory for a manufacturing business differs from inventory for a merchandising business.

Strand 4 Performance Skills included below. STRAND 5 Define the sales, revenue recognition, and collections processes. Standard 1 Describe the GAAP of revenue recognition and how to record revenue-related transactions.

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Standard 2 Describe transactions involving accounts receivable, uncollectible accounts, write-offs and recoveries and explain their impact on the income statement. Standard 3 Describe the difference between the gross price method and the net price method, and how to journalize transactions using both methods. Standard 4 Explain how to calculate the book value of accounts receivable reported on the balance sheet. Standard 5 Define the calculation for the accounts receivable turnover ratio and its impact on business decision making.

Strand 5 Performance Skills included below. STRAND 6 Define the accounting methods for purchases of fixed assets, depreciation and disposal. Standard 1 Describe how to identify a fixed asset and the useful life. Standard 2 Describe how to calculate the total cost of an asset purchase (e.g., sales tax, delivery charges, and installation charges) and how to journalize the purchase. Standard 3 Define the calculations for depreciation using different methods (e.g., declining balance, sum-of-the-years digits, and straight-line); describe how to record the adjusting journal entries for depreciation. Standard 4 Describe the impact of depreciation on the financial statements (e.g., book value, operating expenses). Standard 5 Describe how to calculate gain/loss on the sale and/or disposal of assets.

Strand 6 Performance Skills included below.

STRAND 7 Define how GAAP relates to long-term liabilities and equity transactions.

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Standard 1 Compare and contrast debt and equity financing. Standard 2 Identify and describe the different classes of stock and explain the rights afforded each. Standard 3 Explain cash dividends, stock dividends, and stock splits. Standard 4 Explain how to journalize stock transactions (e.g., sale of stock, dividends distribution, and treasury stock). Standard 5 Describe journal entries for recording a notes payable and the interest expense when paying off a notes payable. Standard 6 Describe journal entries for bonds issued at face value, premium, and discount, and the expiration of those bonds.

Strand 7 Performance Skills included below.

STRAND 8 Analyze financial statements using ratios. Standard 1 Define the calculation for earnings per share (EPS). Standard 2 Define the calculations for quick ratio and current ratio. Standard 3 Define the calculation for debt to equity ratio. Standard 4 Define the calculation for return on sales. Standard 5 Define the calculation for return on equity.

Strand 8 Performance Skills included below.

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STRAND 9 Explore different accounting career options and how ethics and technology affect the accounting profession. Standard 1 Explore examples of ethics in the accounting profession. Standard 2 Identify and explore the use of automated accounting software, such as: • Spreadsheets • QuickBooks • Industry-standard accounting and tax software Standard 3 Explore Internet sites and mobile apps for accounting purposes (e.g. AICPA, start here go places, IRS, Intuit, Accounting today, Journal of Accountancy, Securities and Exchange Commission, Xero, Sage) Standard 4 Explore careers in the field of accounting (e.g., accountant, accounting clerk, CPA) Standard 5 Explore industry certifications available to students (e.g., QuickBooks, MOS Excel). Encourage students to obtain certification.

Performance Skills Strand 2: • Analyze day-to-day business transactions, adjusting entries, and closing entries; prepare income statement, balance sheet, statement of equity, and cash flow statement. Strand 3: • Analyze business transactions to record costs of direct materials, direct/indirect labor, and manufacturing overhead • Use high-low analysis to determine the variable and fixed cost portion of a mixed cost. Strand 4: • Analyze business transactions to record purchases of inventory using both periodic and perpetual inventory systems • Calculate ending inventory balance using LIFO, FIFO and weighted average methods. • Calculate inventory turnover ratio Strand 5: • Analyze business transactions to recognize revenue using gross price method and net price method

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• Calculate accounts receivable turnover ratio Strand 6: • Calculate depreciation of assets using straight-line, declining balance, and sum-of-the-years’ digits methods • Analyze adjusting entry for depreciation • Analyze business transactions for disposal of assets; including gains and losses Strand 7: • Analyze business transactions for bond issuance and redemption including face value, premium, and discount. Strand 8: • Analyze business transactions for sale of stock, dividend distributions, and treasury stock. • Calculate financial ratios: • earnings per share (EPS) • quick ratio and current ratio • debt-to-equity • return on sales • return on equity

Skill Certificate Test Points by Strand

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STRANDS AND STANDARDS EXPLORING BUSINESS AND MARKETING

Course Description Students will have the opportunity to explore the essential concepts in the Business, Finance and Marketing Career Cluster. Students will participate in business basics, marketing, employment skills, entrepreneurship, accounting, finance, and leadership learning activities. Students will also be exposed to courses within the Business and Marketing Career Pathways and leadership organizations such as FBLA and DECA.

Intended Grade Level 8-9 Units of Credit 0.5 Core Code 32.02.00.00.070 Concurrent Enrollment Core Code N/A Prerequisite None Skill Certification Test Number 245 Test Weight 0.5 License Type CTE, Elementary Education 1-8 and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Business and Marketing 6-8 Endorsement 2 Business and Marketing Core Endorsement 3

ADA Compliant: October 2019 EXPLORING BUSINESS AND MARKETING

STRAND 1 Economic Principles - Students will explore the basic economic principles, resources, and their effect on business decisions. Standard 1 Students will understand the following economic principles: • Law of Supply/Demand • Equilibrium • Scarcity • Opportunity Costs • Needs vs Wants • Cost and Benefit Students will compare and contrast the following types of resources: • Human • Capital • Natural STRAND 2 Business Management - Students will explore how the connection between the structure of business ownership, ethics, intellectual property, and leadership work together to manage resources and employees. Standard 1 Business Ownership - Students will identify types of businesses, characteristics, advantages, and disadvantages of each. • Sole Proprietorship • Partnership • Limited Liability Company (LLC) • Corporation • Private vs Public • Franchise • Non-Profit Standard 2 Business Law and Ethics - Students will be able to analyze ethical and legal conduct in a business. • Define Ethics as “standards that govern right and wrong behavior.” • Differentiate between laws, rules, and ethics. • Research unethical/illegal behavior in businesses which may include: misusing company time/resources, insider trading, child labor, safety, employee theft, environmental impact, discrimination, etc.

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EXPLORING BUSINESS AND MARKETING

Standard 3 Intellectual Property - Students will be able to recognize how using intellectual property of others can have legal ramifications. • Copyright • Trademarks • Patents Standard 4 Leadership - Students will identify leadership styles, strategies, and opportunities Leadership Styles • Democratic • Autocratic • Laissez Faire Leadership Strategies • Mission statement • Time management • Teamwork Career and Technical Student Organizations (CTSO’s) • Students will explore the opportunities to participate in the following CTSOs: • DECA • FBLA (Future Business Leaders of America) • Students will identify the benefits of participating in DECA and FBLA including: leadership skills, teamwork building, scholarship opportunities, communication skills, employment skills, opportunities to compete Strand 2 Performance Skills included below. STRAND 3 Entrepreneurship Principles - Students will determine skills and characteristics of entrepreneurs and explore entrepreneurial opportunities. Standard 1 Students will be able to: • Define entrepreneurship • Describe characteristics of an entrepreneur • List advantages and disadvantages of entrepreneurial opportunities • Identify the basic elements of a business plan including: executive summary, company description, products/services, market analysis, strategy and implementation, organization and management team, and financial plan. Strand 3 Performance Skills included below.

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EXPLORING BUSINESS AND MARKETING

STRAND 4 Marketing Principles - Students will be able to define the marketing mix (product, price, place, promotion) as strategies that a company can do to influence demand for its product. Students will understand the concepts needed to market products to achieve a desired outcome. Standard 1 Product - students will define and research examples of: • Goods/Service • Research & Design • Packaging Standard 2 Place - students will define and research examples of: • Distribution channels (manufacturer, distributor, retailer, customer) • Transportation types • Location Standard 3 Price - students will define and research examples of: • Pricing Strategies (Prestige pricing, multiple-unit pricing, everyday low prices, odd/even, optional product, price bundling, captive product, loss-leader) • Selling price/Production cost/Profit • Retail vs. wholesale Standard 4 Marketing Strategies - Students will understand different strategies companies use to market their products and services. • Branding • Slogans • Logos • Jingles • Promotional Mix • Advertising • Personal Selling • Sales Promotion • Public Relations • Direct/Digital Marketing • Students will identify different marketing propaganda techniques (bandwagon, glittering generalities, transfer, name calling, common man/plain folk, statistics, testimonials, card stacking, etc) Standard 5 Target Markets - students will define and research examples of: ● Market segmentation:

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EXPLORING BUSINESS AND MARKETING

• Demographics (gender, age, race, income level, education) • Psychographics (lifestyles, attitudes, values, personality, interests) • Geographic (city, state, country) • Behavioral (occasions, benefits, loyalty, usage rate) ● Students will understand what motivates consumer purchases: • Rational • Patronage • Emotional • Convenience • Prestige Strand 4 Performance Skills included below

STRAND 5 Accounting - students will understand basic accounting concepts. Standard 1 Accounting equation - Students will recite the accounting equation: Assets = Liability + Equity • Students will define and give examples of assets, liabilities, and equity. • Students will understand the concept of liquidity Standard 2 Students will analyze and interpret financial statements. ● Understand the terms on an Income Statement by calculating: • Revenue • Expenses • Net Income ● Understand the terms on a Balance Sheet by calculating: • Assets • Liabilities • Owner’s equity Strand 5 Performance Skills included below. STRAND 6 Employability - students will develop and demonstrate the necessary skills to gain and keep employment. Standard 1 Job Skills - Students will develop skills to gain employment. ● Students will explore communication and interviewing skills: • Appropriate dress • Hygiene • Facial expressions and posture • Prepare for interview questions (STAR method)

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EXPLORING BUSINESS AND MARKETING

• Effective ways to communicate (phone, email, text, in-person) ● Human resources and employee rights. • Discrimination laws • Minimum wage Standard 2 Soft Skills - Throughout the course, students will exhibit proficiency in soft skills that are necessary in a business setting. • Leadership, teamwork, communication, problem-solving, work ethic, and interpersonal skills.

Strand 6 Performance Skills included below. STRAND 7 Stock Market - Students will understand basic principles of investing. Standard 1 Students will understand the different types of investments. • Stocks • Bonds • Mutual funds Students will understand basic financial terms. • Debt • Interest • Dividends • Risk reward rule • Capital gains • Time value of money • Dow Jones, S&P 500, NASDAQ • Bear and Bull markets • Diversifying portfolio • Commission Identifying elements of a stock quote • Ticker symbol • Opening price • Previous close • Current price • Year to date (YTD) • Dividend yield

Strand 7 Performance Skills included below.

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Performance Skills Strand 2 • Students will present to the class about a company or a practice that is unethical/illegal. Strand 3 • Develop a business venture to be used in an entrepreneurial simulation Strand 4 • Students will apply the marketing principles they have learned by creating advertising media such as but not limited to: (business cards, blogs, websites, billboards, posters, magazine, newspaper ads, brochures, fliers, swag or promotional items) Strand 5 • Prepare a budget: An estimate of income and expenditure for a set period of time Strand 6 • Students will complete employment documents (resume and job application) • Students will participate in mock interviews Strand 7 • Simulate the buying and selling of stock.

Skill Certificate Test Points by Strand Example table below. Refer to instructions for specifics.

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Course Changes 2019: Family & Consumer Sciences Area

The following CTE Courses were reviewed and changes summarized in the table below:

Course code Course Name Changes made Human Services 34.01.00.00.197 Human Clean up and clarification of vocabulary Development Provided more clarity and detail to existing content and standards

34.01.00.00.230 FCS Explorations Took out standards that overlapped with Health Education Added Strand on Human Services Hospitality & Tourism 34.01.00.00.255 Prostart 1 Realignment with National Restaurant Association Curriculum and Standards

34.01.00.00.257 Prostart 2 Realignment with National Restaurant Association Curriculum and Standards Arts, Audio/Visual Technology & Communications 34.01.00.00.090 Sewing Removed Serger Strand added to Sewing Construction & Construction 2 Textiles 1 Clarification on vocabulary Add updated fibers and manufactured materials to reflect current market. 34.01.00.00.092 Sewing Added Strand on Serger Use Construction & Removed strand on specific fabrics Textiles 2 Addition of fabrics currently used in industry 34.01.00.00.080 Sewing Addition of Product management. Construction & Addition of Business plan included in a Textiles 3 performance skill. Students are to go through each of the steps for a business plan of an actual product. Removal of Marketing strands- students are encouraged to take a marketing class. Addition of Computer Drafting and Design Software Strand -Adobe products Addition of Sustainability in textile industry strand 34.01.00.00.060 Sports & Outdoor Removed Serger Strand added to Sports and Design 1 Outdoor Design 2 Clarification on vocabulary Add updated fibers and manufactured materials to reflect current market in sports and outdoor products. 34.01.00.00.062 Sports & Outdoor Added Strand on Serger Use Design 2 Removed strand on specific fabrics Addition of fabrics currently used in Sports and Outdoor product design industry 34.01.00.00.140 Fashion Design Clean up and clarification of vocabulary Studio Provided more clarity and detail to existing content and standards Addition of fibers and manufactured materials currently used in industry Removal of personal clothing wardrobe analysis 34.01.00.00.145 Fashion Provided more clarity and detail to existing Merchandising content and standards. Addition of marketing standards and functions Addition of standard on fashion sales cycle and impact of fashion market centers worldwide 34.01.00.00.145 Fashion Clean up and clarification of vocabulary Merchandising Provided more clarity and detail to existing Advanced content and standards Addition of fashion history and impact on current trends Addition of fashion product research methods for new products Addition of Business plan included in a performance skill. Students are to go through each of the steps for a business plan of an actual product. New Course Textile Technology This course consists of 4 strands Strand 1- Characteristics of natural and manufactured fibers Strand 2- Global impact of the textile industry Strand 3- Fabric and product production Strand 4- Reverse engineering a project to determine performance upgrades that could be made

STRANDS AND STANDARDS SEWING CONSTRUCTION & TEXTILES 1

Course Description This course introduces students to basic apparel design and construction skills. These skills prepare students for the exciting global apparel industry, entrepreneurial opportunities, as well as project management in any field. Students will sew apparel and accessory projects. Student leadership and competitive events (FCCLA) may be integrated into this course. Intended Grade Level 9-12 Units of Credit .50 Core Code 34.01.00.00.090 Concurrent Enrollment Core Code Prerequisite None Skill Certification Test Number 350 Test Weight 0.5 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Family Consumer Sciences Endorsement 2 Fashion/Design/Merchandising Endorsement 3 NA

ADA Compliant: September 2019

STRAND 1 Students will identify careers and products in the apparel design and production industry. Standard 1 Identify soft goods (i.e. products made with textile and fabrics) in the apparel design and production industry. Examples: Clothing, bags, linens, home furnishings. Standard 2 Discuss design and career opportunities in the apparel design and production industry (i.e. sewer, apparel designer, gear designer textile designing, product developer, pattern drafting). STRAND 2 Students will be able to recognize basic sewing equipment and its function. *Performance Skills for this strand included below. Standard 1 Identify sewing machine parts and their function, safety, and maintenance. • Identify the stitch plate, feed dogs, presser foot, presser foot lever/lifter bobbin case, spool pin, upper thread tension, thread take-up lever, foot pedal, hand wheel, stitch length control, and stitch width control. • Demonstrate how to properly thread the sewing machine, how to replace a needle, and how to turn the hand wheel toward you when sewing. • Identify what a correct stitch looks like and how it is formed (i.e. sewing machine forms a stitch when the upper and bobbin threads interlock). • Identify basic machine problems and their solutions. • Thread jam, Tension issues - Rethread machine, make sure thread is through the tension discs, and take up lever, needle is threaded in the correct direction. • Correctly rethread bobbin, recognize that most sewing machine problems result from improper threading, incorrect thread choice and poor-quality thread. • Dull/broken needle - Replace needle, check needle position. • Incorrect stitch formation - Check tension, check stitch selection. • Skipped stitches (threaded wrong, bad needle, wrong needle being used) • Puckered seams (check tension, threading) • Snagged fabric (tension and needle) • Identify what a correct stitch looks like and how it is formed (i.e. sewing machine forms a stitch when the upper and bobbin threads interlock). • Noisy sewing machine. (bad needle, needs to be oiled, threaded problems) • Identify needle types and sizes (e.g. universal, sharp, stretch/ballpoint). • The bigger the number the bigger the hole in fabric. • Use machine manual demonstrate correct machine maintenance • Cleaning and lint removal • Oil machine • Replace needle • Identify safe sewing procedures (e.g. keep fingers away from needle, avoid distraction, secure loose items). Standard 2 Identify sewing tools, their function, maintenance and safety procedures. • Seam ripper – to remove stiches and open buttonholes. • Straight pins – hold layer of fabric together and attach patterns. • Shears – to cut fabric. • Scissors – to cut paper. • Rotary cutter – to cut straight lines. • Cutting mat – to protect surface when using rotary cutter. • Cutting ruler – to provide a straight edge and protect fingers when using a rotary cutter as well and measure. • Seam gauge – a six-inch ruler with an adjustable guide for transferring and repeating measurements. • Tape measure – a flexible ruler made of fabric or plastic. • Iron – a electrical heated appliance for flattening, creasing and shaping fabric. • Pressing cloth – Muslin, Organza, or silicone cloth placed over fabric to prevent marking or scorching when pressing. • Marking tools – used to transfer markings from pattern to fabric. STRAND 3 Students will differentiate the characteristics of specific textiles. *Performance Skills for this strand included below. Standard 1 Identify the basic fibers and characteristics of manufactured and natural textiles. Recognize that fiber content establishes many of the characteristics of a specific fabric. • Identify natural fibers (e.g. cotton, linen, silk, wool) and their characteristics. • General characteristics: come from plants and animals, moisture absorbent. • Cotton: plant source • Pros - absorbent, comfortable, durable, easy to launder, stronger wet than dry. • Cons - wrinkles, shrinks mildews. • Linen: plant source (flax) • Pros - absorbent, natural luster, quick drying. • Cons - wrinkles, frays, little stretch, mildews. • Silk: animal source (silkworm cocoon), • Pros - absorbent, natural luster, insulating, strong, resilient. • Cons - degrades and yellows from age and sunlight weaker wet than dry, water marks. • Wool: animal source (fur) • Pros - absorbent, strong, elastic, flame resistant wrinkle resistant. • Cons - shrinks when laundered improperly, bleaches with sunlight damaged by moths. • Identify manufactured fibers and their characteristics. • General characteristics: made from chemical processes (some made from natural elements mixed with chemicals while other are made completely from non- natural substances) • Nylon: Chemical sources. • Pros - strong, water repellent, colorfast, abrasion resistant. • Cons - frays easily, non-recyclable. • Polyester: Chemical source. • Pros - good shape retention, easy to launder, wrinkle resistant, colorfast. blends well with other fibers. • Cons - retains oily stains, pills, builds static. • Rayon: Cellulose source. • Pros - soft and comfortable, drapes well, blends well with other fibers, dyes well. • Cons - shrinks, poor shape retention, wrinkles. dry clean only. • Spandex: Chemical source. • Pros - very elastic, adds stretch when blended with other fibers, resistant to oils and outdoor elements. (sun, sea and sand) • Cons - shrinks, damaged by heat, can be difficult to sew. • Bamboo: Cellulose source • Pros - soft, strong, water absorbent, renewable. • Cons - wrinkles, takes longer to dry and yellow with time. • Identify advantages of blended fibers used in fabrics. • they combine the best characteristics of two or more fibers. Standard 2 Examine the construction of fabric. • Identify the characteristics of woven, knit and non-woven/felted fabrics. • Woven: warp and weft yarns are interlaced at a 90-degree angle, zero to limited elasticity. ▪ Knit: made by looping yarns together, medium to high elasticity. • Non-woven/felted: fibers are pressed together with heat, moisture, pressure. • Identify the correct fabric for a project. STRAND 4 Students will implement pre-construction skills at the introductory level. *Performance Skills for this strand included below. Standard 1 Identify the information found on a commercial pattern envelope. • Identify important information on the pattern envelope. • body measurements ▪ suggested fabrics • notions (refers to all the supplies that will be needed to complete a project (i.e. elastic, thread, buttons, bias tape, zippers, trims) • yardage requirements differentiate 45 and 60” width • finished garment measurements • technical flats – black and white sketch of front, back and detailed views Standard 2 Identify information found on the guide sheet. • pattern pieces (i.e. line sketches of each pattern piece used in the garment are arranged and numbered for easier reference) • layout diagrams (diagrams suggesting placement of pattern pieces on fabric) • sewing instructions • glossary terms and symbols legends • seam allowances Standard 3 Identify the terminology of fabrics. • Selvage: tightly woven finished edge of fabric formed by the crosswise yarns. • Warp/lengthwise grain: grainline that is parallel to the selvage commonly referred to as straight of grain. • Weft/crosswise grain: grainline that runs; perpendicular to the selvage typically the cut/raw edge. • Bias: 45-degree angle to the selvage; has stretch.

Standard 4 Prepare pattern for layout and cutting. • Identify pattern tissue terminology/symbols.

Standard 5 Demonstrate correct placement of pattern pieces on the fabric. • A project does not hang properly if the fabric is off grain. • Check for directional print and nap (has a definite top and bottom). A fabric with a nap, pile, or directional print needs a one-way layout. • Follow suggested layout. • The fabric is usually folded lengthwise for cutting.

• Fabrics with asymmetrical prints or weaves need to be cut out in a single layer. Non-Directional Print • When cutting individual layers. Flip over some pattern pieces for their second cutting to create mirror images. • A crosswise layout is often needed for wide pieces and sometimes a layout shows a double fold, in which both selvages are brought to the center. Standard 6 Correctly position, pin, and cut out the fabric pieces. • Place pattern pieces according to grainline and place-on-fold pattern symbols. • If using pins, space and position pins inside cutting line. Place pins closer together on curves to secure the fabric. • Select and use appropriate cutting tools. Use shears to cut out fabric. Hold shears perpendicular and in contact with the cutting surface. • Mark notches. • Keep pattern pieces as flat as possible, cutting around the pattern piece rather than moving it. Standard 7 Transfer pattern markings before removing pattern pieces from fabric. • Select and use appropriate marking tool for fabric. Mark on the wrong side of the fabric. • Air soluble pens disappear with exposure to air within a few days. • Water soluble pen markings disappear by applying a damp cloth to the fabric. • Chalk makes a nice straight line and is easily removed. • For tracing wheel and paper, choose the lightest color paper that is visible on the fabric. Position colored side of paper on wrong side of fabric or between two fabric layers. Roll tracing wheel over pattern marking, use a ruler for long straight lines. • Insert straight pins vertically through the pattern tissue and fabric at the markings and the mark the fabric on the wrong side at the pin location. STRAND 5 Students will utilize construction techniques at the introductory level. *Performance Skills for this strand included below. Standard 1 Demonstrate the following construction terms: • Basting stitch: Set the machine for the longest stitch possible; no backstitching; baste within the seam allowance, close to but not on the seamline. • Back stitch: Stitching a short distance to reinforce stitching in a seam. If available, you may use your machine’s “fix” function to lock the stitches at the beginning and end of the seam. • Pivot: Stitch to the corner marking. Leave the needle in the fabric and lift the presser foot. Turn the fabric. Lower the presser foot and continue stitching. • Trimming: Trimming means to cut off part of the seam allowance to reduce bulk. Trim away 3/8 of an inch of fabric along the full length of the seam. This will leave a ¼-inch seam allowance. Corners of garment pieces are trimmed by cutting diagonally across the corner. Be careful not to cut through the stitching. • Clipping and notching a seam allowance makes them more flexible. • Clip a concave (inside) curve within 1/8” of the stitching so the seam allowance outer edge can spread when turned back to release tension of the seam. • Notch a convex (outside) curve by cutting away V-shaped wedges from the seam allowance to remove bulk. • Grading/Layering is done on enclosed seams where the layered seam allowances create excess bulk. To grade a seam allowance, trim the side closest to the outer portion of the garment to 1/8”-3/16”, then trim the other allowance 1/4”-3/8”. • Reinforce stitch: Smaller length stitching that make a seam stronger (12-14) stitches per inch). Reinforcement stitching is used in places like crotches and corners. • A second row of stitching to make a seam stronger. This type of reinforcement stitching is used in places like armholes. • Top stitch: Topstitching is a row of evenly spaced straight stitches visible on the right side of a garment, typically aligned parallel to an edge or a seam. Two functions are to anchor layers of fabric together, and to accent an edge as a finishing detail. • Right sides together (RST): Fabrics are placed right sides together when sewing a seam allowance. Standard 2 Examine and select correct thread for apparel design and accessory projects. • Standard thread is “all purpose.” • Quality thread prevents stitching problems. Standard 3 Identify and construct standard seam allowances and seam finishes. • Seam allowance is the area between the cut edge of the fabric to the stitching line. • Standard seam allowance for commercial pattern is 5/8 inch. • Identify 1/4 (approx. the edge of the presser foot), 3/8, 1/2, 5/8, and 3/4-inch seam allowance guidelines on the needle stitch plate. • A seam finish is applied to the raw fabric edges, used to prevent raveling/fraying, improves product quality and durability. • Identify terms: pinked, zigzagged and clean finished. • Pinked - Trim seam allowance using pinking shears. • Zigzagged - zigzag stitch on the outer edge of the seam allowance. • Clean Finish - turn under 1/4” toward the wrong side of fabric then stitch near the fold. Standard 4 Press garment correctly. • Press as you sew. • Pressing is an up-and-down motion; ironing is a sliding motion. • Use correct temperature for fabric/fiber content. • Use steam/moisture if appropriate. • Use pressing cloth to prevent scorching and/or shine marks. Performance Skills Strand 2 Students will demonstrate competency in sewing machine use, care, and safety with the completion of a soft good project.

Strand 3 Create a fabric file. with a fiber, yarn, fabric, (woven, knit, non- woven). Include example of manufactured and natural fibers.

Strand 4 & 5 Construct a soft good project using a commercial pattern.

Resources http://www.fabriclink.com/University/Char.cfm http://www.cottoninc.com http://www.cleaninginstitute.org/clean_living/stain_removal_chart.aspx http://www.textileaffairs.com/docs/lguide.pdf http://www.textileaffairs.com/docs%5Ccommon-050608.pdf http://www.fabriclink.com/Care/CLabel.cfm http://www.powersewing.com/2009/07/fabric-photo-dictionary/ http://thesewingloftblog.com/understanding-pattern-markings/ Threads Sewing Guide (ISBN 978-1-60085-144-5), pp.92-95. https://www.namedclothing.com/pattern- alterations Betzina, Sandra. Fast Fit, Easy Pattern Alterations for Every Figure. ISBN-10 1561586498. Simplicity Fabric Guide: The Ultimate Fiber Resource, Sixth and Spring Books, ISBN 978- 1- 936096-12-1. Threads Sewing Guide (2011), The Taunton Press, Inc., ISBN 978-1- 60085-144-5. Westfall, Mary. Sewing Successful. Goodheart-Wilcox Publishers. The Threads YouTube channel has some great video tutorials. DVDs can also be purchased from the Threads website that offer short informative tutorials on a number of techniques for beginner sewers. http://www.uen.org/cte/facs_cabinet/facs_cabinet10.shtml http://stylecaster.com/jobsguide-different-jobs-in-industry/ https://opdd.usu.edu/news/ https://www.youtube.com/watch?v=ML8CMNzW6Tg http://www.schmetzneedles.com/all-about-needles/#sthash.bKPVwTbo.dpbs Workplace Skills Students will develop professional and interpersonal skills needed for success in the fashion industry.

Determine the difference between hard skills and soft skills.

• Hard Skills: Hard skills are specific, teachable abilities that can be defined and measured • Soft Skills: Personal attributes that enable someone to interact effectively and harmoniously with other people. Identify soft skills needed in the workplace

• Professionalism • Respect Legal requirements/expectations • Good communication skills • Resourcefulness & creativity • Work Ethic

FCCLA Integration into Sewing Construction & Textiles 1: STAR Events: Career Investigation, Illustrated Talk, Interpersonal Communications, Job Interview, Life Event Planning, Advocacy, Chapter Service Project Display, Chapter Service Project Portfolio, National Programs in Action, Clothing Construction, Fashion Design. Skill Demonstration Events: Impromptu Speaking, Fashion Sketch National Program: Career Connection, Power of One.

Skill Certificate Test Points by Strand Example table below. Refer to instructions for specifics.

STRANDS AND STANDARDS SEWING CONSTRUCTION & TEXTILES 2

Course Description

Students will strengthen and broaden apparel design, production, and project management techniques. In this course students will design and construct intermediate level projects using various construction techniques. Preparing students for industry and entrepreneurial opportunities. Student leadership and competitive events (FCCLA) may be integrated into this course. Intended Grade Level 9-12 Units of Credit 0.5 Core Code 34.01.00.00.092 Concurrent Enrollment Core Code 00.00.00.13.000 Prerequisite Sewing Construction and Textiles 1/Sport and Outdoor Design 1 Skill Certification Test Number 353 Test Weight 0.5 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Family & Consumer Sciences Endorsement 2 Fashion/Design/Merchandising Endorsement 3 NA

STRAND 1 ADA Compliant: September 2019 Students will review basic sewing knowledge. Standard 1 Review sewing tools knowledge and machine functions. (Refer to Sewing Construction & Textiles 1) Sewing machine use and maintenance. • Tools and equipment. • Pre-construction. o Reading a pattern. o Layout. • Basic construction techniques. STRAND 2 Develop machine knowledge and skills. *Performance Skills for this strand included below. Standard 1 Sewing machine. • Identify various specialty presser feet. • All-purpose foot, buttonhole foot, zipper foot, blind hem foot, rolled hem foot. • Identify specialty needles. • Heavy duty needle. • Double needle. • Microtech Needle. • Identify specialty threads. • Quilting: a strong cotton thread with a waxy coating to prevent tangling when used in hand-quilting. It is not appropriate for use in sewing machine. • Heavy duty: Slightly heavier than all-purpose thread; to be used for prominent topstitching. • Embroidery: Decorative thread offered in a wide variety of vibrant colors. Silky, lustrous, and versatile, it is weaker than regular sewing thread and should not be used for construction. It is used for decorative stitches. • Metallic: Add glitter and they are durable. All-purpose thread should be used on the bobbin; use metallic in upper looper on a serger. • Elastic: Used for stretching shirring; usually wound by hand onto the bobbin. The bobbin tension must be adjusted when using this type of thread. • Serger: lighter weight than all-purpose sewing machine thread. • Identify specialty stitches. • Stretch stitch: used for sewing on knits or other times when you need the stitching to be able to stretch. • Blind hem: used to sew a blind hem, edge stitch or stitch in the ditch. • Buttonhole stitch: series of stitches used to create a buttonhole. Standard 2 Operate, thread, and maintain a serger. • Identify the needle stitch plate, feed dogs/system, presser foot, thread tensions, presser foot lever/lifter, handwheel, stitch length control, knives and loopers (overcast on the serger). • Thread, operate, and care for serger according to machine manual (i.e. clean, oil). Standard 3 Use pressing tools to create a professional product. • Incorporate the practice of “press as you sew.” • Use pressing equipment. • Tailor’s ham: for pressing curved areas of clothing. (darts, shoulders, collars, etc.) • Sleeve board: narrow board for sleeves. • Seam roll: oblong for long, project like sleeves. • Point presser: for narrow, hard-to-reach areas of collars, belts, cuffs, corners and points. • Pressing cloth: prevents scorching/melting of fabric. • Identify and use appropriate temperature settings for various fabrics with different fiber content.

STRAND 3 Students will distinguish the different types of fabric and fiber characteristics. *Performance Skills for this strand included below. Standard 1 Identify and review basic fibers. • General Characteristics: Natural fiber characteristics comes from plant and animals, moisture absorbent, more expensive. • Cotton: Plant source • Pros - absorbent, comfortable, durable, easy to launder, stronger wet than dry. • Cons - wrinkles, shrinks mildew. • Linen: Plant source (flax) • Pros - absorbent, natural luster, quick drying. • Cons - wrinkles, frays, little stretch, mildew. • Silk: Animal source (silkworm cocoon) • Pros - absorbent, natural luster, insulating, strong, resilient, • Cons - degrades and yellows from age and sunlight weaker wet than dry, water marks. • Wool: Animal source. (fur) • Pros - absorbent, strong, elastic, flame resistant wrinkle resistant. • Cons - shrinks when laundered improperly, bleaches with sunlight damaged by moths. Standard 2 Identify manufactured fibers (i.e. nylon, polyester, bamboo, rayon, spandex, and their characteristics. • General characteristics: made from chemical processes (some made from natural elements mixed with chemicals while other are made completely from non-natural substances) • Nylon: Chemical sources. • Pros - strong, water repellent, colorfast, abrasion resistant. • Cons - frays easily, non-recyclable. • Polyester: Chemical source. • Pros - good shape retention, easy to launder, wrinkle resistant, colorfast, blends well with other fibers. • Cons - retains oily stains, pills, builds static. • Rayon: Cellulose source. • Pros - soft and comfortable, drapes well, blends well with other fibers, dyes well. • Cons - shrinks, poor shape retention, wrinkles. Dry clean only. • Spandex: Chemical source. • Pros - very elastic, adds stretch when blended with other fibers, resistant to oils and outdoor elements. (sun, sea and sand) • Cons - shrinks, damaged by heat, can be difficult to sew. • Bamboo: Cellulose source. • Pros - soft, strong, water absorbent, renewable. • Cons - wrinkles, takes longer to dry and yellow with time.

Standard 3 Identify various types of fabric construction. • Classify basic weaves. • Plain: yarns interlace at right angles, passing alternately over and under each other; soft, durable, easy to sew, wrinkles easily. • Twill: one yarn passes over two or more yarns to create a diagonal pattern; strong, wrinkle resistant, hides soil. • Satin: yarns float over four or more yarns, then pass under one; shiny, smooth surface, snags easily • Classify basic knits. • Warp: Tricot, tulle, lace. • Weft: Jersey, velour, fleece, interlock, rib, fake fur. • Classify non-woven fabrics (i.e. felt and bonded). Standard 4 Identify specific fabrics. • Denim: twill weave made of single hard-twisted yarns with colored warp and white or undyed fill. • Flannel: woven fabric made of cotton where the surface has been slightly brushed created a soft-napped fabric. • Canvas: extremely durable plain-woven fabric. • Calico: a plain-weave cotton cloth printed with small-scale design. • Corduroy: piled, vertical rib design; napped fabric that comes in varying weights; often identified by the width of the ribs or wales. • Satin: recognized by its smooth, lustrous surface and woven with long, floating yarns in the warp; silk, polyester, acetate and rayon are common fabrications. • Rib knit: double knit fabric where the rib wales alternate on the face and back of the fabric. • Jersey knit: any knitted fabric without distinct ribs; can be lightweight to heavy, and made in a variety of fibers, wool, cotton, silk, nylon or blends. • Fleece: soft napped insulating fabric made from polyester. • Sweatshirt fleece: type of jersey fabric with plain knit stiches on the front and fleece on the back.

STRAND 4 Students will demonstrate pre-construction techniques at the intermediate level. *Performance Skills for this strand included below. Standard 1 Students will independently take measurements, determine pattern size and make pattern alterations. • Determine pattern size based on body measurements and finished garment measurements. Look at finished garment measurements on pattern envelope and pattern pieces, then compare to body measurements to choose a good fit. • Natural waist, bust/chest, high bust, full hip, neck, sleeve length. • Back-waist measurement, from prominent bone at base of neck to waist. • Review relationship between body measurements and pattern measurements and the use of ease. • Wearing ease: amount added to a person’s body measurements so one can move in a garment. • Design ease: any amount of ease beyond the basic wearing ease that creates the style of a garment. • Layering ease: amount of ease added to clothing that will be worn over other clothing. • Negative ease: will measure smaller than actual body measurements but will stretch to fit comfortably. Standard 2 Apply pattern preparation techniques. • Review basic pattern symbols. (e.g., straight of grain arrows, notches, pattern markings, buttons and buttonholes, place on fold line, sizing lines, adjustment lines) • Identify pattern symbols. (e.g., pleat, dart, finished garment measurements, center front or back)

• Finished garment measurements: measurements of the garment after it is completed. • Center front and back: where the center of the garment front or back is located. • Review pattern placement and layout on fabric. (i.e. straight of grain is always parallel to the selvage; place on fold should be placed directly on the fold of the fabric; allows the garment to hang straight) • Review one-way directional/nap layout. (i.e. all pattern pieces must face the same direction; tops of the pattern pieces should be at the top of the direction of the design or nap) Standard 3 Student will use appropriate marking techniques. STRAND 5 Students will use correct sewing construction techniques at the intermediate level. *Performance Skills for this strand included below. Standard 1 Students will use correct sewing construction techniques at the intermediate level. • Identify stitching techniques and their applications. • Dart: The goal is to sew a dart with a point that is as smooth as possible. Stitch from the wide end to the tip, do not back stitch at the point to secure, leave long threads and tie. • Ease stitching: There are three ways to ease a seam: (1) gather before sewing the seam, (2) stretch the shorter seam as you sew the unequal layers together, or (3) let the machine ease the longer edge as the layers move under the presser foot. • Gather: Tiny, soft folds of fabric that form when a larger piece of fabric is sewn to smaller piece. The fabric should determine the best method of gathering to use. The goal is to create small, evenly spaced folds of fabric along the gathered area. There are four basic ways to gather: (1) rows of basting stitches, (2) machine couch a cord, (3) use a ruffler attachment or gathering foot, and (4) zigzag over clear elastic. • Pleat: All pleats involve folding fabric, and each folding strategy produces a different type of pleat. (e.g., knife pleat, box pleat, inverted pleat) Tuck: A stitched fold of fabric that is usually decorative but can also be used to add shape to a garment; formed so that the fold and stitching show on the right side of the fabric. • Topstitching: A row of evenly spaced straight stitches visible on the right side of a garment; usually aligned parallel to an edge or a seam. Typical distance is 1/4” to 3/8”; however, it usually is a matter of taste. • Understitching: A technique when seam allowances are sewn to a fabric layer to help keep the fabric from rolling to the right side of the garment; invisible from the right side of the garment. Grade and clip seam allowances before understitching. Press seam allowances toward the facing. • Stitch in the ditch: Refers to machine stitching that is sewn in the “ditch” of a seam so that it sinks into the seam and stays out of sight. • Stay stitching: A row of permanent, straight stitches sewn on a single layer to prevent stretching in key areas when you’re handling the garment during the construction process. The stitching should be done just inside the seam allowance (1/2” from the cut edge if seam allowances are 5/8”). No back stitch is necessary. • Blind Hem: The finished edge on the bottom of a garment sewn so that the stitching is invisible. Standard 2 Practice correct application techniques for applying interfacing and attaching facings or collars. • Interfacing can fulfill the following functions: • reinforce edges, such as hems and front openings. • provide added body. • create stability in buttonholes. • prevent stretch in areas like a waistband or upper back. • build shape in lapels and collars. • provide a crisp finish in areas such as pockets. • Select and apply appropriate interfacing (fusible, non-fusible). • Sew-in/non-fusible interfacing must be anchored to the garment with stitches, either sewn into a seam or sewn onto a layer of fabric before being sewn into the garment. To apply, sew the interfacing to the wrong side of fabric within the seam allowance. • Fusible interfacing is attached to the fashion fabric with glue activated by heat from the iron. To apply non-fusible, use heat, moisture and a press cloth. Follow the manufacturer’s instructions. • Choose between sew-in/non-fusible and fusible based on the project fabric, the garment’s requirement and preference. • Demonstrate techniques associated with attaching facings or collars. • Facings used to finish edges at necklines, armholes, front and back openings, hems, vents, and slits. Facings add support, prevent the edge from stretching and ensure a flat, crisp outer edge. • Three types of collars: • Flat: falling or lying flat on the shoulders (i.e. Golf shirt, Sailor Collar) • Rolled: Stands up and falls on the neck (i.e. Dress shirt, Turtleneck) • Standing: Stands up against neck (i.e. Mandarin, Banded) Standard 3 Identify each of the following sleeves: • Raglan sleeves: (two-piece and one-piece) join the bodice in a diagonal seam that extends from the neckline to the side seam. • Set-in sleeves: Joined to the garment bodice at a seam that circles over the shoulder and under the arm. A well-made set-in sleeve meets at the shoulder in a pucker- free, smooth, curved seam. Two methods of construction: closed/round method and open/flat method.

Standard 4 Identify each of the following zipper applications and construct one or more. • Centered zippers are found on a variety of garments, including dresses, skirts and pants. Centered zippers align the seam over the zipper teeth and the zipper tape is covered by symmetrical overlaps on each side. Parallel lines of topstitching flank the seam. • Lapped zippers are sewn to completely hide the zipper under a flap of fabric, and are found in skirts, pants, and center backs of dresses. • Fly zippers are used in pants. Women’s garments lap right over left, and men’s garments lap left over right. • Exposed zippers are sewn directly on the outside of the garment. The zipper tape becomes a decorative feature. When installing an exposed zipper, turn the seam allowances to the right side, topstitch the zipper over the seam allowance to cover the fabric edge. • Invisible zippers, when inserted correctly, are unnoticeable except for the zipper pull. They are incredibly flexible and soft, making them ideal for fine fabrics.

Standard 5 Identify types and complete correct application of hems. • Identify steps of hem preparation (i.e., appropriate length and width, reduce bulk, ease, pressing). • Apply correct edge finishes (e.g., clean finished, zigzag, serged). • Complete one or more of the following hemming techniques: hand stitched hems, double fold hem, machine blind hem, rolled hem.

Performance Skills Strand 2 Thread/operate and care for the serger.

Performance Skills Strand 3 Participate in a fiber identification lab. Use different ways of identifying fibers; for example, burn test, chemical test (acetone or bleach), or microscope observations. Performance Skills Strand 4 & 5 Complete all of the following skills as part of the course. A minimum of 8 skills need to be included as part of an apparel or accessory/personal item project. • Stay stitching • Trimming • Grading • Clipping or notching • Understitching • Darts, tucks, pleats, or gathers • Select and apply interfacing • Sew one or more correct sleeve style (i.e., set in, raglan) • Demonstrate one or more correct zipper applications • Attach one or more appropriate closure (i.e., hook and eye, snap, pant/skirt hook • Complete two of the following hemming techniques: hand-stitched hems, double fold hem, machine blind hem, rolled hem or other hemming technique • Demonstrate the application of bias tape Performance Skills Strand 4 & 5 Use commercially prepared directions/guide sheets.

Resources http://www.cottoninc.com http://www.triplepundit.com/special/sustainable-fashion-2014/ http://www.patagonia.com/us/environmentalism http://www.schmetzneedles.com/schmetz-household-needle-chart/#sthash.Ln3rVtxV.dpbs http://www.powersewing.com/2009/07/fabric-photo-dictionary http://www.taunton.com/threads/pages/t00103.asp http://www.threadsmagazine.com/item/5053/the-seam-method-of-pattern-alteration Betzina, Sandra. Fast Fit, Easy Pattern Alterations for Every Figure. ISBN-10 1561586498. http://www.tillyandthebuttons.com/2014/11/sewingfrancoise-sewing-raglan-sleeves.html http://www.craftsy.com/blog/2014/02/sewing-in-set-in-sleeves/ http://www.nancyzieman.com/blog/sewing-with-nancy/how-to-sew-a-zipper http://extension.usu.edu/files/publications/factsheet/FC_Clothing&Textiles_2012-02pr.pdf http://www.craftsy.com/blog/2013/12/sewing-exposed-zippers/ http://www.craftsy.com/blog/2014/12/how-to-hem-skirts-and-pants http://www.sew4home.com/tips-resources/sewing-tips-tricks/how-make-simple-hem

Workplace Skills Students will develop professional and interpersonal skills needed for success in the fashion industry.

Determine the difference between hard skills and soft skills. • Hard Skills: Hard skills are specific, teachable abilities that can be defined and measured • Soft Skills: Personal attributes that enable someone to interact effectively and harmoniously with other people.

Identify soft skills needed in the workplace • Professionalism • Respect Legal requirements/expectations • Good communication skills • Resourcefulness & creativity • Work Ethic FCCLA Integration into Sewing Construction & Textiles 2: STAR Events: Career Investigation, Illustrated Talk, Interpersonal Communications, Job Interview, Life Event Planning, Advocacy, Chapter Service Project Display, Chapter Service Project Portfolio, National Programs in Action, Clothing Construction, Fashion Design. Skill Demonstration Events: Impromptu Speaking, Fashion Sketch National Program: Career Connection, Power of One.

Skill Certificate Test Points by Strand Example table below. Refer to instructions for specifics.

STRANDS AND STANDARDS SEWING CONSTRUCTION & TEXTILES 3

Course Description This course will provide students with apparel or interior design opportunities using soft goods/textiles and construction/production skills which will focus on entrepreneurial opportunities and careers in design fields. Experiences may include pattern design, apparel design and construction, fitting and alteration, and interior design projects. (Students can repeat the course for credit as they work towards certification.) Student leadership and competitive events (FCCLA) may be an integral part of the course. Skills Test #354 (Standards 1- 4 Tested)

Intended Grade Level 10-12 Units of Credit .5-10 Core Code 34.01.00.00.080 Concurrent Enrollment Core Code NA Prerequisite Sports outdoor sewing 1 & 2 OR Sewing 1 & 2 Skill Certification Test Number 354 Test Weight 0.5 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Family Consumer Sciences Endorsement 2 Fashion/Textiles/Apparel Endorsement 3 Interior Design Fashion Design Pathway (Apparel/Textiles/ Entrepreneurship) This pathway provides students the option to explore entrepreneurship, career opportunities and demonstrate advanced skills in apparel construction, textiles and technology. Standards 1-5 Interior Design Pathway (Interiors Fabrication/ Textiles/ Entrepreneurship) This pathway provides students the option to explore entrepreneurship, career opportunities and demonstrate advanced skills in interiors fabrication, textiles and technology. Standards 1-4, 6 STRAND 1 Students will analyze careers and explore the design industry. Standard 1 Research employment and entrepreneurial opportunities and preparation for interior and/or fashion design careers. • Interior Design Careers: • Interior designer: Make interior spaces functional, safe, and beautiful by determining space requirements and selecting decorative items, such as: colors, lighting, and materials. • Developer: Plan, create, and present products for a specific market using knowledge of principles and elements of design, aesthetics, and technical skills. Work closely with design and technical teams. • Graphic Designer: Create visual concepts, by hand or using computer software, to communicate ideas that inspire, inform, or captivate consumers. They develop the overall layout and production design for advertisements, brochures, magazines, and corporate reports. • Art Directors: Responsible for visual style and images in magazines, newspapers, product packaging, and movie and television productions. They create the overall design of a project and direct others who developed artwork and layouts. • Merchandise displayers/Window trimmers: Creates fixtures and display stands for events such as large public exhibitions, conferences, trade shows and temporary displays for business, museums, libraries and galleries. • Fabricator: Assemble finished products and parts that go into them. They use tools, machines, and their hands. • Entrepreneur: Devise strategies and policies to ensure that an organization meets its goals. They plan, direct, and coordinate operational activities of companies and organizations. • Purchasing/Buyers: Sources goods to be sold at retail stores or presented in showrooms. (i.e. flooring, upholstery, accessories) • Fashion Design Careers: • Fashion Designer: Create original clothing, accessories, and footwear. They sketch designs, select fabrics and patterns, and give instructions on how to make the products they designed. • Developer: Plan, create and present products for a specific market using knowledge of principles and elements of design, aesthetics, and technical skills. Work closely with design and technical teams. • Purchasing/Buyers: Sources goods to be sold at retail stores. (e.g. - clothing, accessories, footwear, fabrics, notions) • Retail Sales: Assist the customer in brick and mortar store to facilitate their purchase • Costume Designer: A person who designs costumes for film, stage production or television • Entrepreneur: Devise strategies and policies to ensure that an organization meets its goals. They plan, direct, and coordinate operational activities of companies and organizations. Standard 2 Identify knowledge and skills for selected careers in the interior and fashion design industries. Employability/Soft Skills • Organization • Collaboration/teamwork • Effective communication • Values • Self-representation (e.g. - appropriate language and dress, reliability, etc.) • Critical thinking • Technical Skills • Renderings (hand and digital) • Reflection/Evaluation • Client Services (assessing client needs and wants) • Presentation (visual and oral)

STRAND 2 Students will identify technology used in Fashion Design/Interior Design Fabrication. *Performance Skills for this strand included below. Standard 1 Explore with basic design software. • Identify how CAD (Computer Aided Design) and Vector are used in the fashion and commercial design industry. • CAD: a program you use to create 2-D and 3-D shapes • Vector: a graphic that can be scaled and layered in a drawing program • CAD and vector programs may be used together to create a complete design • Understand what output files, outsourcing, and pattern grading terms are in relationship to design software. • Output files: Type of file that a digital document can be saved as. • Outsourcing: Ability to share a file • Pattern Grading: Procedure for creating different sizes from a pattern. (block/slope) • Compare commercial and personal use design software programs used in the fashion and commercial design industry. • Commercial Design software: The license allows the user to design and sell the product. These programs cost more than personal design programs. Examples are: Adobe Illustrator, Browzwear, Fashion CAD, Gerber Accumark, Gemini Pattern Editor. • Personal Design software: This product can only be used for personal use, not for resale. Examples are: Adobe Illustrator, Design Sew, and Wild Ginger. STRAND 3 Identify and choose appropriate fabrics based on fiber properties as it relates to an end product. (To be integrated throughout the course in various projects) *Performance Skills for this strand included below. Standard 1 Review and identify characteristics of natural fibers. • Cotton: plant source - absorbent, comfortable, durable, wrinkles, shrinks, easy to launder, plant source. • Linen: (flax) plant source - absorbent, natural luster, quick drying, wrinkles, frays, little stretch, plant source. • Silk: (silkworm cocoon) animal source, absorbent, natural luster, insulating, strong, resilient, dyes well, expensive, degrades and yellows from age and sunlight. • Wool: (fur) animal source, absorbent, strong, elastic, fire retardant, shrinks when laundered improperly, wrinkle resistant, warm. Standard 2 Review and identify characteristics of manufactured fibers. • Nylon: synthetic - strong, elastic, water repellent, colorfast, frays easily • Polyester: synthetic - good shape retention, easy to launder, wrinkle resistant, colorfast, blends well with other fibers, retains oily stains. • Acrylic: synthetic - resembles wool, soft, warm, nonabsorbent, pills, heat sensitive, can shrink or stretch. • Lyocell: cellulosic - soft and comfortable, drapes beautifully, blends well with other fibers, wrinkles, dyes well, antibacterial. • Spandex: synthetic - very elastic, adds stretch when blended with other fibers, requires stretch stitching techniques, shrinks. • Olefin: synthetic - Resists: abrasion, chemicals, stains, mildew, pilling, wrinkles, static. Excellent wicking and thermal warmth, poor dye ability. Standard 3 Review and identify various types of fabric finishes. • Fabric Finish: It improves appearance, hand (feel) and/or performance of textiles. • Stain resistant: Makes fibers less absorbent, so it is easier to lift off or sponge away spills of food, water, and other substances. • Fire resistant: Prevents fabric from supporting or spreading a flame. • Wrinkle resistant: Helps fabric retain its original shape and resist wrinkling. • Waterproof: Fills the pores of a fabric, so water cannot pass through it. • Water resistant: Able to resist the penetration of water to some degree but not entirely. Standard 4 Explore and identify performance textile technologies. • Antimicrobial: A chemical is added to the solution before being extruded, which kills and inhibits the growth of microorganisms • Wicking: changing the cross-section of the fiber as it is extruded to mimic natural fiber properties. Standard 5 Examine the progression of ethical practices in the textile and apparel industry. • Explore and identify environmental sustainability practices in the textile and apparel industry. • Ethics: Moral principles that govern a person’s or group’s behavior. • Sustainable product: Meets the needs of the present while making sure future needs are met. Provides environmental, social and economic benefits while protecting the health of the public and the planet. • Environmental Responsibility: The obligation that a company must operate in a way that protects the environment. • Human ethical impact of fibers used in the industry. • Fair Trade: a movement whose goal is to help producers in developing countries to get a fair price for their products. Fair trade helps to provide safe working conditions and improved livelihoods for workers around the world. STRAND 4 Explore entrepreneurial options in the fashion and interior design industry. *Performance Skills for this strand included below. Standard 1 Students will explore the sequence of steps in establishing a business plan. 1. Introduction: • Description of the business and its goals. • Ownership of the business and its legal structure. • List the skills and experience you bring to the business. • Advantages you and your business have over competitors. 2. Marketing: • Products and services your company will offer. • Customer demand for your products and services. • Identify your market, its size and locations. • Explain how your products and services will be advertised and marketed. • Pricing strategy. 3. Finance & Management: • Expected return on investment and monthly cash flow for the first year. • Projected income statements. • Discuss your break-even point. 4. Operations: • Day-to-day operations. • Hiring and personnel procedures. • Insurance, lease or rent agreements. • Equipment necessary to produce your goods or services. • Production and delivery of products and services. 5. Concluding statement: • Summarize your business goals and objectives and express your commitment to the success of your business. Once you have completed your business plan, review it with a friend or business associate and professional business counselor. • Remember, the business plan is a flexible document that should change as your business grows. Standard 2 Analyze how to price a product for sell. • Material Costs: the amount of money you spend on raw materials needed to create a product. • Labor Costs: the number of hours required to make your product and the hourly rate associated with those hours. • Overhead Costs: any further expenses required for the operation of your business. (equipment, utilities, rent, insurance, taxes) Standard 3 Students will be able to explain the basics of the 4P’s of marketing. • Product: Any goods, services, or ideas that we wish to sell. • Place: Distribution is getting the right product to the right place at the right time in the right amount and in the right condition. • Price: Determining a dollar amount at which we can sell the product. • Promotion: Making potential customers aware of a product in a positive way so they will want to buy it. Standard 4 Understand the basics for using credit for business financing. • Interest rate: The proportion of a loan that is charged as interest to the borrower, typically express as an annual percentage of the loan outstanding. • Personal guarantee: Individual agrees to be responsible for the financial obligations of a debtor or borrower to a lender, if the debtor or borrower fails to pay an amount owing under the loan agreement. • Loan term: Monetary loan that is repaid in regular payments over a set period of time. Term loans usually last between one and ten years but may last as long as 30 years in some cases. A term loan usually involves an unfixed interest rate that will add additional balance to be repaid. • Ability to repay: An economic principle stating that the amount of tax an individual pays should be dependent on the level of burden the tax will create relative to the wealth of the individual. STRAND 5 Fashion Design Pathway *Performance Skills for this strand included below. Design projects to include any of the following: Standard 1 Complete commercial pattern alterations or flat pattern design. • Basic clothing and/or pattern fitting procedures. Standard 2 Complete a variety of clothing alterations. Standard 3 Complete creative ways to recycle or repurpose clothing and/or fabric.

STRAND 6 INTERIOR DESIGN PATHWAY *Performance Skills for this strand included below. Design products to include any of the following. Standard 1 Explore and select specialized textiles for interior décor usage. Standard 2 Design and fabricate bedding and pillows. (i.e. quilts, comforters, pillow shams, bed skirts, throw pillows, etc.) • Calculate yardage using industry standard measuring techniques. • Incorporate principles and elements of design. • Utilize special construction techniques through completion of any of the above. Standard 3 Design and fabricate various window treatments. (i.e. valances, draperies, curtains, fabric- covered shades, fabric-covered cornices, etc.) • Calculate yardage using industry standard measuring techniques. • Incorporate principles and elements of design. • Utilize special construction techniques through completion of window project. Standard 4 Design and fabricate upholstery/slipcovers. • Identify the basic principles and sequence for reupholstering furniture. • Identify the equipment needed for the upholstery process. • Calculate yardage using industry standard measuring techniques. • Upholster/reupholster a piece of furniture. • Identify the basic principles and sequence of constructing slipcovers. • Review the functions and purposes of slipcovers. • Slipcover a piece of furniture. Performance Skills Strand 2 Explore and analyze a current design software App related to the textile design industry in fashion and/or interior design.

Strand 3 Analyze the effects of textile characteristics on design, construction, care, use, and maintenance of products created in class.

Strand 4 Create a Textile Design Entrepreneurship portfolio containing a written small business plan. *May consult the FCCLA Entrepreneurship STAR Event as the project model for the entrepreneurship portfolio.

Strand 5 & 6 Create a marketable Fashion Design or Interior Design product.

Resources: Interior Design related careers. www.utahfutures.org Utah Futures: Good place to find an overview to make lesson plans & how students begin a plan. www.bls.gov - great overview on Interior Design & related careers. Great lesson plans help. http://www1.salary.com/ut/Interior-Designer-II-salary.html Interior Design jobs Utah: qualifications, requirements for employment, salary schedules, job descriptions. http://www1.salary.com/ut/Interior-Designer-II-salary.html http://www.houzz.com Great visual site that is organized by: designer services, idea books, projects. Very helpful for visual lesson plans! http://careerplanning.about.com/od/exploringoccupations/p/interior-designer.html Great site for lesson plan helps! Information on: Interior Design Decorator, Commercial Office Design, Job Education, Commercial Architect, Job Careers, Job outlook & salary expectations… www.fidm.edu Interior Design, Textile Design, Furniture Design. Excellent information on career specifics and classes needed! www.fitnyc.edu Excellent information on Interior Design and Textile Design careers.

Resources: Fashion Design related careers. http://careerplanning.com/od/occupations/p/fashion_design.htm Great lesson planning information for: fashion designer, salary schedule, Career planning, starting your career, career advancement. www.bls.gov/ooh/arts-and-design/fashion-designers.htm Great overview and lesson plans help! www.fidm.edu Fashion Institute of Design & Merchandising: Amazing information on careers in textile design, jewelry design, textile production, Théâtre costume, visual communication, menswear, etc. Excellent overviews of “any” design career. www.fitnyc.edu A “myriad” of careers: associate, undergrad, and graduate programs in the Fashion industry. Great resource for teaching. http://www.adornit.com/ Alison Linhardt http://www.abreefashion.com Bree Watkins

Resources http://sewingandstyle.blogspot.com/2012/04/best-software-for-pattern-making.html www.fairtradeusa.org http://www.venturebeat.com/2012/12/24/how-to-price-your-startups-product-right-the-first- time http://www.sba.gov/category/navigation-structure/starting-managing-business/managing- business http://www.youtube.com/channel/UCXfiJBi0kc61V6PMntvsCUA Video tutorials on various sewing techniques.

Principles of Flat-Pattern Design: Nora M. MacDonald; 3rd edition, 2002 ISBN: 978-1-56367-851- 6. An excellent “high school” level of Pattern Drafting. Very easy for high school students to understand.

Reader’s Digest Complete Guide to Sewing: Complete sewing guide for all Sewing techniques and pattern alterations.

Simplicity’s: Simply the Best Sewing Book; Revised Edition; 2001, ISBN:0-7394-2100-X. Chapters on “any” basic sewing technique, fitting & alterations, specialty fabrics, and even Home Dec Sewing.

Fit for Real People: Palmer/Alto; 1998, ISBN: 978-0-935278-65-1. A very easy guide to fit and alterations. A CD is also available for classroom presentations.

Singer: The Complete Photo Guide to SEWING; 2009, ISBN-13: 978-1-58923-434-5. This book is amazing!!! It has taken the place of all the old “Singer Sewing Books”. It is now all in 1 book! It has one whole chapter just on general pattern alterations. It also has several chapters on advanced sewing techniques.

Book: Patchwork Minus the Mathwork, by Linda Causee—A quilter’s guide to planning and buying fabric http://www.bettertex.com/yardage-chart Complete Photo guide to Window Treatments; 2007, ISBN-13: 978-1-58923-294-5. As stated, everything you will need to teach a window project in a Home Dec lesson. Resources: Singer: The Complete Photo Guide to SEWING; 2009, ISBN-13: 978-1-58923-434-5. This book has all the old “Singer Sewing Books” in one amazing book. There are about 150 pages & 6 chapters devoted to “Home Decorating” Projects. There is any measuring help needed for any Home Dec sewing project. There are great “how to” and ready-made lesson plans for your classrooms. This book contains everything for Home Dec – even including upholstery if needed. This book has all the yardage calculation helps needed for any project.

Workplace Skills Students will develop professional and interpersonal skills needed for success in the fashion industry.

Determine the difference between hard skills and soft skills.

Identify soft skills needed in the workplace

• Professionalism • Respect Legal requirements/expectations • Good communication skills • Resourcefulness & creativity • Work Ethic

FCCLA Integration into Sewing Construction & Textiles 3 STAR Events: Career Investigation, Entrepreneurship, Illustrated Talk, Interpersonal Communications, Job Interview, Life Event Planning, Advocacy, Chapter Service Project Display, Chapter Service Project Portfolio, Leadership, National Programs in Action, Hospitality, Tourism and Recreation. Skill Demonstration Events: Impromptu Speaking, Hospitality, Tourism and Recreation, Consumer Math. National Program: Career Connection, Power of One, Leadership Service in Action, Financial Fitness, Leadership Service in Action.

Skill Certificate Test Points by Strand Example table below. Refer to instructions for specifics.

STRANDS AND STANDARDS SPORT AND OUTDOOR PRODUCT DESIGN 1

Course Description Students learn basic design and construction skills using technical fabrics to make projects for the outdoor/sports industry. The skills will introduce and prepare students for employment opportunities in the outdoor/sports industry. Student leadership and competitive events (FCCLA) may be integrated into this course. Intended Grade Level 09-12 Units of Credit .50 Core Code 34.01.00.00.060 Core Code 34.01.00.13.060 Concurrent Enrollment Core Code NA Prerequisite NA Skill Certification Test Number 350 Test Weight 0.5 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Family and Consumer Science Endorsement 2 Fashion/Design/Merchandising Endorsement 3 NA

STRAND 1 ADA Compliant: September 2019 Students will identify careers and products in the sports and outdoor industry. *Performance Skills for this strand included below. Standard 1 Identify soft goods (products made with fabrics and textiles) in the sports and outdoor industry. (Examples: chalk bag, jackets, coats, bags, sporting goods gear.) Standard 2 Discuss design and career opportunities in the sports and outdoor industry (sewer, gear designer apparel designer, textiles designer, product developer, and pattern drafting).

STRAND 2 Students will be able to recognize basic sewing equipment and its function. *Performance Skills for this strand included below. Standard 1 Identify sewing machine parts and their function, safety, and maintenance. • Identify the stitch plate, feed dogs, presser foot, presser foot lever/lifter bobbin case, spool pin, upper thread tension, thread take-up lever, foot pedal, hand wheel, stitch length control, and stitch width control. • Demonstrate how to properly thread the sewing machine, how to replace a needle, and how to turn the hand wheel toward you when sewing. • Identify what a correct stitch looks like and how it is formed (i.e., sewing machine forms a stitch when the upper and bobbin threads interlock). • Identify basic machine problems and their solutions. • Thread jam, Tension issues - Rethread machine, make sure thread is through the tension discs, and take up lever, needle is threaded in the correct direction. • Correctly rethread bobbin, recognize that most sewing machine problems result from improper threading, incorrect thread choice and poor-quality thread. • Dull/broken needle - Replace needle, check needle position. • Incorrect stitch formation - Check tension, check stitch selection. • Skipped stitches (threaded wrong, bad needle, wrong needle being used) • Puckered seams (check tension, threading) • Snagged fabric (tension and needle) • Identify what a correct stitch looks like and how it is formed (i.e. sewing machine forms a stitch when the upper and bobbin threads interlock). • Noisy sewing machine (bad needle, needs to be oiled, threaded problems) • Identify needle types and sizes (e.g., universal, sharp, stretch/ballpoint). • The bigger the number the bigger the hole in fabric. • Using machine manual demonstrate correct machine maintenance. • Cleaning and lint removal. • Oil machine. • Replace needle • Identify safe sewing procedures (i.e. keep fingers away from needle, avoid distraction, secure loose items). Standard 2 Identify sewing tools, their function, maintenance and safety procedures. • Seam ripper – to remove stiches and open buttonholes • Straight pins – hold layer of fabric together and attach patterns. • Shears – to cut fabric • Scissors – to cut paper • Rotary cutter – to cut straight lines • Cutting mat – to protect surface when using rotary cutter • Cutting ruler – to provide a straight edge and protect fingers when using a rotary cutter as well and measure. • Seam gauge – a six-inch ruler with an adjustable guide for transferring and repeating measurements. • Tape measure – a flexible ruler made of fabric or plastic. • Iron – a electrical heated appliance for flattening, creasing and shaping fabric • Pressing cloth – Muslin, Organza, or Silicone cloth placed over fabric to prevent marking or scorching when pressing. • Marking tools – used to transfer markings from pattern to fabric. STRAND 3 Students will identify and analyze the characteristics and care of specific textiles used in sports and outdoor product industry. *Performance Skills for this strand included below Standard 1 Identify the basic fibers and characteristics of manufactured and natural textiles. Recognize that fiber content establishes many of the characteristics of a specific fabric. • Identify natural fibers (i.e. cotton, linen, silk, wool) and their characteristics. • General characteristics: come from plants and animals, moisture absorbent., • Cotton: plant source. • Pros - absorbent, comfortable, durable, easy to launder, stronger wet than dry. • Cons - wrinkles, shrinks mildew. • Linen: plant source (flax) • Pros - absorbent, natural luster, quick drying. • Cons - wrinkles, frays, little stretch, mildew. • Silk: animal source (silkworm cocoon) • Pros - absorbent, natural luster, insulating, strong, resilient. • Cons - degrades and yellows from age and sunlight weaker wet than dry, water marks. • Wool: animal source (fur). • Pros - absorbent, strong, elastic, flame resistant wrinkle resistant. • Cons - shrinks when laundered improperly, bleaches with sunlight damaged by moths. • Identify manufactured fibers (e.g. nylon, polyester, bamboo, rayon, spandex, and their characteristics. • General characteristics: made from chemical processes (some made from natural elements mixed with chemicals while other are made completely from non-natural substances.) • Nylon: Chemical sources. • Pros - strong, water repellent, colorfast, abrasion resistant. • Cons - frays easily, non-recyclable. • Polyester: Chemical source. • Pros - good shape retention, easy to launder, wrinkle resistant, colorfast, blends well with other fibers. • Cons - retains oily stains, pills, builds static. • Rayon: Cellulose source. • Pros - soft and comfortable, drapes well, blends well with other fibers, dyes well. • Cons - shrinks, poor shape retention, wrinkles. Dry clean only. • Spandex: Chemical source. • Pros - very elastic, adds stretch when blended with other fibers, resistant to oils and outdoor elements. (sun, sea and sand) • Cons - shrinks, damaged by heat, can be difficult to sew. • Bamboo: Cellulose source. • Pros - soft, strong, water absorbent, renewable. • Cons - wrinkles, takes longer to dry and yellow with time. • Identify advantages of blended fibers used in fabrics (i.e. they combine the best characteristics of two or more fibers). Standard 2 Examine the construction of fabric. • Identify the characteristics of woven, knit (looping yarns), and non-woven/felted fabrics. • Woven: warp and weft yarns are interlaced at a 90-degree angle, no to limited elasticity. • Knit: made by looping yarns together, medium to high elasticity. • Non-woven/felted: fibers are pressed together with heat, moisture, pressure. • Identify the correct fabric for a project. Standard 3 • Identify specific fabrics (i.e. ripstop nylon, canvas, vinyl, leather, two-way stretch, four- way stretch, polar fleece, sweatshirt, fleece, rib knit, flannel, neoprene). • Ripstop nylon: nylon fabric made with a special reinforcing technique that makes it resistant to tearing and ripping • Canvas: extremely durable plain-woven fabric • Vinyl: non-woven plastic fabric • Leather: the skin of an animal that has been tanned and treated • Two-way stretch: stretches from selvage to selvage • Four-way stretch: stretches both along the lengthwise and crosswise grain • Polar fleece: soft napped insulating fabric made from polyester • Sweatshirt fleece: type of jersey fabric with plain knit stiches on the front and purl knit stitches on the back; stretch factor makes it popular • Rib knit: double knit fabric where the rib wales alternate on the face and back of the fabric • Flannel: woven fabric made of cotton where the surface has been slightly brushed to create a soft napped fabric • Neoprene: soft, flexible, and durable synthetic sponge rubber that is water resistant and stretchable STRAND 4 Students will implement pre-construction skills at the introductory level. Standard 1 Identify the information found on a commercial pattern envelope. • Identify important information on the pattern envelope. • body measurements ▪ suggested fabrics • notions (refers to all the supplies that will be needed to complete a project (i.e. elastic, thread, buttons, bias tape, zippers, trims) • yardage requirements differentiate 45 and 60” width. • finished garment measurements. • technical flats – black and white sketch of front, back and detailed views. Standard 2 Identify information found on the guide sheet. • pattern pieces (i.e., line sketches of each pattern piece used in the garment are arranged and numbered for easier reference). • layout diagrams (diagrams suggesting placement of pattern pieces on fabric. • sewing instructions • glossary terms and symbols legends • seam allowances Standard 3 Identify the terminology of fabrics • Selvage: tightly woven finished edge of fabric formed by the crosswise yarns. • Warp/lengthwise grain: grainline that is parallel to the selvage commonly referred to as straight of grain. • Weft/crosswise grain: grainline that runs; perpendicular to the selvage typically the cut/raw edge. • Bias: 45-degree angle to the selvage; has stretch.

Standard 4 Prepare pattern for layout and cutting. • Identify pattern tissue terminology/symbols.

Standard 5 Demonstrate correct placement of pattern pieces on the fabric.

• A project does not hang properly if the fabric is off grain. • Check for directional print and nap (has a definite top and bottom). A fabric with a nap, pile, or directional print needs a one-way layout. • Follow suggested layout. • The fabric is usually folded lengthwise for cutting. • Fabrics with asymmetrical prints or weaves need to be cut out in a single layer. • When cutting individual layers. flip over some pattern pieces for their second cutting to create mirror images. • A crosswise layout is often needed for wide pieces and sometimes a layout shows a double fold, in which both selvages are brought to the center.

Directional Print Non-Directional Print

Standard 6 Correctly position, pin and cut out the fabric pieces. • Place pattern pieces according to grainline and place-on-fold pattern symbols. • If using pins, space and position pins inside cutting line. Place pins closer together on curves to secure the fabric. • Select and use appropriate cutting tools. Use shears to cut out fabric. Hold shears perpendicular and in contact with the cutting surface. • Mark notches. • Keep pattern pieces flat as flat as possible, cutting around the pattern piece rather than moving it. Standard 7 Transfer pattern markings before removing pattern pieces from fabric. • Select and use appropriate marking tool for fabric. Mark on the wrong side of the fabric. • Air soluble pens disappear with exposure to air within a few days. • Water soluble pen markings disappear by applying a damp cloth to the fabric. • Chalk makes a nice straight line and is easily removed. • For tracing wheel and paper, choose the lightest color paper that is visible on the fabric. Position colored side of paper on wrong side of fabric or between two fabric layers. Roll tracing wheel over pattern marking, use a ruler for long straight lines. • Insert straight pins vertically through the pattern tissue and fabric at the markings and the mark the fabric on the wrong side at the pin location. STRAND 5 Students will utilize construction techniques at the introductory level. *Performance Skills for this strand included below. Standard 1 Demonstrate the following construction terms: basting stitch, back stitch, pivot, trimming, clipping, notching, reinforce stitch, top stitch, right sides together. • Basting stitch: Set the machine for the longest stitch possible; no backstitching; baste within the seam allowance, close to but not on the seamline. • Back stitch: Stitching a short distance to reinforce stitching in a seam. If available, you may use your machine’s “fix” function to lock the stitches at the beginning and end of the seam. • Pivot: Stitch to the corner marking. Leave the needle in the fabric and lift the presser foot. Pivot the fabric. Lower the presser foot and continue stitching. • Trimming: Trimming means to cut off part of the seam allowance to reduce bulk. Trim away 3/8 of an inch of fabric along the full length of the seam. This will leave a ¼-inch seam allowance. Corners of garment pieces are trimmed by cutting diagonally across the corner. Be careful not to cut through the stitching. • Clipping and notching a seam allowance make them more flexible. • Clip a concave(inside) curve within 1/8” of the stitching so the seam allowance outer edge can spread when turned back to release tension of the seam. • Notch a convex (outside) curve by cutting away V-shaped wedges from the seam allowance to remove bulk. • Grading/Layering is done on enclosed seams where the layered seam allowances create excess bulk. To grade a seam allowance, trim the side closest to the outer portion of the garment to 1/8”-3/16”, then trim the other allowance 1/4”-3/8”. • Reinforce stitch: Smaller length stitching that make a seam stronger (12-14) stitches per inch). Reinforcement stitching is used in places like crotches and corners. A second row of stitching to make a seam stronger. This type of reinforcement stitching is used in places like armholes. • Top stitch: Topstitching is a row of evenly spaced straight stitches visible on the right side of a garment, typically aligned parallel to an edge or a seam. Two functions are to anchor layers of fabric together, and to accent an edge as a finishing detail. • Right sides together (RST): Fabrics are placed right sides together when sewing a seam allowance. Standard 2 Examine and select correct thread for apparel design and accessory projects. • Standard thread is “all purpose.” • Quality thread prevents stitching problems. Standard 3 Identify and construct standard seam allowances and seam finishes. • Seam allowance is the area between the cut edge of the fabric to the stitching line. • Standard seam allowance for commercial pattern is 5/8 inch. • Identify 1/4 (approx. the edge of the presser foot), 3/8, 1/2, 5/8, and 3/4-inch seam allowance guidelines on the needle stitch plate. • A seam finish is applied to the raw fabric edges, used to prevent raveling/fraying, improves product quality and durability. • Identify terms. • Pinked: Trim seam allowance using pinking shears. • Zigzagged: zigzag stitch on the outer edge of the seam allowance. • Clean Finish: turn under 1/4” toward the wrong side of fabric then stitch near the fold. Standard 4 Press garment correctly. • Press as you sew. • Pressing is an up-and-down motion; ironing is a sliding motion. • Use correct temperature for fabric/fiber content. • Use steam/moisture if appropriate. • Use pressing cloth to prevent scorching and/or shine marks.

Performance Skills Strand 1 Complete FCCLA Step One. (See http://www.uen.org/cte/facs_cabinet/facs_cabinet10.shtml.)

Strand 2 Students will demonstrate competency in sewing machine use, care, and safety with the completion of a soft good project.

Strand 3 Create a fabric file. with a fiber, yarn, fabric, (woven, knit, non- woven). Include example of manufactured and natural fibers.

Strand 4 & 5 Press as you go to complete a professional quality project. Complete all the following skills as part of the course. A minimum of 8 skills need to be included as part of an apparel or personal item project. • Zigzag seam finish • Clean finish seam finish • Construct seam allowance as indicated on the guide sheet • Casing (1/4” wider than elastic or draw cord) • Patch pocket with mitered corners and reinforced top corners (triangle, Horizontal, bar-tack, double row of top stitching) • Buttonhole • Attach button with hand needle and thread • Construct a machine stitched hem • Hand stitching (examples: blind stitch, hemstitch, slipstitch, whipstitch, or ladder stitch)

Resources http://www.stio.com http://www.patagonia.com/us/home http://gearographer.com/13-amazing-outdoor-companies-in-utah http://concepttocompany.org/outdoor-15 http://concepttocompany.org/outdoor14 http://business.transworld.net/features/industry-leaders-provide-womens-market-insight- mahfia- sessions-portland/ https://www.youtube.com/watch?v=ptxWZl3AgBk https://www.youtube.com/watch?v=fFS9aURNO_cInsert https://www.youtube.com/watch?v=ML8CMNzW6Tg http://www.schmetzneedles.com/all-about-needles/#sthash.bKPVwTbo.dpbs Betzina, Sandra. Fast Fit, Easy Pattern Alterations for Every Figure. ISBN-10 1561586498. Simplicity Fabric Guide: The Ultimate Fiber Resource, Sixth and Spring Books, ISBN 978-1- 936096- 12-1. Threads Sewing Guide (2011), The Taunton Press, Inc., ISBN 978-1-60085-144-5. Westfall, Mary. Sewing Successful. Goodheart-Wilcox Publishers. The Threads YouTube channel has some great video tutorials. DVDs can also be purchased from the Threads website that offer short informative tutorials on a number of techniques for beginner sewers. http://www.fabriclink.com/University/Char.cfm http://www.cottoninc.com http://www.cleaninginstitute.org/clean_living/stain_removal_chart.aspx http://www.textileaffairs.com/docs/lguide.pdf http://www.textileaffairs.com/docs%5Ccommon-050608.pdf http://www.fabriclink.com/Care/CLabel.cfm http://www.powersewing.com/2009/07/fabric-photo-dictionary/ http://www.uen.org/cte/facs_cabinet/facs_cabinet10.shtml http://stylecaster.com/jobsguide-different-jobs-in-industry/ https://opdd.usu.edu/news/ https://www.youtube.com/watch?v=ML8CMNzW6Tg http://www.schmetzneedles.com/all-about-needles/#sthash.bKPVwTbo.dpbs Workplace Skills Students will develop professional and interpersonal skills needed for success in the fashion industry.

Determine the difference between hard skills and soft skills.

Identify soft skills needed in the workplace

• Professionalism • Respect Legal requirements/expectations • Good communication skills

• Resourcefulness & creativity • Work Ethic

FCCLA Integration into Sports and Outdoor Product Design 1: STAR Events: Career Investigation, Illustrated Talk, Interpersonal Communications, Job Interview, Life Event Planning, Advocacy, Chapter Service Project Display, Chapter Service Project Portfolio, National Programs in Action, Clothing Construction, Fashion Design. Skill Demonstration Events: Impromptu Speaking, Fashion Sketch National Program: Career Connection, Power of One.

Skill Certificate Test Points by Strand Example table below. Refer to instructions for specifics. Number of Test Points by Strand Total Total Test # Points Questions Test Name 1 2 3 4 5 6 7 8 9 10

Sports and Outdoor Product 350 2 19 17 17 16 71 71 Design 1

STRANDS AND STANDARDS SPORTS AND OUTDOOR PRODUCT DESIGN 2

Course Description Students will further strengthen and broaden sports and outdoor design and production techniques. In this course they design and construct intermediate level projects using various construction techniques. These skills prepare students for the exciting global sports and outdoor industry and entrepreneurial opportunities. Student leadership and competitive events (FCCLA) may be integrated into this course. Intended Grade Level 9-12 Units of Credit .50 Core Code 34.01.00.00.062 Concurrent Enrollment Core Code NA Prerequisite Sewing Construction and Textiles 1/ Sports and Outdoor Product Design I Skill Certification Test Number 353 Test Weight 0.5 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Family & Consumer Science Endorsement 2 Fashion/Design/Merchandising Endorsement 3 NA

ADA Compliant: September 2019

STRAND 1 Students will review basic sewing knowledge. Standard 1 Review sewing tools knowledge and machine functions. (Refer to Sewing Construction 1 or Sports & Outdoor Product Design 1) Sewing machine use and maintenance. • Tools and equipment. • Pre-construction. • Reading a pattern. • Layout. • Basic construction techniques STRAND 2 Students will develop machine knowledge and skills. *Performance Skills for this strand included below. Standard 1 Sewing machine. • Identify various specialty presser feet. • All-purpose foot, buttonhole foot, zipper foot, blind hem foot, rolled hem foot. • Identify specialty needles. • Heavy duty needle. • Double needle. • Microtech needle. • Identify specialty threads. • Quilting: a strong cotton thread with a waxy coating to prevent tangling when used in hand- quilting. It is not appropriate for use in sewing machine. • Heavy duty: Slightly heavier than all-purpose thread; to be used for prominent topstitching. • Embroidery: Decorative thread offered in a wide variety of vibrant colors. Silky, lustrous, and versatile, it is weaker than regular sewing thread and should not be used for construction. It is used for decorative stitches. • Metallic: Add glitter and they are durable. All-purpose thread should be used on the bobbin; use metallic in upper looper on a serger. • Elastic: Used for stretching shirring; usually wound by hand onto the bobbin. The bobbin tension must be adjusted when using this type of thread. • Serger: lighter weight than all-purpose sewing machine thread. • Identify specialty stitches. • Stretch stitch: used for sewing on knits or other times when you need the stitching to be able to stretch. • Blind hem: used to sew a blind hem, edge stitch or stitch in the ditch. • Buttonhole stitch: series of stitches used to create a buttonhole. Standard 2 Operate, thread, and maintain a serger. • Identify the needle stitch plate, feed dogs/system, presser foot, thread tensions, presser foot lever/lifter, handwheel, stitch length control, knives and loopers (overcast on the serger). • Thread, operate, and care for serger according to machine manual (e.g., clean, oil). Standard 3 Use pressing tools to create a professional product. • Incorporate the practice of “press as you sew.” • Use pressing equipment. • Tailor’s ham: for pressing curved areas of clothing (darts, shoulders, collars, etc.) • Sleeve board: narrow board for sleeves. • Seam roll: oblong for long, project like sleeves. • Point presser: for narrow, hard-to-reach areas of collars, belts, cuffs, corners and points. • Pressing cloth: prevents scorching/melting of fabric. • Identify and use appropriate temperature settings for various fabrics with different fiber content.

STRAND 3 Students will distinguish the different types of fabric and fiber characteristics. *Performance Skills for this strand included below. Standard 1 Identify and review basic fibers. • General Characteristics: Natural fiber characteristics comes from plant and animals, moisture absorbent, more expensive. • Cotton: Plant source • Pros - absorbent, comfortable, durable, easy to launder, stronger wet than dry. • Cons - wrinkles, shrinks, mildews. • Linen: Plant source (flax) • Pros - absorbent, natural luster, quick drying. • Cons - wrinkles, frays, little stretch, mildews. • Silk: Animal source (silkworm cocoon) • Pros - absorbent, natural luster, insulating, strong, resilient. • Cons - degrades and yellows from age and sunlight, weaker wet than dry, water marks. • Wool: Animal source (fur) • Pros - absorbent, strong, elastic, flame resistant, wrinkle resistant. • Cons - shrinks when laundered improperly, bleaches with sunlight, damaged by moths. Standard 2 Identify manufactured fibers and their characteristics. • General characteristics: made from chemical processes (some made from natural elements mixed with chemicals while other are made completely from non-natural substances). • Nylon: Chemical sources • Pros - strong, water repellent, colorfast, abrasion resistant. • Cons - frays easily, non-recyclable. • Polyester: Chemical source • Pros - good shape retention, easy to launder, wrinkle resistant, colorfast, blends well with other fibers. • Cons - retains oily stains, pills, builds static. • Rayon: Cellulose source • Pros - soft and comfortable, drapes well, blends well with other fibers, dyes well. • Cons - shrinks, poor shape retention, wrinkles, dry clean only. • Spandex: Chemical source • Pros - very elastic, adds stretch when blended with other fibers, resistant to oils and outdoor elements (sun, sea and sand). • Cons - shrinks, damaged by heat, can be difficult to sew. • Bamboo – Cellulose source • Pros - soft, strong, water absorbent, renewable.

• Cons - wrinkles, takes longer to dry and yellow with time.

Standard 4 Identify specific fabrics utilized in outdoor soft goods. • Ripstop nylon: nylon fabric made with a special reinforcing technique that makes it resistant to tearing and ripping. • Canvas: extremely durable plain-woven fabric. • Vinyl: non-woven plastic fabric. • Leather: the skin of an animal that has been tanned and treated. • Two-way stretch: stretches from selvage to selvage. • Four-way stretch: stretches both along the lengthwise and crosswise grain. • Polar fleece: soft napped insulating fabric made from polyester. • Sweatshirt fleece: type of jersey fabric with plain knit stiches on the front and purl knit stitches on the back; stretch factor makes it popular. • Rib knit: double knit fabric where the rib wales alternate on the face and back of the fabric. • Flannel: woven fabric made of cotton where the surface has been slightly brushed to create a soft napped fabric. • Neoprene: soft, flexible, and durable synthetic sponge rubber that is water resistant and stretchable. STRAND 4 Students will demonstrate pre-construction techniques at the intermediate level. *Performance Skills for this strand included below. Standard 1 Students will independently take measurements, determine pattern size and make pattern alterations. • Determine pattern size based on body measurements and finished garment measurements. Look at finished garment measurements on pattern envelope and pattern pieces, then compare to body measurements to choose a good fit. • Natural waist, bust/chest, high bust, full hip, neck, sleeve length. • Back-waist measurement, from prominent bone at base of neck to waist. • Review relationship between body measurements and pattern measurements and the use of ease. • Wearing ease: amount added to a person’s body measurements so one can move in a garment. • Design ease: any amount of ease beyond the basic wearing ease that creates the style of a garment. • Layering ease: amount of ease added to clothing that will be worn over other clothing. • Negative ease: will measure smaller than actual body measurements but will stretch to fit comfortably. Standard 2 Apply pattern preparation techniques. • Review basic pattern symbols (e.g., straight of grain arrows, notches, pattern markings, buttons and buttonholes, place on fold line, sizing lines, adjustment lines). • Identify pattern symbols (e.g., pleat, dart, finished garment measurements, center front or back).

• Finished garment measurements: measurements of the garment after it is completed • Center front and back: where the center of the garment front or back is located. • Review pattern placement and layout on fabric (e.g., straight of grain is always parallel to the selvage; place on fold should be placed directly on the fold of the fabric; allows the garment to hang straight). • Review one-way directional/nap layout (e.g., all pattern pieces must face the same direction; tops of the pattern pieces should be at the top of the direction of the design or nap). STRAND 5 Students will use correct sewing construction techniques at the intermediate level. Standard 1 Students will use correct sewing construction techniques at the intermediate level. • Identify stitching techniques and their applications. • Dart: The goal is to sew a dart with a point that is as smooth as possible. Stitch from the wide end to the tip, do not back stitch at the point. To secure, leave long threads and tie. • Ease stitching: There are three ways to ease a seam: (1) gather before sewing the seam, (2) stretch the shorter seam as you sew the unequal layers together, or (3) let the machine ease the longer edge as the layers move under the presser foot. • Gather: Tiny, soft folds of fabric that form when a larger piece of fabric is sewn to smaller piece. The fabric should determine the best method of gathering to use. The goal is to create small, evenly spaced folds of fabric along the gathered area. There are four basic ways to gather: (1) rows of basting stitches, (2) machine couch a cord, (3) use a ruffler attachment or gathering foot, and (4) zigzag over clear elastic. • Pleat: All pleats involve folding fabric, and each folding strategy produces a different type of pleat. (e.g., knife pleat, box pleat, inverted pleat) • Tuck: A stitched fold of fabric that is usually decorative but can also be used to add shape to a garment; formed so that the fold and stitching show on the right side of the fabric. • Topstitching: A row of evenly spaced straight stitches visible on the right side of a garment; usually aligned parallel to an edge or a seam. Typical distance is 1/4” to 3/8”; however, it usually is a matter of taste. • Understitching: A technique when seam allowances are sewn to a fabric layer to help keep the fabric from rolling to the right side of the garment; invisible from the right side of the garment. Grade and clip seam allowances before understitching. Press seam allowances toward the facing. • Stitch in the ditch: Refers to machine stitching that is sewn in the “ditch” of a seam so that it sinks into the seam and stays out of sight. • Stay stitching: A row of permanent, straight stitches sewn on a single layer to prevent stretching in key areas when you’re handling the garment during the construction process. The stitching should be done just inside the seam allowance. (1/2” from the cut edge if seam allowances are 5/8”) No back stitch is necessary. • Blind Hem: The finished edge on the bottom of a garment sewn so that the stitching is invisible.

Standard 2 Practice correct application techniques for applying interfacing and attaching facings or collars. • Interfacing can fulfill the following functions. • reinforce edges, such as hems and front openings. • provide added body. • create stability in buttonholes. • prevent stretch in areas like a waistband or upper back. • build shape in lapels and collars. • provide a crisp finish in areas such as pockets. • Select and apply appropriate interfacing. (fusible, non-fusible) • Sew-in/non-fusible interfacing must be anchored to the garment with stitches, either sewn into a seam or sewn onto a layer of fabric before being sewn into the garment. To apply, sew the interfacing to the wrong side of fabric within the seam allowance. • Fusible interfacing is attached to the fashion fabric with glue activated by heat from the iron. To apply non-fusible, use heat, moisture and a press cloth. Follow the manufacturer’s instructions. • Choose between sew-in/non-fusible and fusible based on the project fabric, the garment’s requirement and preference. • Demonstrate techniques associated with attaching facings or collars. • Facings used to finish edges at necklines, armholes, front and back openings, hems, vents, and slits. Facings add support, prevent the edge from stretching and ensure a flat, crisp outer edge. • Three types of collars: • Flat: falling or lying flat on the shoulders. (i.e. Golf shirt, Sailor Collar) • Rolled: Stands up and falls on the neck. (. i.e. Dress shirt, Turtleneck) • Standing: Stands up against neck. (i.e. Mandarin, Banded) Standard 3 Identify each of the following sleeves: • Raglan sleeves: (two-piece and one-piece) join the bodice in a diagonal seam that extends from the neckline to the side seam. • Set-in sleeves: Joined to the garment bodice at a seam that circles over the shoulder and under the arm. A well-made set-in sleeve meets at the shoulder in a pucker- free, smooth, curved seam. Two methods of construction: closed/round method and open/flat method.

Standard 5 Identify types and complete correct application of hems. • Identify steps of hem preparation. (i.e., appropriate length and width, reduce bulk, ease, pressing) • Apply correct edge finishes. (e.g., clean finished, zigzag, serged) • Complete one or more of the following hemming techniques: hand stitched hems, double fold hem, machine blind hem, rolled hem. Performance Skills Strand 2 Thread/operate and care for the serger.

Strand 3 Participate in a fiber identification lab. Use different ways of identifying fibers; for example, burn test, chemical test (acetone or bleach), or microscope observations.

Strand 4 & 5 Complete all of the following skills as part of the course. A minimum of 8 skills need to be included as part of an apparel or accessory/personal item project. • Stay stitching • Trimming • Grading • Clipping or notching • Understitching • Darts, tucks, pleats, or gathers • Select and apply interfacing • Sew one or more correct sleeve style (i.e., set in, raglan) • Demonstrate one or more correct zipper applications • Attach one or more appropriate closure (i.e., hook and eye, snap, pant/skirt hook • Complete two of the following hemming techniques: hand-stitched hems, double fold hem, machine blind hem, rolled hem or other hemming technique • Demonstrate the application of bias tape

Strand 4 & 5 Use commercially prepared directions/guide sheets.

FCCLA Integration into Sports and Outdoor Design 2: STAR Events: Career Investigation, Illustrated Talk, Interpersonal Communications, Job Interview, Life Event Planning, Advocacy, Chapter Service Project Display, Chapter Service Project Portfolio, National Programs in Action, Clothing Construction, Fashion Design. Skill Demonstration Events: Impromptu Speaking, Fashion Sketch National Program: Career Connection, Power of One.

Workplace Skills Students will develop professional and interpersonal skills needed for success in the fashion industry.

Determine the difference between hard skills and soft skills.

Identify soft skills needed in the workplace

• Professionalism • Respect Legal requirements/expectations • Good communication skills • Resourcefulness & creativity • Work Ethic

Skill Certificate Test Points by Strand Example table below. Refer to instructions for specifics.

STRANDS AND STANDARDS FASHION DESIGN STUDIO

Course Description This course explores how fashion influences everyday life and introduces students to the fashion industry. Topics covered include fashion fundamentals, elements and principles of design, textiles, consumerism, and fashion related careers, with an emphasis on personal application. FCCLA and/or DECA may be an integral part of this course. (Standards 1-5 will be covered on Skill Certification Test #355) Intended Grade Level 09-12 Units of Credit .50 Core Code 34.01.00.00.140 Concurrent Enrollment Core Code 34.01.00.13.140 Prerequisite None Skill Certification Test Number 355 Test Weight 0.5 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Family Consumer Sciences Endorsement 2 Fashion/Design/Merchandising

ADA Compliant: September 2019 STRAND 1 Students will explore the fundamentals of fashion and associated careers. *Performance Skills for this strand included below. Standard 1 Identify why we wear clothes. • Protection – clothing that provides physical safeguards to the body, preventing harm from climate and environment. • Identification – clothing that establishes who someone is, what they do, or to which group(s) they belong. • Modesty – covering the body according to the code of decency established by society. • Status – establishing one’s position or rank in relation to others. • Adornment – using individual wardrobe to add decoration or ornamentation. Standard 2 Define common terminology. • Accessories – Articles added to complete or enhance an outfit. Shoes, belts, handbags, jewelry, etc. • Apparel – All men's, women's, and children's clothing. • Avant-garde – Wild and daring designs that are unconventional and startling. Usually disappear after a few years. • Classic – Item of clothing that satisfies a basic need and continues to be in fashion acceptance over an extended period of time. Timeless. (i.e. blazer, cardigan, denim, little black dress) • Design detail – The various garment parts that distinguish styles. Necklines, collars, sleeves, bodice, lapels, hemlines, etc. (a T-shirt is a garment type, the neckline changes the style of that garment. i.e. crew neck, Henley, V-neck, etc.) • Draped – Wrapped or hung on the body and usually held in place with pins, toggles, buttons, sash or belt. • Fad – A temporary, passing fashion. An item that has great appeal to many people for a short period of time. (silly bands, slap bracelets, etc.) • Fashion – The currently accepted style. A prevailing type of clothing that is favored by a large segment of the public. • Fashion cycle – A cycle of the rise, popularization, and decline of a particular style. Follows the sequence - introduction, rise, peak, decline, obsolescence. • Fit – The right size or how tight or loose the clothing is on the person wearing it. • Garment type – A category of clothing. Dress, coat, suit, sweater, pants, etc. • Haute Couture – (oat-koo-TOUR) The French term that literally means fine sewing. The finest clothing from fashion houses by major designers. • Ready to Wear – Clothing mass produced in standard sizes and sold to customers without custom alterations. (prêt-à poter) • Silhouette – The shape of a clothing style shown by its outer lines. • Style – A particular shape or type of apparel item. The style of a garment is determined by the distinct features that create its overall appearance. Specific design details create specific styles. (i.e. a sheath, shift and princess are all different styles of dresses) • Tailored – A garment made by cutting fabric pieces and then sewing them together to fit the body. • Trend – The movement of fashion into the through the marketplace. (Change in hemlines, waistlines, color, shoe style, etc.) • Wardrobe – All the apparel a person owns including all garments and accessories. Standard 3 Discuss the history of fashion and how it is influenced by culture. (Lines between historical eras are fluid. The looks below are quintessential of that decade). • Trends repeat every 20-30 years • 1890’s – Victorian Era. • Women – Gibson Girl (ideal American woman), corset, bustle, hourglass silhouette. • Men – matching coat and vest with contrasting trousers. Rectangle silhouette. • 1900’s – Industrial Revolution Era. • Women- pigeon breast shirtwaist, Leg O’ Mutton sleeves, s- curve silhouette. • Men – formal morning dress with top hats, or 3-piece ‘lounge’ suits with bowler hats. Rectangle silhouette. • Both – Duster coat • 1910’s – WWI Era. • Women – Hobble skirt, bathing suit, bloomers, inverted triangle silhouette. • Men – military influence/trench coats. Rectangle silhouette • 1920’s – “Roaring ‘20’s” Era. • Women – Flapper, costume jewelry, cloche hat, dropped waistline, rectangle silhouette. • Men – trousers creased with wider hemlines, introduction of the modern two-piece suit, zoot suit, wingtips. Hourglass silhouette. • 1930’s – Depression Era.  Women – bias cut dresses, waistline restored, hemlines dropped, hand- me-downs, flour sack clothing, Hollywood glamour, slight hourglass silhouette. • Men – introduction of the double-breasted suit, padded shoulders, glen plaid fabric. Inverted triangle silhouette. • 1940s – WWII Era. • Women – Convertible suit (mix and match pieces), slacks, no silk or nylon stockings, inverted triangle silhouette. • Men – Military influence/bomber jacket, austere “Victory” suits with no vest, cuff or pocket flaps. Rectangle silhouette. • 1950s – Rock n’ Roll era. Teenagers become their own class and have money to spend. • Women – Poodle skirts, saddle shoes, Capri pants, the “New Look” (Christian Dior), hourglass silhouette. • Men – dark flannel suits, the ‘Ivy League’ look – khaki slacks, button down shirt, sweater. Rectangle silhouette. • 1960s – Civil rights Era. • Women - Miniskirts, pantsuits, Chanel suit, pillbox hat, rectangle silhouette. • Men – tailored suits, turtlenecks, bold. Rectangle silhouette. • The ‘Mod’ look. • 1970s – Hippy to Disco Era. Unisex, • Men and Women both wore bold flower prints, platform shoes, bell bottoms, wide ties and collars. triangle silhouette. • 1980s – Yuppie Era. • Women – exercise wear as everyday clothes, bold bright colors, inverted triangle silhouette. • Men – business suits with narrow detailing, suspenders, pastels. rectangle silhouette. • Logo wear, designer jeans. • 1990s – The Dot Com Era. Rejection of fashion, grunge. • Women – Bare midriff, rectangle silhouette. • Men – baggy pants, big sneakers, rectangle silhouette. • 2000s – Wired generation. • Both men and women wore Skinny jeans, embellishments, hip-hop style. • 2010s – Social media Rise of androgyny. • Both men and women wear Leggings, jeggings, cutouts, hipster-style. (Look at what you’re wearing today, what will people remember?) Standard 4 Identify and discuss characteristics of fashion global capitals and designers. • Major Fashion Capitals: • Paris, France – (First Fashion capital) French fashion is chic and stylish. Defined by its sophistication, tailored cut, and smart accessories. Most designers based in other capitals have a boutique in Paris. • New York City, New York, USA – (Merchandising capital) American fashion is sophisticated, clean cut and casual. Use of separates, sportswear and natural fibers. • Milan, Italy – (Elegance and luxurious fabrics) Italian fashion features casual elegance and luxurious fabrics such as Merino wool and leather. • London, England – (Modern British designers tend to favor a "rebel" street look) London is known for conservative cuts and traditional styles of the upper class (stores based in the Mayfield area, specifically Savile Row). The young embrace an individualistic style, and this is the real impact in modern fashion. The UK is the home of the punk movement. • Tokyo, Japan – (Asian influence, loose and unstructured) Typically considered somber subtle and richly textured, pattern added through complicated cutting and sewing and applique. The young Japanese are favoring the Harajuku look inspired by anime.

• Designers of influence • Charles Worth – the father of couture. • Coco Chanel – the little black dress, costume jewelry, unstructured. • Christian Dior – “the new look” hourglass silhouette with exaggerated lower half. • Ralph Lauren – designer for the “American West.” Sophisticated and sellable. • There are many designers of influence throughout history. They are covered in more detail in Design Merchandising. (Pathway – Fashion, Apparel and Textiles) Standard 5 Identify fashion related careers. • costume designer – a person who designs costumes for film, stage production or television. • museum curator – one who manages or oversees as the administrative director of a museum, collection or library. Care for historical clothing includes light, temperature and humidity control. STRAND 2 Students will recognize and apply the principles and elements of fashion design and associated careers. *Performance Skills for this strand included below. Standard 1 Demonstrate knowledge of the elements (tools) of design. • Line • Vertical – Straight up and down, adds height and a creates a narrow, taller silhouette. • Horizontal – Straight side to side, adds width and reduces height. • Diagonal – Straight at an angle, creates excitement and energy. Reflects the same illusion as the straight line they most resemble. • Curved – Not straight, adds movement, can re-emphasize and define.

• Shape/clothing silhouette • Hourglass – Wide top, narrow middle, wide bottom • Rectangular – similar top, middle and bottom • Triangle – Wide top, narrow bottom • Inverted triangle – Narrow top, wide bottom Color • Color basics: • Hue – another term for color • Primary – pure hues that cannot be made from other colors. Red, yellow, blue. • Secondary – created by combining two primary colors. Orange, green, violet. • Tertiary/intermediate – created by combining a primary and secondary color. Red- orange, red-violet, yellow-orange, yellow-green, blue-green, blue-violet. • Cool – yellow green through violet. • Warm – red- violet through yellow.

• Value lightness or darkness of a hue • Tints – hue + white • shades – hue + black

• Intensity: brightness or dullness of a hue • Tones – hue + gray or complement

• Schemes: • Neutral – black, white, tan, brown • Accented neutral – mostly neutral with just a touch of color • Monochromatic – tints, shades and tones of one color • Triadic – three colors evenly spaces on the wheel • Analogous – 2-4 colors next to each other on the wheel • Complementary – two colors opposite on the color wheel

• Texture • Tactile – How it feels • Visual – How it looks • Audible – How it sounds • Pattern • Naturalistic – realistic, appears as it would naturally. • Conventional/stylized – can recognize the object but is not realistic in appearance. • Geometric – based on lines and geometric shapes. • Abstract – separate from anything recognizable in the real world.

Standard 2 Demonstrate knowledge of the principles (rules) of design. Proportion/Scale – the relationship between the size of parts or objects in a design. Balance: • Formal/symmetrical – the two sides of the design are mirror image. • Informal/asymmetrical – one side of the design does not reflect the other. Emphasis: focal point. Rhythm: • Gradation – gradual change in size or color. • Opposition – direct contrast created by perpendicular lines, black and white or complementary colors placed next to each other. • Radiation – lines extending from a central point. • Repetition – line, color or pattern repeated. • Transition – curved lines that lead from one area of a design to another. Harmony: a relationship in which unity and variety exist together. Standard 3 Identify related careers. • Fashion Designer – The art of applying design, aesthetics and natural beauty to clothing and its accessories. • Illustrator – a person who creates images of clothes for magazines, books, advertising, social media, etc. STRAND 3 Students will examine the use of textiles in fashion and associated careers. *Performance Skills for this strand included below. Standard 1 Identify the basic fibers and characteristics of manufactured and natural textiles. Recognize that fiber content establishes many of the characteristics of a specific fabric. • Identify natural fibers (e.g., cotton, linen, silk, wool) and their characteristics. • General characteristics: come from plants and animals, moisture absorbent. • Cotton: plant source • Pros - absorbent, comfortable, durable, easy to launder, stronger wet than dry. • Cons - wrinkles, shrinks mildew. • Linen: plant source. (flax) • Pros - absorbent, natural luster, quick drying. • Cons - wrinkles, frays, little stretch, mildew. • Silk: animal source. (silkworm cocoon) • Pros - absorbent, natural luster, insulating, strong, resilient. • Cons - degrades and yellows from age and sunlight weaker wet than dry, water marks. • Wool: animal source (fur). • Pros - absorbent, strong, elastic, flame resistant wrinkle resistant. • Cons - shrinks when laundered improperly, bleaches with sunlight, damaged by moths. • Identify manufactured fibers (e.g., nylon, polyester, bamboo, rayon, spandex, and their characteristics). • General characteristics: made from chemical processes (some made from natural elements mixed with chemicals while others are made completely from non-natural substances) • Nylon: Chemical source. • Pros - strong, water repellent, colorfast, abrasion resistant. • Cons - frays easily, non-recyclable. • Polyester: Chemical source. • Pros- good shape retention, easy to launder, wrinkle resistant, colorfast, blends well with other fibers. • Cons - retains oily stains, pills, builds static. • Rayon: Cellulose source. • Pros- soft and comfortable, drapes well, blends well with other fibers, dyes well. • Cons- shrinks, poor shape retention, wrinkles. Dry clean only. • Spandex: Chemical source. • Pros - very elastic, adds stretch when blended with other fibers, resistant to oils and outdoor elements. (sun, sea and sand) • Cons - shrinks, damaged by heat, can be difficult to sew. • Bamboo: Cellulose source. • Pros - soft, strong, water absorbent, renewable. • Cons - wrinkles, takes longer to dry and yellow with time. • Identify advantages of blended fibers used in fabrics (i.e. they combine the best characteristics of two or more fibers). Standard 2 Examine the construction of fabric. • Identify the characteristics of woven, knit (looping yarns), and non-woven/felted fabrics. • Woven: warp and weft yarns are interlaced at a 90-degree angle, no to limited elasticity. • Knit: made by looping yarns together, medium to high elasticity. • Non-woven/felted: fibers are pressed together with heat, moisture, pressure. • Classify dye processes. • Fiber – Dyed before spun into yarn. • Yarn – Dyed before constructed into fabric. • Fabric/Piece – Dyed after fabric construction. • Garment – Dyed after sewing construction. • Printing – Apply color to the surface. Standard 3 Identify textile production related careers.

• Textile Designer – create design for woven, knitted or printed fabrics. • Textile Chemist – research and development of fibers, yarns and dyeing through sustainable processes. STRAND 4 Students will identify consumer strategies in the fashion industry and associated careers. *Performance Skills for this strand included below. Standard 1 Identify consumer influences. • Cultural and social – ethnicity, religion, values, conformity, peer pressure, and individuality. • Economic conditions – affordability, availability, lifestyle, and political climate. • Media and advertising – commercials, movies, TV, magazines, social media, and celebrities. • Technology – new developments, research, and environmental impact. Standard 2 Identify various types of retail options. • Chain Store – a group of stores owned, managed, and controlled by a central office. Examples: Gap, Forever 21, American Eagle. • Department Store – retail stores that offer large varieties of many types of merchandise place in appropriate departments. Examples: Macy’s, Dillard’s, JCPenney. • Specialty Store – stores that sell a specific type or limited line of goods. Examples: Victoria’s Secret, Claire’s, Foot Locker. • Discount Store – stores that sell mass market merchandise in large, simple buildings with low overhead. Examples: Target, Kohl’s, Wal-Mart. • Manufacturer owned Store – stores that carry merchandise made specifically for that label or brand. Examples: Nike, Ralph Lauren, Lululemon. • Outlet Store – Manufacturer owned discount stores which sell seconds and over-runs. • E-commerce – online purchasing alternative options for brick and mortar. Standard 3 Identify consumer skills. • Judging quality (basic construction, seams, matching plaid, attachment of fasteners). • Cost per wear (price of garment/number of times worn). • Smart shopping (sales, comparison shop, coupons, membership clubs, calculating discounts). • Labels (required by law: fiber content, garment care, international care symbols, manufacturer number, country of origin). • Hang tags (optional: brand name, advertising, logo, etc.). Standard 4 Identify related careers. Buyer – purchase lines of clothing, shoes and fashion accessories to be sold at retail stores. Retail sales – assist the customer in a brick and mortar store to facilitate their purchase. Manufacturing sales representative – sell wholesale or manufactured goods to buyers. Marketing – oversee branding and advertising of a company’s products. STRAND 5 Students will evaluate personal fashion characteristics and associated careers. *Performance Skills for this strand included below.

Standard 1 Aspects of personal appearance. Personal styles – • Yin – curved lines, rounded shapes, smaller scale, bows and ruffles • Yang – straight lines, angular shapes, larger scale, buttons and pleats • Body types/silhouette: • Hourglass – Wide top, narrow middle, wide bottom. • Rectangular – similar top, middle, wide bottom. • Triangle – Wide to, narrow bottom. • Inverted triangle – Narrow top, wide bottom. • Personal coloring (warm and cool) Standard 2 Identify and analyze wardrobe needs for a personal lifestyle. • Basic pieces – Classic, well-constructed, cost per wear, neutral + a favorite color. (i.e. Long sleeve T-shirt, Short sleeve T-shirt, Tank top, Collared shirt, Light weight cardigan, Little black dress, Jeans, and Dress pants) • Trendy – items that are currently in style based on design details and elements of design. Performance Skills Strand 1 Complete FCCLA Step One and/or introduce DECA; http://www.uen.org/cte/facs_cabinet/facs_cabinet10.shtml www.deca.org

Strand 1 Prepare an oral or written report on a fashion capital, historic era, or fashion career that has influenced fashion

Strand 2 Create a color wheel identifying primary, secondary, and tertiary/intermediate colors, the warm and cool colors, and tints and shades. Strand 2 Create a fashion project or professional presentation incorporating the principles and elements of design; explain in writing, (design, portfolio, power point, display, etc.).

Strand 3 Create a fabric reference guide consisting of natural/manufactured fibers and woven/knit fabrics.

Strand 4 Students will demonstrate consumer math by calculating cost per wear and percentage discounts off retail price. Student will judge value of a clothing item by comparing quality to cost.

Strand 5 Create a visual representation of a personal wardrobe using eight basic and six trendy pieces. Accessorize based on personal taste. Write a description that explains how this collection expresses your personal fashion characteristics.

FCCLA Integration into Fashion Design Studio throughout Course: STAR Events: Advocacy, Chapter Service Project Display, Chapter Service Project Portfolio, Career Investigation, Entrepreneurship, Illustrated Talk, Job Interview, Recycle and Redesign, Fashion Construction, Fashion Design, National Programs. Skill Demonstration Events: Fashion Sketch, Science in FACS, Consumer Math. National Program: Career Connection, Power of One, Financial Fitness. Workplace Skills Students will develop professional and interpersonal skills needed for success in the fashion industry.

STRANDS AND STANDARDS FASHION DESIGN MERCHANDISING

Course Description The Fashion Merchandising course is an introductory class that teaches the concepts of entry- level business and fashion fundamentals. The following list of skill strands prepares the student in fashion merchandising in the fundamentals of basic fashion concepts and marketing terminology, fashion cycles, key components of the fashion industry such as fashion designers, fashion capitals and fashion week, retail merchandise categories, fashion promotion including advertising and social media, and fashion careers. Student leadership and competitive events (FCCLA and/or DECA) may be an integral part of the course.

Intended Grade Level 10-12 Units of Credit .50 Core Code 34.01.00.00.145 Concurrent Enrollment Core Code NA Prerequisite Fashion Design Studio Skill Certification Test Number 405 Test Weight 0.5 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Family Consumer Sciences Endorsement 2 Fashion/Textiles/Apparel

STRAND 1 Students will recognize basic fashion concepts and terminology. Standard 1 Review fashion terms. (Fashion Design Studio Standard 1) Accessories, apparel, avant-garde, classic, composite, design detail, draped, fad, fashion, fashion cycle, fit, garment type, haute couture, ready to wear, silhouette, style, tailored, trend, wardrobe. Standard 2 Identify fashion products. • Goods – tangible items that are made, manufactured, or grown. They include apparel, textiles, accessories, and other fashion products. • Services – intangible things that people do, such as tasks performed for customers. They include tailoring, cosmetology services, and stylist. STRAND 2 Students will examine the basics of fashion marketing and associated careers. *Performance Skills for this strand included below Standard 1 Define marketing terms. • Marketing – The process of developing, promoting, and distributing products to satisfy customers’ needs and wants. It is a series of activities that fashion businesses undertake so that customers will buy products from them instead of their competitors. • Marketing Concept – To market effectively, fashion marketers follow the principles of the marketing concept, which is the idea that businesses must satisfy customers’ needs and wants in order to make a profit. • Target Market – The specific group of people that a business is trying to reach. • Market Segmentation – Identifying a group of consumers, or target market. A way of analyzing a market by categorizing specific characteristics. • Fashion Merchandising – The planning, buying, and selling of fashion apparel and accessories to offer the right merchandise blend to meet consumer demand. Standard 2 Describe the 4 Ps of marketing. • Product – What a company is offering for sale to customers to satisfy their needs and wants. Includes goods and services. • Price – The amount of money consumers will pay for a product. • Place – The way products are distributed and their systems of delivery. Includes how, when and where the product will be distributed, and where to purchase an item. • Promotion – Any form of communication that a business or organization uses to inform, persuade, or remind people to buy its product. Standard 3 Describe the 4 methods of market segmentation • Demographics – Personal characteristics such as age, gender, income, ethnic background, education, religion, occupation, and lifestyle. • Geographic – Statistics about where people live. Could include region, city, county, and climate. • Psychographics – Social and psychological characteristics such as attitudes, interests, and opinions. • Behavioral – Analyzing customers with regard to sales generated, shopping patterns, as well as purchase decision-making processes such as brand loyalty, special occasion purchases, etc. Standard 4 Describe the seven marketing functions. • Market Planning – Understanding concepts and strategies used to develop and target specific marketing strategies to a select audience. • Marketing Information Management - The world of fashion is ever-changing. Gathering information is critical. Information is obtained primarily through marketing research, which helps fashion businesses determine their customers’ preferences & how-to better market products. Businesses are able to effectively use the information through marketing-information management systems. The five main elements are: input, storage, analysis, output, and decision making. • Product/Service Management - Fashion businesses must develop, maintain, & improve their products in response to customer demands. Fashion producers look for new ways to use existing items or produce new ones that will continue to interest the consumer. For example: a current textile in apparel is spandex. Although this material has been in existence for years, its popularity increased when designers began using it for women’s & men’s active-wear fashions. • Pricing - A primary goal of any business is to make a profit. A key factor in achieving this goal is to price a product accurately. Pricing includes how much to charge for goods & services in order to maximize profits. Although companies price their merchandise based on what the customer is willing to pay, they must be careful not to set prices so low that a business does not make a profit. • Channel Management - Responsible for identifying, selecting, monitoring, and evaluating sales channels. Each channel of distribution is a path or route that goods and services take from the producer to the ultimate consumer or industrial user. These paths or routes aren’t physical, however. Instead, they refer to businesses or people who perform a variety of activities to enable products to be in the right places at the right times. • Promotion - When new or existing products are developed, fashion marketers must promote their products to make sales. Promotion is the communication technique a business uses, such as advertising, and other promotional methods, to interest customers in buying the products. Manufacturers also promote their merchandise to retailers through catalog & Internet methods. • Selling - The selling function involves the direct personal contact that businesses have with their customers. Developing good selling skills is especially important for selling more expensive apparel and designer fashions. Sales personnel must be able to communicate the benefits & features of the items so that customers are willing to pay higher prices. Standard 5 Identify careers in the fashion merchandising industry. • Advertising Director - Works for retail stores and publications and oversees the advertising and promotion activities. • Public Relations Agent - Represents and promotes businesses and products within the fashion industry. STRAND 3 Students will demonstrate knowledge of the basics of the fashion movement and associated careers. *Performance Skills for this strand included below Standard 1 Define fashion movement terms. • Fashion movement – The ongoing motion of fashions moving through the fashion cycle. Factors affecting the fashion movement – economic, social, introduction of new fibers and fabrics, and advertising techniques. • Fashion leaders – Trendsetters, or individuals who are the first to wear new styles, after which the fashion is adopted by the general public. • Fashion follower – wear fashions only when they become firmly accepted. • Fashion lagger – Last to adopt new trends. Standard 2 Review the stages of the fashion cycle. • Introduction – Style is first seen. • Rise – Style is purchased, worn and seen by many, fashion leaders. • Peak – Style is at the height of popularity, copied by manufacturers, fashion followers. • Decline – Style is undervalued, decrease in demand, fashion laggers. • Obsolescence – Style is rejected in favor of new looks. Standard 3 Describe the theories of fashion movement. • Trickle down – Fashion starts at the top with consumers of higher socioeconomic status and moves down to the general public. People with lower incomes will only wear fashions that have become popular among consumers with higher incomes. • Trickle up – Fashion starts with consumers on lower-income levels and then moves to consumers with higher incomes. Consumers on lower-income levels may also include younger consumers. • Trickle across – Fashion acceptance begins among several socioeconomic classes at the same time. Fashion leaders in all groups. Standard 4 Identify careers in the fashion merchandising industry. • Fashion forecaster - predicts colors, fabrics, textures, materials, accessories and styles that will present for the upcoming seasons. STRAND 4 Students will discover key components of the fashion industry and associated careers. *Performance Skills for this strand included below Standard 1 Identify factors that contributed to the development of the apparel industry, Fashion defining events • Industrial revolution. • Development of the factory system of production – assembly line. • Mechanized textile mills – made fabrics of better quality in less time. • Flying shuttle, Spinning Jenny, Cotton Mill, Cotton Gin. • Sewing machine invented – factory manufacturing of clothing was introduced. • Apparel switched from handmade to ready-to-wear. • Civil War – introduction of standardized sizes due to military uniforms. • Global Capitalism. • More open interaction between governments allows free trade to occur worldwide. • Entrepreneur – person who starts his or her own business and who assumes the risk and management of the enterprise. • Clothes were made faster, which dropped prices, so all were competitive in sales. • Economics. • Techniques in mass distribution, advertising, and retail selling developed and refined. • Creation of retail outlets (department stores) – 19th century. Began in Europe. Permanently reshaped shopping habits. • Textile and apparel production is the largest industry in many nations, especially in developing countries. One of the largest employers in the US. • Media - • Advertising and promotion of all types of apparel, from haute couture to every day low-priced garments. Items shown in ads, magazines, and on social media develop a need to purchase. • Introduction of movies, television, internet; constantly sped up introduction of new fashions to the public. Standard 2 Identify key fashion centers in the U.S. and around the world Note: The emphasis in fashion merchandising is on the US centers, the world capitals are a review. (Fashion Design Studio) • New York – Every major American fashion house is found here. New York designers include: Donna Karan, Vera Wang, Marc Jacobs, Michael Kors, Calvin Klein, and Ralph Lauren. New York’s Fashion District is the largest in the world. New York Fashion Week is held every February and September each year.

• Los Angeles – The West Coast Fashion Center is known for its casual lifestyle, laid back threads, and social media influencers. Big brand names based in LA are: John Elliott + Co, Mother, Aviator Nation, d.RA, Apolis, Korovilas, Nasty Gal, Elder Statesman, and American Apparel.

• Miami – Known for its luxury boutiques, designer stores galore, and its international center of commerce. They showcase swimwear, international design, and resort wear. Famous designers that have called Miami home: Gianni Versace, Lazaro Hernandez, Proenza Schouler, and Alejandro Ingelmo. Miami holds 3 Fashion Weeks: Fashion Week Swim, Miami Beach International Fashion Week, and Funkshion Fashion Week.

• Las Vegas – a retail and tradeshows center. Known for MAGIC and POOL tradeshows. All giant fashion houses keep an eye these events.

• Chicago – Known for the Magnificent Mile (Michigan Avenue). Major stores include: Macy’s, Nordstrom, Barney’s, Bloomingdale’s, 900 North Michigan shops, and the Shops at North Bridge. Chicago does its own fashion show and has showcases for many major fashion events.

• Milan – Home to numerous fashion designers including: Armani, Versace, Prada, and Valentino. Milan Fashion Week held twice a year.

• Paris – First Fashion Capital. Haute couture was born in Paris. Some of the biggest names in the industry are headquartered in Paris. Such as: Chanel, Dior, Hermes, Vuitton, and Saint Laurent. Paris Fashion Week is the grand finale of the Big 4 (New York, London, and Milan.) The French dress to impress and invest in high quality fabrics. Only the French Chambre Syndicale de la Haute Couture can bestow upon a designer the title of couturier.

• London – London is known for its new, fresh, and creative designers. London Fashion Week and The Clothes Show London are the prominent fashion events. Famous fashion designers are: Vivienne Westwood, Alexander McQueen, Stella McCartney, Jimmy Choo, and Manolo Blahnik.

• Tokyo – Known for the significant consumption of luxury brands and for street fashion such as: Harajuku, Gyaru, Ganguro, Kogal, Visual Kei, and Mori Girl. Famous Tokyo Fashion Designers are Rei Kawabuko, Issey Miyake, and Yohji Yamamoto. Standard 3 Identify and describe major trade publications, fashion magazines, internet sites and social media. • Trade Publications – magazines, newspapers, and books that deal with a specific industry. (Women’s Wear Daily, Footwear News) • Fashion Magazines – Consumer magazines sold commercially, featuring articles, illustrations, and advertisements all dealing with fashion. (Vogue, InStyle, Glamour) • Internet Sites – easily accessible information, instant updates on the latest designs, access to designers. • Social Media – may include online boutiques and Fashion Blogs. Standard 4 Identify lasting, influential fashion designers, and their contributions. • Giorgio Armani – Men’s Wear, most notably suits • Coco Chanel – The Little Black Dress • Christian Dior – The New Look • Dolce and Gabbana – Romantic Styles • Tom Ford – Classic simplistic menswear • Guccio Gucci – leather goods • Marc Jacobs – The Grunge Look • Donna Karan – Simple Designs • Rei Kawabuko – Vanguard deconstructed and pieces • Calvin Klein – Jeans and underwear • Karl Lagerfeld – Quality tailoring with bold ready-to-wear pieces • Ralph Lauren – American Classic design • Alexander McQueen – Elaborate fashion shows, known for bumsters • Issey Miyake – Technology driven design • Yves St Laurent – Women’s pants suits • Levi Strauss – Rivets on Jeans • Versace – Bold colors and designs • Diane von Furstenberg – Wrap Dress • Michael Kors – American sportswear and accessories for women • Louis Vuitton – Bags (luggage) • Vera Wang – Bridal wear • Vivian Westwood – Queen of Punk • Yohji Yamamoto – Avant garde tailoring, androgynous style Standard 5 Identify careers in the fashion merchandising industry. • Designer – designs clothing, etc. • Fashion blogger – Uses social media, does not need to be an expert. • Fashion journalist – Writes or edits articles or helps to formulate and style a fashion shoot. STRAND 5 Student will analyze forms of fashion retail, promotion and associated careers. *Performance Skills for this strand included below Standard 1 Define types of fashion retailing. • Department Stores – Retail establishments that carry different kinds of merchandise and house them in separate sections or departments. • Flagship Stores – Original store that provides the operations direction and merchandise to its branch stores. • Chain Stores – A group of stores owned and managed by a central office. • Specialty Stores – Stores that handle only apparel or even only one specific type of apparel. • Boutiques – Specialty store that offers a limited selection. Items tend to be more trendy. • Designer Stores – Store that is owned and operated by a designer or and carries only its own lines. • Manufacturer Stores – Store that is owned and operated by a manufacturer and carries only its own lines. • Outlets – An off-price retailer that sells overruns or damaged items (seconds) from a prior season. • Discount Stores – Sell clothing and other merchandise at lower prices, may be private or national brands. • Mail Order Houses – Direct-mail marketing done by selling merchandise through the use of catalogs. • Television Retailers – All products sold on special tv networks: HSN and QVC. • E-Commerce – Services/products offered online for 24/7. Standard 2 Demonstrate knowledge of fashion promotion. • Advertising – A paid promotional message by an identified sponsor about its fashion products or ideas. • Publicity – Includes nonpaid messages to the public about a company’s merchandise, activities, or services. • Sales Promotion – Short-term incentives used to interest customers into buying products. Examples: Fashion shows, Special appearances, Contests, Premiums, Samples, Coupons, Email offers) • Personal Selling – Requires direct interaction with the customer • Visual Merchandising – The integrated look of an entire store. The goal is to sell goods by promoting the store image and creating a positive shopping experience for the customer. Includes: Storefront, Store layout, Store interior, and Interior Displays Standard 3 Demonstrate knowledge of business marketing strategies. • Hang tags - detachable label that usually provides important information. • Logos - recognized symbol or other design adopted by an organization. • Slogans - short, memorable phrase. • Trademarks - legally registered for use by a company or product. • Copyright - exclusive legal right. Standard 4 Identify careers in the fashion merchandising industry. • Visual merchandiser - Develops floor plan and three-dimensional displays to maximize sales. • Fashion buyer - selects and purchases clothes and accessories for retail. STRAND 6 Students will explore the main segments of the fashion industry and associated careers. *Performance Skills for this strand included below Standard 1 Classify the various markets in the fashion industry. • Primary Market – Businesses that grow and produce the raw materials that becomes fashion apparel or accessories. • Secondary Market – Businesses that transform the raw materials into fashion in the merchandise phase. The link to the retail world. • Tertiary Market – Businesses that sell goods and services to the consumer. Standard 2 Students will recognize categories in the retail market. Manufacturers have different divisions serving different customer needs based on age, outlook, body type and lifestyle. • Men’s – designed for adult males. (8 common segments) • Tailored clothing – suits, sports coats, dress pants. • Furnishings – dress shirts, watches, bags, sunglasses, cuff links, jewelry, socks, underwear. • Sportswear – jeans, t-shirts, polo/golf shirts, khakis, button down shirt, sweaters. • Athletic wear – athletic attire, Popular brands: Nike, Adidas, Underarmour, etc. • Outerwear – coats and jackets. • Footwear • Sizing • Pants – by waist and inseam. • Jacket – by chest measurement. • Suit – by chest measurement. Drop is the difference between chest and waist measurement – in US usually 6” • Women’s – designed for adult females. Women’s for full figures, misses for average women petite for under 5’3” and plus for size 14 & over. (8 common segments) • Business – tailored, classic, dressy. • Sportswear – jeans, t-shirts, sweaters. • Bridal/formal wear – wedding & bridesmaid dresses, prom dresses, party attire. • Accessories – jewelry, handbags, hats. • Outerwear – jackets, coats, hoodies. • Athletic wear – exercise gear, swimsuits. • Foundation wear & lingerie – panties, bras, camis, negligees, pajamas. • Footwear • Sizing • Misses • Regular sizes in even numbers from sizes 2-14. • Women’s/Plus Size • Full figures size 14+ • Petite • Designed for women under 5 feet 3 inches tall. • Juniors • Designed for younger figures with odd-numbered sizes from 1-13.

• Children • Infants: Based on average heights and weights. • 0-3 to 24 Months • Toddlers: Clothes are made to go over a diaper or training pants. • 1T to 4T • Young children: It is best to go by the child’s height when determining size, not just age. • 2 to 6(x) Standard 3 Identify careers in the fashion merchandising industry. • Entrepreneur – Person who starts his or her own business and who assumes the risk and management of the enterprise. • Wholesaler – person or firm that purchases large quantities of goods from various producers or vendors, warehouses them and resells to retailers.

STRAND 7

Students will describe basic consumer finance options and associated careers.

*Performance Skills for this strand included below

Standard 1 Define POS (point-of-sale). • The place at which goods are retailed. Could include a cash register or computer. Standard 2 Identify the various payment options available to consumers (cash, credit, layaway, digital currency). • Cash – Use money to pay for the full cost of what you buy. • Credit – A promise to pay for goods and services in a certain specified way at a later date. Buy now, pay later. A credit purchase can be made with a specific store charge account or with a general credit card. • Layaway – A store puts the item away for you for a certain length of time with a deposit toward buying it. The item must be paid in full before you can receive it. • Digital Currency – exhibits properties of physical currency. Allows for instantaneous transactions and borderless transfer of ownership. Standard 3 Define the credit terms. • Credit Limit – Maximum financial amount a person may have outstanding on a charge or other credit account. • Credit Rating – Evaluation of the financial standing of a person or business based on past records of debt repayment, and financial status. • Revolving Charge Account – Credit account that may be paid in full or in monthly payments with added finance charges but may not exceed a total predetermined credit limit. • Minimum Payment – The lowest amount you are required to pay on your credit card statement each month. Any unpaid balance is charged interest. Standard 4 Identify careers in the fashion merchandising industry. • Retail sales – assist the customer in a brick and mortar store to facilitate their purchase. • Credit Manager – person employed by an organization to manage the credit department and make decisions concerning credit limits, acceptable levels of risk and terms of payment.

Workplace Skills Students will develop professional and interpersonal skills needed for success in the fashion industry.

Standard 1 Determine the difference between hard skills and soft skills.

• Hard Skills - Hard skills are specific, teachable abilities that can be defined and measured • Soft Skills - Personal attributes that enable someone to interact effectively and harmoniously with other people. Standard 2 Identify soft skills needed in the workplace. • Professionalism • Appropriate dress and hygiene. • Respect Legal requirements/expectations. • Good communication skills. • Effective speaking & listening. • Writing • Appropriate language. • Demonstrating teamwork. • Acting as a team player, Learning from criticism. • Contributing to the success of a group. • Resourcefulness & creativity. • Flexibility/adaptability • Contributing new ideas. • Critical thinking & problem solving. • Critical thinking. • Problem-solving skills. • Time task and resource. • Time management abilities. • Working well under pressure. • Work Ethic • Integrity • Loyalty • Learning from criticism. • Initiative • Responsibility • Positive attitude • Strong work ethic • Positive attitude • Ability to accept and learn from criticism. Standard 3 Identify hard skills needed in the workplace. Varies based on specific career.

Standard 4 Apply hire-ability skills needed to gain employment.

• The application • The resume • The cover letters • The interview • Follow-up & thank you’s

Performance Skills Strand 2 Analyze a retail store based on market segmentation.

Strand 3 Identify ten apparel pieces in their current location on the fashion cycle.

Strand 4 Prepare an oral or written report on a fashion designer, fashion publication, social media site, or fashion career that has influenced the fashion industry.

Strand 5, 6, & 7 Create or analyze a promotion plan for a store or product. • Description of store • Objectives – what to accomplish • Schedule of events – (special events, advertising, display, publicity, other) • Responsibility sheet – assign positions – who does what • Budget • Statement of benefits to the retail establishment.

FCCLA Integration into Fashion Design Merchandising:

• STAR Events: Advocacy, Chapter Service Project Display, Chapter Service Project Portfolio, Career Investigation, Entrepreneurship, Illustrated Talk, Job Interview, Recycle and Redesign, Fashion Construction, Fashion Design, National Programs, Leadership. • Skill Demonstration Events: Fashion Sketch, Science in FACS, Consumer Math. • National Program: Career Connection, Power of One, Financial Fitness.

Skill Certificate Test Points by Strand Example table below. Refer to instructions for specifics.

STRANDS AND STANDARDS ADVANCED FASHION MERCHANDISING

Course Description The Advanced Fashion Merchandising course is designed to provide fashion students knowledge of the various business functions in the fashion industry. The following list of skill Strands prepares the student in fashion merchandising with a working knowledge of promotion, textiles, merchandising math, selling, visual merchandising and career opportunities. Student leadership and competitive events (FCCLA and/or DECA) may be an integral part of the course. FCCLA and\ DECA related activities and curriculum can be used as an approved part of all Family and Consumer Sciences classes. Intended Grade Level 11-12 Units of Credit 0.5 Core Code 34.01.00.00.147 Concurrent Enrollment Core Code 00.00.00.13.000 Prerequisite Fashion Design Studio, Fashion Merchandising Intended Grade Level 11-12 Skill Certification Test Number 406 Test Weight 0.0 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Family Consumer Science Endorsement 2 Fashion/Design/Merchandising

ADA Compliant: September 2019 STRAND 1 Students will differentiate between fashions in historical periods. Standard 1 Recognize valid methods for identifying historic fashions

• Actual Garments • Old Paintings • Fashion Publications • Photographs • Written Publications Standard 2 Identify fashions from early time periods of clothing.

• Egyptian – 3100 BCE to 30 BCE (before common era) - draped clothing made of linen. • Greek-1000 BCE to 1 ACE (after common era) - Homemade loose and flowing; chiton, himation. • Roman- 700 BCE to 410 ACE Mimicked the Greeks - a lighter weight fabric; toga, tunic. • Medieval - 449 to 1500 Layers, head coverings; corsets, kirtles. • Renaissance -1459 to 1500 Long gowns and doublets of velvets, brocades and linen tunics, hose for men. • Elizabethian/Tudor style 1509 to 1603 – Corset gowns, ruffled collars, slashing, cod pieces. • Broque style- 1604 to 1682 – Softer collars, floppy brimmed hats, high waist and hose replaced with breeches • Georgian Style 1714 to1830 Powdered wigs, panniers, long tight breeches and high heels for men. • Regency 1811to 1837 Light weight dresses, empire waist, Men’s clothing became practical for riding. • Victorian- 1837-1901 Women dresses were pale and simple. Men wore bold and bright colors.

Standard 3 Influential people in fashion history. • Elizabeth I: Queen of England 1558-1603 • Ruffs (large, round collar) • Epaulets (Shoulder ornaments) • Jeweled wigs • Plucked forehead and brows • Corsets • Hoop Skirt (Farthingale) • Louis XIV: King of France 1643-1715 • High heels for men, En suite entire matching outfit • He sent dolls to every European court, so they would know about Paris fashions. • Marie Antoinette: Queen of France 1775-1793 • Used paste to whiten and stiffen her hair to extreme heights. • Excessive fashion • Panniers – side hoops • George Bryan “Beau” Brummel • Led trends for men in the early 1800’s • His style is known as “Dandyism” (a style of dress and a lifestyle that celebrated elegance and refinement in the 1800’s) • Included: Straight posture, well-fitting clothes, top hat, tailcoat, and white gloves. • Jacqueline Kennedy Onassis • America’s First Lady in the early 1960’s • Famous for: Pillbox hats and ¾ length sleeve suits • The Beatles • Trendsetting British rock band • Early ’60s - “Mop-top” hairstyles, skinny suits, Cuban heels. • Later’60s - “Sargent Pepper” jackets in psychedelic colors. Standard 4 Review specific styles in the 20th century. • 1890’s – Victorian Era. • Women – Gibson Girl (ideal American woman), corset, bustle, hourglass silhouette. • Men – matching coat and vest with contrasting trousers. Rectangle silhouette. • 1900’s – Industrial Revolution Era. Duster coat • Women – pigeon breast shirtwaist, Leg O’ Mutton sleeves, s- curve silhouette. • Men – formal morning dress with top hats, or 3-piece ‘lounge’ suits with bowler hats. Rectangle silhouette • 1910’s – WWI Era. • Women – Hobble skirt, bathing suit, bloomers, inverted triangle silhouette. • Men – military influence/trench coats. Rectangle silhouette • 1920’s – “Roaring ‘20’s” Era. • Women – Flapper, costume jewelry, cloche’ hat, dropped waistline, rectangle silhouette. • Men – trousers creased with wider hemlines, introduction of the modern two-piece suit, zoot suit, wingtips. Hourglass silhouette. • 1930’s – Depression Era. • Women – bias cut dresses, waistline restored, hemlines dropped, hand-me-downs, flour sack clothing, Hollywood glamour, slight hourglass silhouette. • Men – introduction of the double-breasted suit, padded shoulders, glen plaid fabric. Inverted triangle silhouette. • 1940s – WWII Era. • Women – Convertible suit (mix and match pieces), slacks, no silk or nylon stockings, inverted triangle silhouette. • Men – Military influence/bomber jacket, austere “Victory’ suits with no vest, cuff or pocket flaps. Rectangle silhouette. • 1950s – Rock n’ Roll era. Teenagers become their own class and have money to spend. • Women – Poodle skirts, saddle shoes, Capri pants, the “New Look “(Christian Dior), hourglass silhouette. • Men – dark flannel suits, the ‘Ivy League’ look – khaki slacks, button down shirt, sweater. Rectangle silhouette. • 1960s – Civil rights Era. The ‘Mod’ look. • Women – Miniskirts, pantsuits, Chanel suit, pillbox hat, rectangle silhouette. • Men – tailored suits, turtlenecks, bold. Rectangle silhouette • 1970s – Hippy to Disco Era. Unisex. • Men and Women both wore bold flower prints, platform shoes, bell bottoms, wide ties and collars. triangle silhouette. • 1980s – Yuppie Era. Logo wear, designer jeans. • Women – exercise wear as everyday clothes, bold bright colors, inverted triangle silhouette. • Men – business suits with narrow detailing, suspenders, pastels. rectangle silhouette. • 1990s – The Dot Com Era. rejection of fashion, grunge. • Women – Bare midriff, rectangle silhouette. • Men – baggy pants, big sneakers. rectangle silhouette • 2000s – Wired generation. • Both men and women wore Skinny jeans, embellishments, hip-hop style. • 2010s – Social media Rise of androgyny. • Both men and women wear Leggings, jeggings, cutouts, hipster-style. (look at what you’re wearing today, what will people remember?)

STRAND 2 Students will define Fashion Products and Research terms. *Performance Skills for this strand included below Standard 1 Define fashion products and research terms.

• rag trade - the slang term for the garment industry. • product mix - the total selection of goods and services that a company makes or sells. • product assortment - the range of items or merchandise within categories that a company sells. Ex of category: Dresses • merchandise information system - a system that produces, stores, and analyzes information that enables fashion marketers to make decisions about merchandise for sale. • market research - the systematic gathering, recording, analyzing, and presentation of information related to marketing goods and services. • survey method - a research method that involves gathering information from people through surveys or questionnaires. • observation method - a research method that involves watching people and recording consumer behavior by cameras or individuals. • experimental method - a research method whereby a researcher observes the results of changing one or more marketing variables while keeping other variables constant. • focus group - a panel of six to ten consumers who discuss opinions about a topic under the guidance of a moderator. • Market segmentation - dividing the total market into smaller groups and analyzing each group by specific characteristics. • Target Marketing - the specialized niche of the market to whom the company wishes to make the greatest appeal. • Target-Market Research - ongoing process used to gather and analyze information that relates to specific groups of customers or target market. STRAND 3 Students will explore entrepreneurial options in the fashion industry. *Performance Skills for this strand included below Standard 1 Students will explore the sequence of steps in establishing a business plan. 6. Introduction: • Description of the business and its goals. • Ownership of the business and its legal structure. • List the skills and experience you bring to the business. • Advantages you and your business have over competitors. 7. Marketing • Products and services your company will offer. • Customer demand for your products and services. • Identify your market, its size and locations. • Explain how your products and services will be advertised and marketed. • Pricing strategy. 8. Finance & Management • Expected return on investment and monthly cash flow for the first year. • Projected income statements. • Discuss your break-even point. 9. Operations • Day-to-day operations. • Hiring and personnel procedures. • Insurance, lease or rent agreements. • Equipment necessary to produce your goods or services. • Production and delivery of products and services. 10. Concluding statement • Summarize your business goals and objectives and express your commitment to the success of your business. Once you have completed your business plan, review it with a friend or business associate and professional business counselor. • Remember, the business plan is a flexible document that should change as your business grows. Standard 2 Analyze how to price a product for sell.

• Material Costs - the amount of money you spend on raw materials needed to create a product. • Labor Costs - the number of hours required to make your product and the hourly rate associated with those hours. • Overhead Costs - any further expenses required for the operation of your business. (equipment, utilities, rent, insurance, taxes) Standard 3 Students will be able to explain the basics of the 4P’s of marketing.

• Product - Any goods, services, or ideas that we wish to sell. • Place - Distribution is getting the right product to the right place at the right time in the right amount and in the right condition. • Price - Determining a dollar amount at which we can sell the product. • Promotion - Making potential customers aware of a product in a positive way so they will want to buy it. Standard 4 Understand the basics for using credit for business financing.

• Interest rate - The proportion of a loan that is charged as interest to the borrower, typically express as an annual percentage of the loan outstanding. • Personal guarantee - Individual agrees to be responsible for the financial obligations of a debtor or borrower to a lender, if the debtor or borrower fails to pay an amount owing under the loan agreement. • Loan term - Monetary loan that is repaid in regular payments over a set period of time. Term loans usually last between one and ten years but may last as long as 30 years in some cases. A term loan usually involves an unfixed interest rate that will add additional balance to be repaid. • Ability to repay - An economic principle stating that the amount of tax an individual’s pay should be dependent on the level of burden the tax will create relative to the wealth of the individual. STRAND 4 Students will apply knowledge of merchandising to market a fashion product. *Performance Skills for this strand included below Standard 1 Some examples could include: • Fashion show • Social media selling • Etsy shop • Direct sales Workplace Skills Students will develop professional and interpersonal skills needed for success in the fashion industry. *Performance Skills for this strand included below Standard 1 Determine the difference between hard skills and soft skills.

• Hard Skills - Hard skills are specific, teachable abilities that can be defined and measured. • Soft Skills - Personal attributes that enable someone to interact effectively and harmoniously with other people. Standard 2 Identify soft skills needed in the workplace. • Professionalism • Appropriate dress and hygiene • Respect • Legal requirements/expectations • Good communication skills. • Effective speaking & listening • Writing • Appropriate language • Demonstrating teamwork. • Acting as a team player • Learning from criticism

Standard 3 Contribute to the success of a group.

• Resourcefulness & creativity • Flexibility/adaptability • Contributing new ideas • Critical thinking & problem solving • Time task and resource skills • Time management abilities • Working well under pressure • Work Ethic • Integrity • Loyalty • Learning from criticism • Initiative • Responsibility • Positive attitude

Performance Skills Strand 2 Decide on a potential target market for a fictitious store and create a survey consisting of 10 questions to find potential interest in that store.

Strand 2 Create an actual display using fashion items OR create a miniature window display in a box.

Strand 3 Choose items (clothing, accessories etc.) for the store created from either a local mall or retail internet sites or catalogs.

Strand 3 Prepare a feature-benefit chart for a fashion item including, brand name, size, suggested retail price, style number, fabric content, style details, and guarantees and warranties. Demonstrate an effective sales presentation in a role-play situation using an effective approach and greeting, questioning, handling objections, suggestion selling, closing and follow-up techniques.

Strand 3 Calculate the price of merchandise using the retail and cost methods, common markup and markdown methods, and merchandise discounts.

Strand 4 Create a fictitious store to include a description of the target customer for the store, along with a description of products carried, and competitors. Also include depictions of the store exterior and furnishings used to create the right ambiance for the store.

Research a fashion career and then complete an application, resume and interview for that career. Resources http://www.sba.gov http://www.venturebeat.com/2012/12/24/how-to-price-your-startups-product-right-the-first- time http://www.sba.gov/category/navigation-structure/starting-managing-business/managing- business

Skill Certificate Test Points by Strand Example table below. Refer to instructions for specifics.

STRANDS AND STANDARDS TEXTILE TECHNOLOGY

Course Description This course will focus on the importance of textiles in society. Students will explore how textiles are produced and how appropriate performance characteristics are incorporated into materials and products with a focus on sports and outdoor products. This course examines the global impact of the textile industry including production and care. Intended Grade Level 11-12 Units of Credit .5 Core Code 00.00.00.00.000 Concurrent Enrollment Core Code 00.00.00.13.000 Prerequisite Sports and Outdoor Design 2 OR Sewing Construction and Textiles 2 Skill Certification Test Number 000 Test Weight 0.0 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Family & Consumer Sciences Endorsement 2 Fashion Design/Apparel/Merchandising Endorsement 3 N/A

ADA Compliant: September 2019 STRAND 1 Students will explore the characteristics of natural (cotton, hemp, linen, silk, wool) and manufactured fibers (aramid, lyocell, nylon, olefin, polyester, spandex) in the sports and outdoor industry. *Performance Skills for this strand included below. Standard 1 Investigate the physical properties of natural and manufactured fibers. • Fiber structure o Length – Staple or filament fibers influences Strength and hand o Diameter – Thickness of the fiber influences stiffness, wrinkle resistance and transparency o Shape – Cross-sectional shape impacts luster, bulk, body, texture, soiling and hand • Surface contour - the outer surface of the fiber • Crimp - refers to the waves, bends, twists, and coils • Hand – How the fiber feels • Cover – The ability of a fiber to hide/protect what is beneath Standard 2 Performance properties of natural and manufactured fibers. • Absorbency – The ability to take up moisture from the body or environment (hydrophilic/hydrophobic) • Soiling – The ability to resist dirt and oils • Abrasion – The ability to withstand rubbing during use (pilling) • Wicking – The ability to transfer moisture along its surface • Dimensional stability – The ability to maintain the original shape neither shrinking nor stretching • Flammability – The ability to ignite or burn (flammable, flame-resistant, and flame proof) STRAND 2 Explore the global impact of the textile industry. *Performance Skills for this strand included below. Standard 1 Students will examine the environmental concerns associated with textile production, use and care. • Sustainability – practices and policies that reduces pollution and do not exploit people or natural resources • Textile production • Fabric finishes • Dyeing and printing

• Social responsibility – The impact of textile production on people and communities • Working conditions – Obligation to a group for their well-being • Fair labor - Hours, wage and safety Standard 2 Student will differentiate between consumerism practices. • Purchasing considerations – Socially responsible buying • Over consumption • Ethical sources (fair trade) • Eco-friendly • Care – Cleaning textiles with minimum environmental impact • Dry cleaning: uses toxic chemicals • Laundry: Detergent/soap, energy consumption (water temperature, dryer) • Textile recycling/upcycling – Keeping textiles out of landfills • Recycling (100% fiber vs. blends) • Repurpose • Donate STRAND 3 Analyze fabric and product production. *Performance Skills for this strand included below. Standard 1 Students will review basic fabric construction (see prerequisite courses) • Yarns • Woven fabric • Knit fabrics Standard 2 Students will classify non-woven fabrics and other materials • Non-woven – Any textile product that is created directly from fibers and is held together by bonding and entanglement • Felting – Fiber locked together in a process utilizing heat, moisture and pressure • Bonded – Technique used to join two fabrics using an adhesive • Laminated – Two layered construction with polymer film bonded to a fabric • Other materials • Leather – Hide of animal • Down – Feathers • Fiberfill – Synthetic material used for patting and insulation • Netting – Yarns are fused, looped or knotted at their intersection resulting in a fabric with open spaces • Fiber reinforced composites – High technology combination of textiles with resins, metals or ceramics (protective armor, helmets) Standard 3 Student will describe fabric finishes. • Waterproof vs. water resistant – Completely moisture proof vs. withstands the penetration of water to some degree • Anti-microbial – Resistant to the growth of micro-organisms • Soil and stain release – Permits the relatively easy removal of soils, especially oily soils • Flame resistant – Slow to burn or self-extinguishes Standard 4 Student will distinguish methods of printing and dyeing • Colorfast – will not bleed, fade, or crock • Dye classifications – A way of classifying the reaction between dye type and fiber • Dye affinity – dye absorbing capacity • Screen printing – Pressing ink or dye through a screen with areas blocked off • Digital printing – ink jet-based method of applying colorant to fabric STRAND 4 Apply principles of the design process by reverse engineering a project. *Performance Skills for this strand included below. Standard 1 Student will investigate design constraints and product purpose. • Intended end use and function • Maintain original purpose Standard 2 Student will analyze and compare suitable materials. • Consider end use and function • Identify properties of materials • Determine sourcing Standard 3 Student will calculate dimensions. • Measure • Create pattern pieces Standard 4 Student will select appropriate construction techniques. • Determine order of sewing operations • Consider necessary construction techniques for end use • Seam construction • Seam finishes • Embellishments and aesthetics • Re-enforcement Standard 5 Students will create adaptions and improvements to a product Performance Skills Strand 1 Conduct an experiment that identifies the physical and performance properties of at least two natural and three manufactured fibers • Burn test • Microscope inspection • Absorbency test (water repellency spray test, water resistance impact penetration) • Abrasion test (sandpaper, pilling) • Hand and cover Strand 2 Debate an issue regarding global impact of the textile industry • Sustainability • Fair labor laws • Fast fashion • Natural vs. manufactured (fibers, dyes, etc.) • Textile care (energy, water, chemical considerations) Strand 3 Investigate a variety of multi-layer products to determine materials used

Strand 3 Experiment with fabric finishes • Dyeing • Screen printing • Colorfast test • ASTM testing

Strand 4 Create a soft goods project through reverse engineering

Workplace Skills Students will develop professional and interpersonal skills needed for success in the fashion industry.

Determine the difference between hard skills and soft skills.

Identify soft skills needed in the workplace

• Professionalism • Respect Legal requirements/expectations • Good communication skills • Resourcefulness & creativity • Work Ethic

Skill Certificate Test Points by Strand Example table below. Refer to instructions for specifics.

STRANDS AND STANDARDS FCS EXPLORATION

Course Description FCS Exploration (Integrated Model-Standards 1-6 Taught) — (.5 credit) This course provides students the opportunity to develop essential skills in the various career pathways related to Family and Consumer Sciences (FCS). Students will explore and cultivate skills in food and nutrition sciences, childcare, interior design, clothing and textile construction, fashion design and merchandising, consumerism, entrepreneurship, family relationships, personal responsibility, and career and job-related tasks. Student leadership (FCCLA) may be an integral part of the course. Intended Grade Level 7-8 Units of Credit .50 Core Code 34.01.00.00.230 Prerequisite None License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Family & Consumer Sciences Endorsement 2 FCS 6-8 Endorsement Endorsement 3 NA

Family and Consumer Sciences (FCS) Exploration – Integrated model to introduce students to all six disciplines within FCS programs. **It is recommended that the FCS Exploration course be taught as a full semester (.5) credit course using all 6 strands. It may be divided into a two semester courses using the A/B Model described below. FCS Exploration (A Model-Strands 1-3 Taught) — (.5 credit) This course provides students the opportunity to develop essential skills in the various career pathways related to Family and Consumer Sciences (FCS). Students will explore and cultivate skills in interior design, clothing and textile construction, fashion design and merchandising, consumerism, entrepreneurship and career and job-related tasks. Student leadership (FCCLA) may be an integral part of the course. (Teachers should dedicate 1-2 days to introduce standards 4-6 as it relates to FCS career pathways.)

FCS Exploration (B Model-Strands 3-6 Taught) — (.5 credit) This course provides students the opportunity to develop essential skills in the various career pathways related to Family and Consumer Sciences (FCS). Students will explore and cultivate skills in food and nutrition sciences, childcare, consumerism, entrepreneurship, family relationships, personal responsibility, and career and job-related tasks. Student leadership (FCCLA) may be an integral part of the course. (Teachers should dedicate 1-2 days to introduce standards 1-2 as it relates to FCS career pathways.) STRAND 1 Students will identify the six Family and Consumer Science career pathways and the associated clusters. *Performance Skills for this strand included below Standard 1 • Define the difference between career pathways and career clusters and how they are related. Cluster List • Define the CTE pathway concentrator and a pathway completer. Standard 2 • Complete FCCLA Step ONE

STRAND 2 Students will be introduced to elements of design, housing, interior design and apparel and how it impacts families, communities and careers. Standard 1 • Identify the elements (tools) of design: space, line, texture, shape/form, pattern, color. • Identify the principles (rules) of design: balance, emphasis, rhythm, harmony, and scale/proportion. • Describe the effect of color on shape, size, feelings, and moods. • Explore the science of color and color combinations to form color schemes. Standard 2 Discuss how homes and businesses can be designed according to the activities, wants and needs of the occupants. Standard 3 Integrate consumerism/entrepreneurship and careers related to the interior design industry. • Explore the cost associated with owning a home and/or business. Standard 4 Discuss how interiors are affected by furniture arrangements and traffic patterns in the home and/or business. • Evaluate floor plans and the traffic patterns developed by furniture arrangements. • Create a floor plan and arrange furniture for an apartment, home and/or business implementing the elements and principles of design. STRAND 3 Students will participate in hands-on skill development related to sewing construction and textile design. *Performance Skills for this strand included below Standard 1 Demonstrate proper care and use of sewing equipment. • Distinguish the parts of the sewing machine and their functions. • Demonstrate how to correctly thread the sewing machine. • Demonstrate how to correctly wind and insert a bobbin into the sewing machine. Standard 2 Identify industry based sewing equipment and follow safety standards. • Scissors/shears • Rotary cutter and mat board • Pins • Hand needles • Seam gauge • Measuring tape/tape measure • Seam ripper • Iron Standard 3 Apply basic industry sewing techniques. • pattern markings • seam allowances • backstitch • pivot • casing • attach a button • measuring • pressing/ironing techniques • Identify the fold, lengthwise and crosswise grain of the fabric Standard 4 Explain the purpose of fashion. • Discuss how fashion is used as a means of expression. • Discuss proper laundering techniques. Standard 5 Integrate consumerism, entrepreneurship, and careers related to the fashion and textile design industry. • Discuss brand names, advertising, merchandising and how they affect the consumer. STRAND 4 Students will explore employability skills and the principles of the free enterprise system. *Performance Skills for this strand included below Standard 1 Explore the importance of employability skills. • Identify characteristics of a good employee. • Effective communication • Problem solving • Teamwork • Critical thinking • Dependability • Accountability • Legal requirement/expectations (i.e. adhering to USDA or OSHA) • Discuss how social skills and conflict resolution are helpful in obtaining and maintaining a job. Standard 2 Complete a free enterprise experience. Develop a business plan following project management principle. • Select a product or service to sell. • Conduct and analyze a market survey. • Design packaging for the product if applicable. • Establish a price for the product. • Conduct an advertising campaign. • Produce and sell the product. • Evaluate the effectiveness of the process/business plan.

STRAND 5 (Note: Start of FCS explorations part B) Students will exercise the social and emotional skills related to Human Services. *Performance Skills for this strand included below Standard 1 Demonstrate character traits necessary to be successful in school, personal life, and future employment. • Explore the impact of making responsible decisions. • Identify Havighurst’s developmental tasks and challenges that occur during adolescence and conditions that can impede, delay, or interrupt these tasks\roadblocks. • Developmental Tasks: establish emotional independence, learn skills needed for a productive occupation, establish mature relationships with peers, achieve social role. • Specific roadblocks: crisis level trauma, substance abuse, divorce, abuse, teen pregnancy, OCD, addictions, etc. • Identify skills which lead to an understanding of self (self-esteem, self-concept/self- confidence, how to build self-concept/self-confidence, and personality assessment). • Self-concept: combination of self-esteem and self-image • Self-confidence: believing in yourself and your abilities, trusting yourself to do what is right no matter what • Self-esteem: the way we think or feel about ourselves (changes from moment to moment). Two types: High self-esteem and low self-esteem • Self-image: the way we see ourselves physically • Ways to build self-concept include: accept yourself, forgive yourself, learn a new skill, reach out to others, be positive, be assertive, make a new friend, improve a friendship, do something nice for someone, recognize your strong points, don’t compare yourself to others, set and accomplish goals, give yourself credit for your positive qualities, live within your values system, care about other people, positive self-talk. • Identify and define personal values (tangible and intangible) using the values cycle. • Values: anything in life that is important to us. They determine how we live and how we tell the difference between right and wrong. • Tangible values: material things in our lives that usually cost money to obtain (Ex: jewelry, cars, clothes, etc.) • Intangible values: non-material things that usually can’t be bought with money (Ex: love, honesty, kindness, etc.) • Results of acting within values: have a clear conscience, be self-reliant, peace of mind, gain trust, build self-esteem, happiness and contentment. • Results of acting against values: feeling guilty, being ashamed, legal problems, lose trust, lose self-esteem, unhappiness, lowering values to justify actions • Define short and long-term goals. Discuss how short-term goals are the steppingstones to achieving long term goals. Discuss qualities of successful goals. • Goals: plans you make to help you reach or accomplish something in the future. • Two Types of Goals: • Short-Term Goals: usually accomplished quickly (1-3 days) • Long-Term Goals: usually takes longer to accomplish (Months-Years) • Short-term goals help individuals achieve long-term goals. • Successful goals are realistic, measurable and specific. Standard 2 • Identify strategies for adapting and coping with challenging issues. • Define stress. • Stress: the body’s reaction to pressure, either mentally or physically • Signs of Stress: • Physical: tiredness, injury, insomnia, headache, tense muscles, etc. • Emotional: worrying, irritability, crying, feeling anxious, nightmares, depression, etc. • Behavior: acting-out, inability to eat, extreme anger, hitting/punching, nail biting, nervous twitch, etc. • Types of Stress: • Eustress: Good or positive stress (Ex: weddings, special date, birth of a baby, etc.) • Distress: Bad or negative stress (Ex: death in the family, divorce injury, etc.) • Stressor: things or events that cause us stress (Ex: school, family, friends, work, others) • Stress Reducer: anything that helps individuals to reduce or relieve stress. (Ex: acknowledge it, good diet, regular sleep, exercise, building good relationships, etc.) • Identify and review stress management skills (causes and effects, management techniques). • Stress Management Techniques: acknowledge it, good diet, regular sleep, exercise, building good relationships, get organized, make a “to-do” list, don’t procrastinate, mentally count down, take a break, laugh, say “no” to things, listen to music, etc. • Understand the importance of selfcare in the dimensions of wellness. • Mental • Emotional • Physical • Social STRAND 6 Students will participate in activities regarding early childhood education. *Performance Skills for this strand included below Standard 1 Outline the responsibilities of childcare providers who work in early childhood careers. • Identify safety hazards, accident prevention and emergency situation procedures. • Discuss types and signs of child abuse and how to prevent it. • Differentiate between negative and positive methods of guidance for children. Standard 2 Describe the developmental value of play. • Identify age appropriate activities that promote creative play. • Discuss how play influences social, emotional and physical development. Standard 3 Plan and/or prepare a food experience that appeals to children, promotes healthy eating habits, and follows current USDA nutritional guidelines for preparing foods for children. Standard 4 Demonstrate a hands-on early childhood education experience. • Select a theme, games, healthy snacks, stories, fingerplays, art project, and science or sensory projects to use for childcare activities. Standard 5 Integrate consumerism, entrepreneurship and careers related to early childhood education. (Pre-School, K-3) • Investigate the costs associated with childcare for one year. STRAND 7 Students will determine the importance of proper nutrition and food preparation and techniques. *Performance Skills for this strand included below Standard 1 Apply lab management and safety procedures. • Identify food safety and sanitation guidelines. • Practice recipe conversions including doubling and halving. • Demonstrate correct measuring techniques. • Demonstrate proper use and care of kitchen equipment. • Identify cooking terms. • Demonstrate food preparation procedures. • Recognize table settings and appropriate social interactions during mealtimes. Standard 2 Students will analyze basic nutrition information that is practiced in dietetic careers. • Identify the six basic nutrients. (carbohydrates, protein, lipids, vitamins, minerals and water) • Identify food sources for the six basic nutrients. Standard 3 Discuss the current USDA Dietary Guidelines and MyPlate. Standard 4 Prepare healthy recipes that include the six basic nutrients. Standard 5 Integrate consumerism, entrepreneurship and careers related to the food and nutrition industries.

Performance Skills Strand 1 Conduct career research and pathway planning for a career of choice based upon self- assessment results. (Career Investigation FCCLA STAR Event could be integrated.)

Strand 2 Utilize the elements and principles of design to create a floor plan for a home, business, or apartment.

Strand 3 Demonstrate competence in sewing machine use, care and safety with the completion of a soft good that includes all of the following: • pattern markings • seam allowances • backstitch • pivot • casing • attach a button • measuring • pressing/ironing techniques

Performance Skills Strand 4 Develop a business plan using a fictious product. AND/OR Strand 4 Practice the characteristics of a good employee.

Strand 5 Create a road map of life that analyzes the influence of personal values and goals related to college/career pathways. AND/OR Strand 5 Evaluate the stress management techniques and determine which technique(s) are effective for stress reduction for the individual student.

Strand 6 Create a plan for an early childhood education provider that includes any two of the following: • Food experience • Art • Finger play • Sensory project • Appropriate play according to developmental age group • Game • Story

Strand 7 Demonstrate food safety, sanitation, lab management, and healthy food choices in a food lab setting.

FCCLA Integration into FCS Exploration: STAR Events: Illustrated Talk, Interpersonal Communications, Life Event Planning, Advocacy, Chapter Service Project Display, Chapter Service Project Portfolio, Leadership, National Programs in Action, Focus on Children Skill Demonstration Events: Impromptu Speaking. National Program: Power of One, Student Body, FACTS-Families Acting for Community Traffic Safety.

STRANDS AND STANDARDS HUMAN DEVELOPMENT

Course Description Human Development introduces the developmental stages of individuals across the lifespan. Students will study biological, cognitive, and social/emotional developmental changes of the individual in the context of the family and society. It emphasizes and demonstrates the vital connections between theory, research, and application. This can be offered as a concurrent enrollment course. Student leadership and competitive events (FCCLA) may be integrated into this course. Intended Grade Level 11-12 Units of Credit 0.5 Core Code 34.01.00.00.197 Concurrent Enrollment Core Code 34.01.00.13.197 Prerequisite NA Skill Certification Test Number 301 Test Weight 0.5 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Family & Consumer Sciences Endorsement 2 Child Development/ Early Childhood Education Endorsement 3 N/A

ADA Compliant: September 2019 STRAND 1 Students will investigate stages of development through the lifespan, understand the major developmental theories, and the scientific method. Standard 1 Define human development focus on the three domains. • Biological - Physical • Cognitive - Mental • Psychosocial - social/emotional. • List and describe the basic steps of the scientific method (1. Pose a question, 2. Develop a hypothesis, 3. Test the hypothesis, 4. Draw conclusions, 5. Report findings, 6. Replicate). o Describe surveys, noting at least one advantage and one disadvantage. o Describe three basic research designs used by developmental psychologists; cross- sectional, longitudinal, and cross-sequential. o Discuss the code of ethics and protection of research. • Define the nature/nurture controversy (The impact of genetics and. environment on development). Standard 2 • Investigate the lifespan perspective, which identifies the five facets of human development. Explain that development is multidirectional (multiple changes in every direction including sensitive and critical periods). • Discuss the multi contextual aspects of human life (i.e. historical events, cohorts, SES, and ecological-systems approach). • Discuss the multicultural nature of human development (i.e. culture, ethnicity, and race). • Discuss the multidisciplinary approach and how each person develops simultaneously in the three domains. (biological, cognitive, psychosocial). • Explain the importance of plasticity.

Standard 3 • Describe the major developmental theories Psychosocial theory, behaviorism, cognitive theory, humanism, evolutionary theories Describe the crises of Erikson’s theory • Discuss the major focus of behaviorists. (Watson, Pavlov, Skinner, and Bandura). • Explain the basic principles of classical and operant conditioning with social learning theory. • Identify the primary focus of cognitive theories. (Piaget & Vygotsky) • Describe Maslow’s hierarchy of needs. STRAND 2 Students will explore prenatal development from conception to birth including genetics and risk factors.

*Performance Skills for this strand included below. Standard 1 Describe how chromosomes and genes are transmitted to the developing zygote at conception. Identify the building blocks of heredity. (DNA, genes, chromosomes, and gametes) • Differentiate genotype from phenotype and discuss genetic diversity within the human genome (include allele). • Explain how sex is determined and discuss the polygenic and multifactorial nature of human traits. • Describe the significant developments of the germinal period. (include duplication/division, differentiation, and implantation) • Distinguish between monozygotic and dizygotic twins. • Describe recessive genes and X-linked genes in terms of genotype and phenotype. Standard 2 • Discuss the prenatal development process through birth. (germinal/zygotic, embryonic, and fetal periods). Describe the embryonic period (embryo) • Describe the fetal period. (include fetus, ultrasound, age of viability) • Describe the birth process; including the possible need for medical intervention. (i.e. cesarean section) • Discuss the Apgar test. • Discuss the signs and coping methods for post-partum depression. Standard 3 Discuss abnormal genes and chromosomes, possible harm to the fetus (teratogens), prenatal testing, and low birthweight. • Discuss the importance of prenatal care, social support, and a healthy parental alliance. • Describe the most common chromosomal abnormalities. (i.e. Down syndrome and X- linked chromosome abnormalities) • Identify behavioral and physical teratogens, note their effects on the developing embryo and fetus, and discuss factors that determine whether teratogens will be harmful. • Discuss how to minimize risks involved with pregnancy. (i.e. critical and sensitive period, threshold effect, fetal alcohol spectrum disorders (FASD), and age of mother) • Identify the difference between low birthweight, very low birthweight, and extremely low birthweight. (include preterm and small for gestational age) STRAND 3 The student will outline healthy patterns of physical, cognitive and psychosocial growth during infancy (first two years).

*Performance Skills for this strand included below. Standard 1 Understand the interaction of biological and environmental forces on physical development during the first two years. • Discuss the infant’s rapid change in height and weight compared to an adult. • Identify the reflexes that a newborn exhibits. (Moro, Babinski, Grasping, Rooting) • Discuss the dangers to the brain caused by shaken baby syndrome. • Describe an infant’s sensory and perceptual abilities in hearing, vision, taste, smell, and touch. • Describe the basic pattern and timing of gross and fine motor-skill development. • Discuss SIDS and co-sleeping. • Discuss the importance of childhood immunizations. • Discuss the nutrition for the first two years. (include breast milk, colostrum, malnutrition) Standard 2 Explore cognitive development. Distinguish between sensation, perception, and cognition. • Discuss the three main goals of the dynamic sensory motor system. (social interaction, comfort, and learning) • Identify and describe Piaget’s theory of sensorimotor intelligence. (i.e. object permanence and little scientist) • Identify the universal sequence and normative benchmark of language development. (i.e. child-directed speech, babbling, holophrase, naming explosion, and grammar) Standard 3 Explore psychosocial development. (emotions and brain development)

• Describe the basic emotions expressed by infants during the first year. (i.e. social smile, stress/c, separation anxiety, and stranger anxiety) • Describe the social/emotional development. (i.e. self- awareness, pride, shame, embarrassment, disgust, and guilt) • Discuss the role of temperament and personality in the child’s psychosocial development. (i.e. influence of genes and child-rearing methods) Standard 4 Explore how social bonds lead to healthy growth and development. • Discuss the importance of goodness of fit, social referencing and synchrony in caregiver–infant interaction during the first year. • Explore secure and insecure attachment. (i.e. insecure-avoidant, secure, insecure- resistant/ambivalent, disorganized) • Describe the behaviorism perspective on emotion and personality that are influenced by parents. (i.e. social learning, distal and proximal parenting) • Discuss the impact of non-Parental care on young children and identify factors that define high-quality day care. (i.e. family or center day care) STRAND 4 The student will outline healthy patterns of physical, cognitive and psychosocial growth during early childhood (Ages 2 – 6).

*Performance Skills for this strand included below. Standard 1 • Describe growth rates and changes in physical development. • Describe normal physical growth. • Describe changes in eating habits. (i.e. overweight, deficiencies, allergies, just right principle, and oral health) • Explore the development between gross and fine motor skills. • Discuss the risk of accidental injury and environmental hazards (i.e. primary, secondary, and tertiary prevention) Standard 2 Examine brain growth and its role in physical and cognitive development. • Describe the development of the prefrontal cortex during early childhood and its role in impulse control and appropriate focus. • Describe the development of the limbic system, along with its role in the expression and regulation of emotions. • Describe the major characteristics of Piaget’s stage of preoperational thought. (i.e. symbolic thought, animism, centration, egocentrism, focus on appearance, static reasoning, irreversibility, and conservation) • Explain Vygotsky’s views on cognitive development. (guided participation, scaffolding and zone of proximal development)

• Explain vocabulary explosion and comprehension of speech (i.e. fast- mapping and over regularization). • Discuss bilingualism at an early age. Standard 3 Describe social understanding, beginning with emotional development and emergence of sense of self. • Explain Erik Erikson’s third stage. (initiative vs guilt) • Identify different types of motivation and emotional regulation. (i.e. extrinsic vs. intrinsic, and effects of rewards/positive reinforcement) Standard 4 Discuss importance of play in psychosocial development. Discuss types of play. (i.e. solitary, onlooker, parallel, associative, and cooperative) • Identify benefits of active play. (i.e. rough and tumble and sociodramatic) • Discuss gender differences that emerge during early childhood. Standard 5 • Discuss the effects of parenting patterns. Compare and contrast parenting styles. (i.e. authoritarian, permissive, authoritative, and neglectful/uninvolved) • Describe pros and cons of methods of discipline. (i.e. corporal punishment, psychological control, time-out/social exclusion, and explanation) • Discuss how screen time can affect development (i.e. violence in children and interference with family life) Standard 6 Discuss how children develop moral values, behaviors, and social bonds. Explain empathy or antipathy, and describe the behaviors produced by each type of emotion. (i.e. antisocial and prosocial behavior) • Differentiate types of aggression. (i.e. instrumental, reactive, relational, and bullying aggression) Standard 7 Identify the various categories of child abuse warning signs, consequences, and prevention. • Define different types of abuse (i.e. physical, emotional, sexual, and neglect) and short- term/long-term consequences. • Discuss the three levels of prevention when addressing child abuse. (primary, secondary, and tertiary) • Discuss foster and kinship care as intervention options. STRAND 5 The student will outline healthy patterns of physical, cognitive and psychosocial growth during middle childhood (Ages 7 – 11).

*Performance Skills for this strand included below. Standard 1 Describe normal physical growth and development during middle childhood. • Discuss benefits and hazards of play and physical exercise. • Discuss short-term and long-term problems of asthma and obesity. (i.e. BMI, overweight, heart disease) Standard 2 Examine brain and cognitive development. Identify and discuss Piaget’s concrete operational thought (i.e. classification and seriation) • Discuss Vygotsky’s views regarding the influence of sociocultural context on learning. • Discuss how information-processing theory explains cognitive advances (i.e. selective attention, sensory memory, working memory/short-term memory, long- term memory, and metacognition) • Explain pragmatics and informal/formal codes in language development. • Explain how achievement and aptitude tests are used in evaluating individual differences in cognitive growth. (i.e. IQ, multiple intelligences) Standard 3 Explore developmental psychopathology perspective and the value in treating children with special needs. • Describe symptoms and treatment of attention-deficit disorder. • Discuss characteristics of learning disabilities. (i.e. dyslexia, autistic spectrum disorders) Standard 4 Explore growing social competence of children, growth of social cognition, and self- understanding. • Explore Erikson’s psychosocial developmental stage. (industry vs. inferiority) • Describe development of the self-concept and its implications for children’s self- esteem. (social comparison) • Discuss resilience and identify the variables that influence stressors and coping methods. Standard 5 Explore growing social competence of children, growth of social cognition, and self- understanding. • Explore Erikson’s psychosocial developmental stage (industry vs. inferiority) • Describe development of the self-concept and its implications for children’s self- esteem. (social comparison) • Discuss resilience and identify the variables that influence stressors and coping methods. Standard 6 Explore ways peer groups influence psychosocial development. Discuss positive and negative social interactions of peer groups. • Discuss bullying. (include physical, verbal, relational, cyber bullying, and prevention) Standard 7 Explore how middle childhood is a time of expanding moral reasoning. Outline Kohlberg’s theory of moral development. (preconventional, conventional, and postconventional) • Discuss the shift from parental influence on peers. (protect your friends, loyalty, conform to peer standards) STRAND 6 The student will outline healthy patterns of physical, cognitive and psychosocial growth during adolescence (Ages 11 to 18).

*Performance Skills for this strand included below. Standard 1 Explain biological maturation of the adolescent. • Outline biological events of puberty. (i.e. primary and secondary sex characteristics) and discuss the emotional impact of hormones. • Identify several factors that influence the onset of puberty and discuss effects of early and late maturation. (menarche and spermarche) • Describe growth spurts, focusing on changes in body weight, height, and muscles. • Discuss the relationship between poor nutrition and body image concerns. • Describe eating disorders. Standard 2 Describe cognitive advances and limitations. • Discuss relationships between the limbic system and the prefrontal cortex. (cognition and behavior) • Discuss egocentric fantasies/fables. (personal fable, invincibility fable, and imaginary audience) • Describe evidence of formal operational thinking. (hypothetical thought, deductive and inductive reasoning) • Discuss two modes of thinking. (intuitive and analytic thought) Standard 3 Explore learning in secondary education. • Discuss problems that often appear during the transition from elementary to secondary school. • Discuss relationships between educational technology and teenage cognition. (i.e. cyber-danger, abuse, and addiction) Standard 4 Discuss adolescent’s efforts to achieve an identity and the impact of parents and peer groups on psychosocial development. • Describe Erikson’s fifth developmental stage. (identity vs role confusion) • Identify James Marcia’s four major identity statuses. (role confusion, foreclosure, moratorium, identity achievement) Standard 5 Examine influences of family, friends, and society on adolescent psychosocial development. • Describe effects of parent–adolescent conflict and other aspects of parent–teen relationships. (i.e. bickering and parental monitoring) • Explain constructive functions of peer relationships and close friendships during adolescence. (i.e. peer pressure, clique, crowd, and deviancy training) Standard 6 Examine romantic relationships of adolescents. • Discuss development of romantic relationships during adolescence. • Discuss various influences on teen sexual behavior. (peers, parents, and schools) • Discuss potential problems associated with early sexual activity. (teen pregnancy and STIs) Standard 7 • Describe how sadness, anger, delinquency, and drug use can influence adolescent lives. Discuss contributing factors and causes of depression. (i.e. familism, chemical imbalance, rumination) • Discuss adolescent suicides and suicide attempts. (i.e. suicidal ideation parasuicide, and cluster suicide) • Discuss causes of delinquency and drug use and approaches for prevention. • Discuss the prevalence and significance of substance abuse for development. (include the use of alcohol, tobacco, and other drugs) STRAND 7 The student will examine the overall development of emerging adults. (Ages 18-25)

*Performance Skills for this strand included below. Standard 1 Describe physical changes in emerging adulthood. • Describe changes in growth, strength, and overall health that occur. • Discuss why emerging adults are more likely than people of other ages to take part in risky behaviors. (i.e. irresponsible sex, risky sports and occupation and drug use) Standard 2 Examine personality development. Explain that ethnic and vocational identity from Marcia’s identity achievement stage may still be unresolved. • Describe personality regarding rising self-esteem and serious psychological disorders. (i.e. mood disorders, anxiety disorders, and schizophrenia) • Discuss Erikson’s sixth developmental stage. (intimacy vs. isolation) • The need for intimacy in emerging adulthood, focusing on friendship, love, and marriage. (hooking up, choice overload, and cohabitation) STRAND 8 The student will outline healthy patterns of physical, cognitive and psychosocial growth during Middle adulthood (Ages 25-65).

*Performance Skills for this strand included below. Standard 1 Describe typical patterns of biological development. Identify common physical signs of aging and discuss their impact. (i.e. senescence: skin, hair, shape and agility, senses) • Identify common changes that occur in the sexual-reproductive system. (i.e. infertility and in-vitro fertilization, menopause, and andropause) • Discuss changes in brain functioning. (slowing of reaction time) Standard 2 Discuss the relationship of environmental and personal factors to health. Describe the effects of certain lifestyle factors on health. (tobacco and alcohol use, lack of exercise, and overeating) (Identify measures for increasing health during middle adulthood. (i.e. mortality, morbidity, disability, and vitality) • Discuss differences in stress responses. (i.e. problem-focused, emotion-focused, and avoidant) • Discuss how SES and ethnicity affects health. Standard 3 Discuss cognitive expertise that often comes with experience, pointing out the ways in which expert thinking differs from that of the novice (selective optimization with compensation). Standard 4 Discuss adult personality. Examine the Big Five personality traits. (openness, conscientiousness, extroversion, agreeableness, neuroticism) Standard 5 • Understand ways in which friendship and family dynamics change during adulthood. Discuss importance of friendship and social convoy in protecting adults against the effects of stress. • Describe how relationships with siblings, children, and parents change during adulthood. (i.e. fictive kin) • Describe how and why marital relationships change during adulthood (i.e. intimacy, passion, commitment and time periods of marital happiness, empty nest) • Discuss impacts of divorce and remarriage during adulthood. Standard 6 • Examine Erikson’s seventh stage of development (generativity vs. stagnation) Explain how generativity is met. (i.e. care giving, employment, kinkeeper and volunteering) • Discuss middle-aged adults as the “sandwich generation,” focusing on caring for their elderly parents. • Describe how balance among work, family, and self often shifts. • Describe intrinsic and extrinsic rewards associated with working; and how job change/loss influences older workers. STRAND 9 The student will outline healthy patterns of physical, cognitive and psychosocial growth during late adulthood (ages 65+).

*Performance Skills for this strand included below. Standard 1 Examine physical development. • Define ageism and elderspeak; and explain contributions of gerontology to changing views about old age. • Explore physical health including primary and secondary aging. • Explain the concept of compression of morbidity. • Describe ongoing changes in the age distribution. (demographic shift) • Distinguish among three categories. (young-old, old-old, and oldest-old) • Discuss concepts and theories of aging. (i.e. wear and tear, genetic clock, cellular aging) • Discuss selective optimization with compensation. (i.e. sex, senses and driving) • Discuss problems with identifying causes of dementia/Neurocognitive disorders. (polypharmacy) Standard 2 Discuss cognitive changes. • Compare Erikson’s integrity vs despair and Maslow’s self-actualization. • Discuss purposes of a life review. • Discuss problems with identifying causes of dementia/Neurocognitive disorders. (polypharmacy) Standard 3 Explain Erikson’s eighth developmental stage. (integrity vs. despair) Standard 4 Explore ways older adults fulfill their need for relationship. Describe long-term partners and how they protect against problems of aging. • Describe relationships between older adults and younger generations. (i.e. filial responsibility and types of grandparents: remote, companionate, involved, and surrogate) • Identify roles of friendship in late adulthood. Standard 5 Address problems facing the frail elderly and their families, including caregiving and living arrangements. • Identify and discuss Activities of Daily Living (ADLs): eating, bathing, toileting, dressing, and moving; and Instrumental ADLs (IADLs). (i.e. paying bills, driving a car) • Identify advantages and disadvantages of alternative care arrangements. • Describe risks and predictors of elder abuse. STRAND 10 Explore various views on death and dying. Standard 1 Describe how death and dying has changed from 100 years ago. • Analyze death throughout the lifespan. • Discuss a near-death experience. Standard 2 Understand the meaning of a death and loss. • Identify the purpose of hospice and palliative care. (i.e. living will, health care proxy) • Describe characteristics of a “good death” that are accepted by most people. (i.e. at the end of a long life, peaceful, quick, in familiar surroundings, with family and friends present, without pain or discomfort) • Identify stages of grief according to Kubler-Ross. (denial, anger, bargaining, depression, and acceptance). • Compare normal grief to complicated grief. (absent grief, disenfranchised grief, and incomplete grief) • Differentiate between grief. (emotional component), mourning (physical component), and bereavement (cognitive component) Performance Skills Strand 2 Research a teratogen and explain how it can affect a developing fetus.

Strand 2, 3, and 4 Research happenings during your cohort, identify how these have shaped or affected your development and outlook on life.

Strand 5 Complete/observe a conservation experiment with a preschooler and a 7- 8 year-old. Identify the differences you observed between the two ages.

Strand 6 Recall two personal experiences in your life and relate each to one of Erikson’s stages of development.

Strand 6, 7, 8 (Choose One) Identify where you feel you are in the four major life statuses (Role confusion, Foreclosure, Moratorium and Identity achievement) List reasons that substantiate this status. Identify some of the challenges faced by adolescents and emerging adults (Drug or alcohol abuse, early sexual activity, bullying, etc.) Explain ways to help avoid the pitfalls of these challenges.

Strand 8 Identify which of the Big Five you most relate to in your personality and discuss how this affects your interactions with others.

Strand 9 List choices or changes you could make in your life to help yourself age well.

STRANDS AND STANDARDS PROSTART LEVEL 1

Course Description Prostart® I is a professional start to the Foodservice and Culinary Arts industry. It is a program sponsored by the National Restaurant Association Educational Foundation. The ProStart® curriculum, introduces students to career opportunities in the restaurant and foodservice industry and provides them with foundational skills in culinary arts and restaurant management that will jump-start their post-secondary experience, in college and/or careers. In Utah, FCCLA may complement this course. *refer to the addendum for specific information. Intended Grade Level 11-12 Units of Credit 1.0 Core Code 34.01.00.00.255 Concurrent Enrollment Core Code 34.01.00.13.255 Prerequisite Food and Nutrition 1 & 2; ProStart 2 can be taken before ProStart 1. Skill Certification Test Number 931 Test Weight 1.0 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 FCS General Endorsement 2 Food Services/Culinary Arts Endorsement 3 N/A

ADA Compliant: August 22, 2019

STRAND 1 Students will explore the history of the food service and hospitality industry. Standard 1 – Welcome to the Industry • Identify the two segments of restaurant and foodservice industry and give examples of businesses in each of them. • Categorize the types of businesses that make up the hospitality, lodging, and tourism industries, and identify their foodservice opportunities. • Outline the growth of the hospitality industry throughout the history of the United States. • Identify the roles of famous chefs throughout history including in the twentieth century. • Model the brigade system.

STRAND 2 Students will explore the career opportunities in the restaurant/foodservice and hospitality industry. Standard 1 – Career Opportunities • Identify the two major categories of jobs in the restaurant/foodservice and hospitality industry. • Identify skills needed by foodservice professionals. • Describe the career opportunities in both the front of the house and back of the house in the restaurant/foodservice and hospitality industry. • List factors for maintaining health and wellness throughout a restaurant/foodservice and hospitality career. • Explain the purpose and benefits of networking.

STRAND 3 Students will articulate professional expectations within the foodservice and hospitality industry. Standard 1 • Define professionalism, as it relates hospitality professionals. • Apply the importance of personal appearance and grooming standards to your employment. • Recognize the connections between your professional life and your personal life. • List the basic expectations that employers have for an employee in a foodservice industry. • Demonstrate effective teamwork. • Describe ethics and explain their importance to the restaurant and foodservice industry. • Identify the benefits of diversity in a workplace. • Explain how stereotypes and prejudices can negatively affect working together. • Identify how employees’ roles and jobs impact an organization’s mission and goals. • Outline the steps to resigning from a job.

STRAND 4 Students will demonstrate effective communication. Standard 1 • Describe the communication process. • Identify obstacles to effective communication and explain how to prevent them. • Practice effective listening skills. • Demonstrate effective speaking skills. • Demonstrate effective writing skills. • Describe interpersonal communication in the workplace. • Innumerate the guidelines of effective listening.

STRAND 5 Students will create a career plan for an effective comprehensive job search within the food service and hospitality industry. Standard 1 • Outline a plan for an effective job search. • Create a cover letter and resume for a food service/ hospitality and industry position. • Describe the steps to an effective job interview. • Identify the differences between closed and open-ended questions in interviews. • Explain the follow-up steps for a job interview. • Define and give examples of an employee assessment test. • Outline the steps to choosing a college or trade school and identify resources for answering those questions. • Research ways to find and apply for scholarships and financial assistance.*

STRAND 6 Students will keep food safe through the proper use of food handling and sanitation techniques. * Standard 1 • Define what a foodborne-illness outbreak is, and list the costs associated with one. • Recognize the risks associated with high-risk populations. • Identify factors that affect the growth of pathogens (FAT TOM). • Identify characteristics of time and temperature control for safe food (TCS) and list examples. • List the ways food becomes unsafe including; physical, chemical, and biological. • Identify the most common allergens and methods for preventing allergic reactions. • Recognize the need for food defense systems. • Identify government agencies that regulate the restaurant and foodservice industry. • Explain the characteristics of TDZ and TCS foods. • State the government agency that creates the food code guidelines. • State the government agency that enforces the food safety regulations.

STRAND 7 Students will demonstrate proper personal hygiene and cleanliness. * Standard 1 • List personal behaviors that can contaminate food. • List the steps five steps to proper handwashing and identify when hands should be washed. • Identify proper personal hygiene practices and appropriate work attire. • Identify ways to handle ready-to-eat food safely. • Identify when food handlers should be prevented from working around food or from working in the operation. • Explain how to maintain a clean and sanitary operation. • Outline procedures for cleaning and sanitizing tools and equipment, including a three-compartment sink. • Identify three factors that affect the effectiveness of sanitizers. • List the elements of a master cleaning schedule including the what, when, how and who. • Outline procedures for proper pest management in a food service operation.

STRAND 8 Students will practice the safe flow of food in a food service operation. Standard 1 • Define and identify ways to prevent cross-contamination. • Identify ways to prevent time-temperature abuse. • List the steps for calibrating a bimetallic stemmed thermometer using the ice-point method. • Identify characteristics of an approved food source. • Identify criteria for accepting or rejecting food during receiving. • Characterize the procedures for receiving food and the reasons why food may be rejected. • Outline procedures for storing food. (FIFO) • Outline procedures for preparing and cooking various TCS food. (poultry, ground meat, seafood, whole cuts, commercially processed foods, fruits, vegetables, and grains) • Outline procedures for holding, cooling and reheating TCS food. • Identify ways to handle food ready for service. • Outline procedures for preparing and serving food for an off-site service. • Explain what a food safety management system is and why it’s important. (HACCP)

STRAND 9 Students will identify how to appropriately manage risks within a food service operation. Standard 1 • State who is responsible for providing a safe environment and ensuring safe practices within a food service operation. • Define the role of Occupational Safety and Health Administration regulations (OSHA). • State the two major Hazard Communication Standard requirements including safety data sheet (SDS) sheets and the safety audit for employers. • List the requirements for storing hazardous chemicals in an operation. • Explain the importance of general safety audits and safety training. • List the steps in an accident investigation. • Explain the purpose of an emergency plan, including an escape plan. • Define the terms harassment-free environment and mutually respectful workplace. • List guidelines for handling harassment claims.

STRAND 10 Students will elaborate workplace safety procedures. Standard 1 • Describe the types of protective clothing, footwear, and equipment used in a foodservice setting. • Identify hazards that contribute to accidental fires. • Classify the types of fires and fire extinguishers. • Outline the actions to take in the event of a fire in a foodservice setting. • Identify procedures in preventing burns. • Identify procedures for preventing slips, trips, and falls in a foodservice operation. • Outline the procedures for cleaning up spills on floors. • Articulate how to use a ladder safely. • Explain proper lifting and carrying procedures to avoid injury. • Outline basic first aid concepts and procedures. • Identify external threats to an operation, and list ways to protect against them.

STRAND 11 Students will identify foodservice equipment used in a food service operation. Standard 1 • Identify the equipment needed for receiving and storing food and supplies. • List the different types of food-preparation equipment and give examples of their uses including; slicer, mandolin, food processor, emersion blender, convection oven, proofer/holder cabinet, salamander, griddle, and combi-oven. • Demonstrate correct and safe use of food-preparation equipment. • Identify the kitchen equipment needed for holding and serving food and beverages including; food warmer and steam table, bain-marie, and speed rack.

STRAND 12 Students will practice the proper use of knives and small wares in a food service operation. Standard 1 • Identify hand tools and small equipment including; china cap, ricer, skimmer, parisienne scoop, and tamis. • Identify the different types and uses of pots and pans including; brazier, double boiler, sautoir, and sheet pan. • List the different types of knives used in the foodservice kitchen and identify examples of their uses including; cleaver, boning, tournet, and santoku. • Demonstrate the correct holding and cutting motions for a chef’s knife and knife basics. • Demonstrate the eleven classical knife cuts.* • Identify the components of a knife, proper care and safety.

STRAND 13 Students will identify the kitchen basics. Standard 1 • List the major positions in a modern, professional kitchen. • Identify the work sections and stations in a professional kitchen. • Recognize the positions in a kitchen brigade and a dining room brigade. • Explain the importance of mise en place. • Identify the difference between seasoning, flavoring, herbs, and spices. • Describe and demonstrate all basic pre-preparation techniques. • Interpret information on a nutrition label.

STRAND 14 Students will practice basic culinary math skills. Standard 1 • Perform basic math calculations using numbers or fractions. • Identify the components and functions of a standardized recipe. • Identify the formula for increasing or decreasing recipe yields.* • Convert recipes to yield smaller and larger quantities based on operational needs. • Explain the differences between customary and metric measurement units and convert units between the two systems.* • Demonstrate measuring and portioning using the appropriate small wares and utensils. • Given a problem, calculate as purchased (AP) and edible portion (EP) amounts.* • Calculate the total cost and portion costs of a standardized recipe.

STRAND 15 Students will identify and prepare salads, dressings and dips Standard 1 • Explain the roles of salads on the menu. • Identify and describe the various ingredients used to make salads. • List the four parts of a salad and explain the role of each. • Identify and prepare various types of salad. • Identify procedures for cleaning and storing salad greens. • Differentiate among various oils and vinegars. • Prepare vinaigrettes and other emulsions. • Describe and prepare common cold and hot dips.

STRAND 16 Students will identify and prepare different types of sandwiches and pizza. Standard 1 • Give examples of different types of sandwiches, including simple hot, open-faced, tea (or finger), grilled, deep-fried, and simple cold. • Explain the roles of the three components of a sandwich: bread, spread, and filling. • Classify the components of a sandwich station and construct several types of sandwiches. • Give examples of different styles of pizza including; Chicago, New York, and Neapolitan. • Prepare various types of pizza.

STRAND 17 Students will identify and prepare different types of stocks, sauces, and soups. Standard 1 • Identify the various types of stocks including their four essential parts and the proper ingredients for each. • Apply three methods for preparing bones for stock. • Prepare the ingredients for and cook several kinds of stocks. • Explain how and why to remove fat from stock. • List the ways to cool stock properly. • Describe and prepare the five mother sauces, and their derivatives. • List the proper ingredients for sauces and explain how to create them. • Prepare various small sauces including, compound butters and cold or thick sauces. • Identify appropriate sauce usage. • Identify and prepare the two basic kinds of soups, give examples of each. • Prepare the basic ingredients for broth, consommé, purée, clear, and cream soups.

STRAND 18 Students will identify and practice appropriate cooking methods. Standard 1 • List and explain the three types of heat transfer. • Describe dry-heat cooking methods and list the foods to which they are suited. • Describe moist-heat cooking methods and list the foods to which they are suited. • Describe combination-heat cooking methods and list the foods to which they are suited. • Describe sous vide and microwave cooking techniques. • Identify ways to determine if a food has reached the correct degree of doneness.

STRAND 19 Students will identify and demonstrate basic baking techniques. Standard 1 • Identify the common 8 baker’s ingredients and their functions. • Calculate ingredient weights using baker’s percentages.* • Convert baking recipes to a new yield.* • Prepare seven types of cookies. • Prepare the muffin method and biscuit methods of quick bread. STRAND 20 Students will identify principles of Great Service. Standard 1 • Explain the importance of customer service to the restaurant and foodservice industry. • List the importance for making a good first impression of your establishment and give examples of how to make one. • Describe special needs that some customers might have. • Articulate ways to obtain feedback from guests to determine their satisfaction. • Explain how customer complaints should be resolved.

STRAND 21 Students will determine front-of-the-house basics for successful service. Standard 1 • Describe service staff roles and list the duties and responsibilities of each. • Identify various server tools and the correct way to stock a service station. • Outline the process for receiving and recording reservations and special requests. • Demonstrate taking orders at the table, beginning with the greeting. • Define suggestive selling and give examples of how to do it. • Identify basic guidelines for serving alcohol to guests. • Describe the four traditional styles of service; American, French, English, and Russian. • Identify contemporary styles of service. • Demonstrate setting and clearing items properly. • Demonstrate and prepare various types of hot and cold beverages. • Demonstrate service procedures for hot and cold beverages. • List methods for processing payment including tabulation proper change.

STRAND 22 Students will articulate a management system within a food service/hospitality operation. Standard 1 • Identify the behaviors of an effective leader. • Identify major responsibilities of an effective manager. • Identify common expectations that employees have about managers. • Outline opportunities to promote diversity in the workplace. • List the steps for solving a problem and explain how each step contributes to a successful outcome. • Explain what a SMART goal is and how it positively impacts an operations success. • Explain the importance of a vision statement and a mission statement and describe their differences. Workplace Skills Students will develop professional and interpersonal skills needed for success in the fashion industry.

Determine the difference between hard skills and soft skills.

Identify soft skills needed in the workplace

• Professionalism • Respect Legal requirements/expectations • Good communication skills • Resourcefulness & creativity • Work Ethic

Resources

Strand 5

· Workbook activities 5.4 resume, 5.5 interview questions Link to website - https://textbooks.restaurant.org/Students/Student-Resources/Resume-Builder

· · www.chooserestaurants.org o Discover opportunities, students o Scholarships

Strand 6 https://www.uen.org/cte/facs_cabinet/facs_cabinet11.shtml

· Here is the link to the PowerPoint for changes in teaching the ServSafe Information

Strand 7

· Also Document R392-100 Food Service Sanitation Rule, with Utah Amendments

Include wearing gloves and ServSafe managers last 3 years Strand 12

· Knife cuts refer to book pages 238-240 workbook activity 12.9

Video for Julienne http://link.videoplatform.limelight.com/media/?mediaId=5104f775bee34e39bee037232fdbea3 c&width=480&height=321&playerForm=Player

Strand 14

· Pg 278 – Formula for increasing or decreasing recipe yields desired yield/original yield = conversion factor

· Pg 282 – converting Fahrenheit to Celsius and vice versa

· Pg 286 – 287 - EP/Yield percentage = AP

Strand 19

· Baker’s Percentages pg 404 – (Weight of ingredient / Weight of flour) x 100 percent = percent of ingredient

· Baking recipes for new yield – pg 405

STRANDS AND STANDARDS PROSTART LEVEL 2

Course Description ProStart® II is a companion to ProStart® I from the National Restaurant Association Educational Foundation. ProStart® is a program of the National Restaurant Association Educational Foundation. This course introduces students to career opportunities in the restaurant and foodservice industry and provides them with foundational skills in culinary arts and restaurant management that will jump-start their post-secondary experience, in college and/or careers. Prior to beginning ProStart® II, teachers should review safety, sanitation and kitchen essentials with their students found in the ProStart® I textbook. In Utah, FCCLA may complement this course. *refer to the addendum for specific information.

Intended Grade Level 11-12 Units of Credit 1.0 Core Code 34.01.00.00.257 Concurrent Enrollment Core Code 34.01.00.13.257 Prerequisite Food and Nutrition 1 & 2, ProStart 2 can be taken before ProStart 1. Skill Certification Test Number 932 Test Weight 1.0 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 FCS General Endorsement 2 Food Services/Culinary Arts Endorsement 3 N/A

ADA Compliant: August 22, 2019

STRAND 1 Students will explore basic marketing concepts of the foodservice and hospitality industry. Standard 1 – Introduction to Marketing o Define the term marketing. o Describe the components of the traditional/contemporary marketing mix. o Describe the elements of a marketing plan/strategies. o Define target market and explain why it is important to a business. o Analyze the parts of a SWOT analysis. o Identify and recognize elements of market communications/sales promotion mix. o Describe the benefits and opportunities of public relations. STRAND 2 Students will examine the development, construction and management of menu concepts. Standard 1 – Menu Management • Determine the importance of the menu to a foodservice operation. • Compare and contrast the different types of menus including; a la carte, table d’hôte, California, limited, du jour, and cycle menus. • Organize the information on a menu based on a specific menu type. • Implement principles of menu layout and design on a specific menu type. • Explain the purposes of a menu sales mix analysis and define function of Point of Sales (POS) system in place. • Analyze menu items according to their popularity based on profitability and target margin (Star, Plow horse, puzzle, dog). • Compare the food cost percentage methods and the contribution margin method for menu pricing.

STRAND 3 Students will identify the characteristics of eggs and dairy products. Standard 1- Eggs and Dairy Products • Classify dairy milk and milk alternatives and their fat content. • Classify the different forms of cream and their fat content. • Classify the different forms of cultured dairy products and their fat content. • Differentiate between butter and butter substitutes and recognize the characteristics of each. • Identify ripened and un-ripened cheeses and give characteristics and examples of each. • Compare the characteristics of fresh eggs and market forms of eggs and identify ways to use and keep them safe. • Prepare eggs using three different cooking methods such as poach, rolled omelet and sunny side up. STRAND 4 Students will explore the facets of breakfast foods. Standard 1= Breakfast Cookery • Describe the three types of breakfast service. • Investigate various types of pancakes, crepes, waffles and French toast. • Compare and contrast characteristics of breakfast meats including shrinkage. • Distinguish differences between various breakfast starches. STRAND 5 Students will explore and utilize fruits. Standard 1- Fruits • Identify seasons of fruits and utilization of each. • Identify how purchasing, grading and storing affect fruit selection. • Explain how to prep fruit for service such as: cleaning, peeling, seeding, trimming and cutting of various types. • Cook various types of fruit using appropriate methods such as: poaching, grilling and sautéing. STRAND 6 Students will explore and utilize vegetables. Standard 1- Vegetables • Categorize the five types of vegetables. • Identify how purchasing, grading and storing affect vegetable selection. • Demonstrate the preparation of various types of vegetables such as: cleaning, chopping, dicing and mincing. • Define the eleven cooking methods and prepare at least four. • Identify ways to hot-hold vegetables for safety and quality. STRAND 7 Students will articulate different types grains, legumes, potatoes, and pasta. Standard 1- Potatoes, Grains and Pasta • Compare and contrast the six different types of potatoes. • Identify procedures for storing potatoes. • Identify the seven methods for preparing potatoes and prepare at least three. • Identify and describe different types of grains and legumes. • Identify the four categories of legumes and the unique properties of each. • Describe the common wheat and rice varieties. • Explore the derivatives of corn and oats grains. • Explore the specialty varieties of grains. • Explain how to store grains and legumes. • Prepare various types of grains and legumes. • Identify and describe different types of pasta including steps in preparing fresh pasta. • Prepare pasta using a variety of methods. • Prepare dumplings using a variety of methods. STRAND 8 Students will identify methods of cost control including budgets. Standard 1- Introduction to Cost Control • Identify the types of costs incurred by a foodservice business and give examples of each. • Explain the purpose of a budget. • Explain the purpose of a profit-and-loss report. • Explain the purpose of invoices in a foodservice business. • Identify tools to help control costs including a Point of Sales (POS) system. STRAND 9 Students will analyze food costing and methods for control. Standard 1- Food Costing • Define the nine steps in controlling food costs. • Define and calculate food cost and food cost percentage using a standardized recipe. • Calculate a recipe’s yield and the number of portions it will produce using the formula for recipe yields. • Use a conversion factor to calculate a new yield for an existing recipe. • Explain the importance of portion control to food cost. • Explain the food cost percentage method for menu pricing using a 33% food cost. • List and describe purchasing, receiving, and storage procedures that help to preserve quality and control costs. • Outline ways to evaluate a finished product for quality. • Explain the importance of inventory value as it relates to cost control. STRAND 10 Students will describe the effects of labor costing to a business’s success. Standard 1- Labor Costing • Explain the importance of standard labor costs to a business’s success. • List factors that affect labor costs. • Describe the relationship between sales volume and labor costs. • Explain the difference between a master schedule and a crew schedule. STRAND 11 Students will evaluate purchasing and inventory procedures. Standard 1- Purchasing • Describe the purchasing function. • Describe the five factors that contribute to the purchasing process. • Evaluate the goods and services that might be purchased by a foodservice operation. • Explain quality standards and how they should be used. • Describe the three layers of distribution and how they determine what and when to order with relation to purchase orders. • Describe how to receive and store purchased product. • Differentiate between the methods used to account for inventory. STRAND 12 Students will apply concepts to build a successful team. Standard 1- Building Successful Teams • Explain what is included in a job description and why this document is important to a business. • Investigate a manager’s responsibility for maintaining labor law knowledge. • Identify methods for ensuring a fair and consistent hiring process. • Identify discriminatory language and practices in the hiring process. • Describe the typical phases of onboarding and explain its importance to a business. • Explain what employees can expect during orientation. • Identify the six key points of effective employee training. • Summarize and discuss effective cross-training, group training, and on-the-job- training and the benefits of each. • Describe the importance of performance appraisals and ongoing feedback. STRAND 13 Students will articulate why sustainability is important to the foodservice/hospitality industry. Standard 1- Sustainability • Identify and list the issues surrounding the global production of seafood, coffee, animals and how sustainability and conservation are connected. Explain why each is important. • Describe local sourcing and list the different types of growing practices. • Explain why water conservation and energy efficiency is important and list the ways a restaurant or foodservice operation can improve its water usage and energy efficiency. • Explain the differences between renewable and nonrenewable energy sources. • Describe ways a restaurant or foodservice operation can build or make structural improvements to its facility in a sustainable way. • Describe and list how a restaurant or foodservice operation can reduce, reuse or recycle the total amount of its waste. STRAND 14 Students will apply basic nutrition concepts within the foodservice/hospitality operation. Standard 1- Introduction to Nutrition • Describe why nutrition is important to the restaurant and foodservice industry. • List the six basic types of nutrients found in food and their function in people’s diets. • Explain how phytochemicals and fiber function in the body. • Explain what food additives are and how they function in food. • Explain the role of digestion in nutrition and health. STRAND 15 Students will apply nutrition concepts to build healthful menus. Standard 1- Components of Healthful Menus • Describe the aspects of a healthy diet and the reasons to follow one. • Use the Dietary Guidelines for Americans and Choose My Plate to plan meals. • Compare and contrast vegetarian diets. • List and describe techniques for food preparation that preserve nutrients. • Analyze ways to make menus and recipes more healthful. • List and define recent developments in food production that may affect nutrition. STRAND 16 Students will identify the various forms of meat and its preparation. Standard 1- Meat • Outline the federal grading systems for meat. • Identify receiving and storage procedures for meat. • Apply basic techniques for cooking meat. • Match dry heat, moist heat, combination and supplemental (barding, marinating and rubs) cooking methods with different forms of meat. STRAND 17 Students will identify the various forms of poultry and its preparation. Standard 1- Poultry • Outline the federal grading systems for poultry. • Describe various kinds of poultry including game birds. • Identify receiving and storage procedures for poultry. • Demonstrate the steps for the fabrication of poultry. • Apply basic techniques for cooking poultry. • Match dry heat, most heat and combination cooking methods with different forms of poultry. STRAND 18 Students will identify the various forms of seafood and its preparation. Standard 1- Seafood • Outline the federal grading systems for seafood. • Describe the various forms of shellfish and fin fish. • Identify procedures for receiving and storing seafood including the shell stock tag. • Explain the steps for fabricating both shellfish and fin fish. • Apply basic techniques for cooking seafood such as shallow poach, en papillote and stewing. • Match various cooking methods with different forms of seafood including fatty fish and lean fish. STRAND 19 Students will demonstrate knowledge of yeast bread preparation. Standard 1- Yeast Breads • Describe the three basic types of yeast bread dough. • Describe the two basic methods used to make yeast breads. • List the ten basic steps to making yeast bread. STRAND 20 Students will demonstrate proficiency in preparing cakes and pies. Standard 1- Cakes and Pies • Describe the two categories of cakes and the three methods for preparing cake batters. • Identify the functions of icings and determine which are best suited for different baked goods. • Compare and contrast the seven types of icings. • Define a dessert souffle and how to prepare it. • Prepare pie dough using the 3-2-1 method and explain blind baking. • Define a laminated dough and the three roll in methods for preparing the dough. • Prepare pate a choux or phyllo dough product. STRAND 21 Students will demonstrate various dessert preparations. Standard 1- Desserts • Explain how chocolate is made including; chocolate liquor, cocoa butter, and cocoa powder. • Identify storing procedures for chocolate. • Explain the procedure for melting and tempering chocolate. • Compare and contrast baked and stirred custards and prepare one in a final dessert product. • Prepare various types of frozen desserts. • Prepare various poached fruits and tortes. • Describe various types of dessert sauces including; sabayόn, chocolate, caramel and fruit sauces. STRAND 22 Students will practice proper plating and garnishing techniques. Standard 1- Plating and Garnishing • Explain why and how garnish is used. • Describe the guidelines for plating food for final presentation. • Demonstrate how desserts & soups should be plated and presented. • Explain how different types of soups should be garnished.

Workplace Skills Students will develop professional and interpersonal skills needed for success in the fashion industry. Determine the difference between hard skills and soft skills.

Identify soft skills needed in the workplace

• Professionalism • Respect Legal requirements/expectations • Good communication skills • Resourcefulness & creativity • Work Ethic

Resources

Strand 1

· Pg 14 – 15 SWOT analysis example and definitions

· See current ProStart Competition Management rules for marketing

Strand 9

· Pg 220 – total Food cost percentage for foodservice/restaurant – total food cost / food sales = food cost percentage

· Pg 222 – portion cost – follow the gray section

· Pg 223 – Recipe Yields – Total yield = total weight or total volume of finished product / portion size (by weight or volume)

· pg 224 - Formula for increasing or decreasing recipe yields desired yield/original yield = conversion factor

· food cost percentage for menu items – See current ProStart Competition rules

Course Changes 2019: Health Science; Personal Services; Protective Services

The following CTE Courses were reviewed and changes summarized in the table below:

Course code Course Name Changes made Health Science 36.01.00.00.070 Emergency Medical Name change to Emergency Medical Response Responder

36.01.00.00.030 Emergency Medical No changes Technician 36.01.00.00.250 Surgical Technology No changes

36.01.00.00.190 Nurse Assistant Replace existing strands and standards with link to Utah Nurse Assistant Registry (UNAR) Core Curriculum Guide and UNAR State Exam Guide. 36.01.00.00.210 Pharmacy Technician Replace existing strands and standards with link to ASHP Model Curriculum. Personal Services 40.03.00.00.001 Cosmetology Replace existing strands and standards with link to DOPL Utah Administrative Code Rule R156-11a(705). 40.03.00.00.003 Barbering Replace existing strands and standards with DOPL Utah Administrative Code Rule R156-11a(700). 40.03.00.00.002 Nail Technician Replace existing strands and standards with DOPL Utah Administrative Code Rule R156-11a(704). 40.03.00.00.005 Basic Esthetician & Replace existing strands and standards with DOPL Utah Skin Care Administrative Code Rule R156-11a(702). Protective Services 40.06.00.00.010 Fire Science No changes

The following is a new course that is being added:

40.03.00.00.100 Hair Designer Course to link to DOPL Utah Administrative Code Rule R156-11a(706).

STRANDS AND STANDARDS NURSE ASSISTANT

Course Description An educational program that prepared individuals to perform routine nursing related services to patients in hospitals or long-term care facilities under the training and supervision of a registered nurse or licensed practical nurse. Completed instruction qualifies the students for the certification examination in Utah. Intended Grade Level 11-12 Units of Credit 0.5-1.0 Core Code 36.01.00.00.190 Concurrent Enrollment Core Code 36.01.00.13.190 Prerequisite None Skill Certification Test Number Industry test 974 Test Weight 1.0 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Nurse Assisting Endorsement 2 N/A Endorsement 3 N/A

The course will be taught as outlined in the Utah Nurse Assistant Registry (UNAR) Core Curriculum Guide. UNAR State Exam Guide, ed. 2.2

ADA Compliant September 2019 STRANDS AND STANDARDS PHARMACY TECHNICIAN

Course Description An instructional program that prepares individuals to support pharmacists. The task list for this program is outlined by ASHP who administers accreditation for these programs. In order to be licensed as a pharmacy technician in Utah, applicants must pass either the National Pharmacy Technician Certification Examination (PTCE) administered by the Pharmacy Technician Certification Board (PTCB) or the Exam for Certification of Pharmacy Technicians (ExCPT) administered by the National Health career Association (NHA). Intended Grade Level 12 Units of Credit 2.5 Core Code 36.01.00.00.210 Concurrent Enrollment Core Code 36.01.00.13.210 Prerequisite None Skill Certification Test Number Industry test 972 (PTCB) Test Weight 1.0 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Pharmacy Technician Endorsement 2 N/A Endorsement 3 N/A

The course will be taught as outlined in the ASHP Model Curriculum 2018 version.

ADA Compliant September 2019 STRANDS AND STANDARDS COSMETOLOGY

TE®

Learning that works for Utah

Course Description This program prepares students to cut and dress hair, shave and trim facial/neck hair and beards, and customer relations and salon management. Instruction includes the history of cosmetology, health and safety, customer service, disease and disorders of the scalp, implements, tools and equipment; chemistry of cosmetology, etc. The task list for this program is based on state rules and regulations as outlined by state law. Completed instruction qualifies the student for licensing examination in Utah. Intended Grade Level 11-12 Units of Credit 0.5 Core Code 40.03.00.00.001 Concurrent Enrollment Core Code 40.03.00.13.001 Prerequisite None Skill Certification Test Number Industry test 953 Test Weight 2.0 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Cosmetology/Barbering Endorsement 2 N/A Endorsement 3 N/A

The course will be taught as outlined in the Utah Administrative Code Rule R156-11a(705).

({crE· Learning that works for Utah ADA Compliant September 2019 STRANDS AND STANDARDS BARBERING

Course Description This is a program that prepares individuals to cut and dress hair, shave and trim facial/neck hair and beards, and customer relations and salon management. Instruction includes history of barbering, health and safety, customer service; shop business practices; legal issues; human immune system; diseases and disorders of the hair and scalp; implements, tools and equipment; hair and scalp anatomy and physiology; basic science of barbering; chemistry of barbering; analysis of the hair and scalp; properties of the hair, skin, and scalp; shampooing; hair cutting; hair styles and styling art; facial shaving; and beard and mustache shaping and trimming. The task list for this program is based on the state rules and regulations as a part of the state law. Completed instruction qualifies the student for licensing examinations in Utah. Intended Grade Level 11-12 Units of Credit 1.0 Core Code 40.03.00.00.003 Concurrent Enrollment Core Code 40.03.00.13.003 Prerequisite None Skill Certification Test Number Industry test 904 Test Weight 1.0 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Cosmetology/Barbering Endorsement 2 N/A Endorsement 3 N/A

The course will be taught as outlined in the Utah Administrative Code Rule R156-11a(700).

ADA Compliant September 2019 STRANDS AND STANDARDS NAIL TECHNICIAN

TE®

Learning that works for Utah

Course Description This program prepares students shape fingernails and toenails, remove unwanted skin and blemishes, apply polish and cosmetics to nails, and function as a licensed manicurist or nail technicians/specialists. The task list for this program is based on state rules and regulations as outlined by state law. Completed instruction qualifies the student for licensing examination in Utah. Intended Grade Level 11-12 Units of Credit 1.0 Core Code 40.03.00.00.002 Concurrent Enrollment Core Code 40.03.00.13.002 Prerequisite None Skill Certification Test Number Industry test 906 Test Weight 1.0 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Nail Technician Endorsement 2 N/A Endorsement 3 N/A

The course will be taught as outlined in the Utah Administrative Code Rule R156-11a(704). t{crE· Learning that works for Utah ADA Compliant September 2019 STRANDS AND STANDARDS BASIC ESTHETICIAN & SKIN CARE

TE®

Learning that works for Utah

Course Description This program prepares students to cleanse, depilate, massage, and beautify the human body and to function as licensed estheticians and skin care specialists. The task list for this program is based on state rules and regulations as outlined by state law. Completed instruction qualifies the student for licensing examination in Utah. Intended Grade Level 11-12 Units of Credit 1.0 Core Code 40.03.00.00.005 Concurrent Enrollment Core Code N/A Prerequisite None Skill Certification Test Number Industry test 905 Test Weight 2.0 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Esthetician Endorsement 2 N/A Endorsement 3 N/A

The course will be taught as outlined in the Utah Administrative Code Rule R156-11a(702).

0 ({cTE Learning that works for Utah

ADA Compliant September 2019 STRANDS AND STANDARDS HAIR DESIGN

TE®

Learning that works for Utah

Course Description This program prepares students for hair care services, customer relations and salon management. Instruction includes the history of hair design, health and safety, customer service, business practices, legal issues, hair and scalp anatomy and physiology, science of hair design, chemistry of hair design; hair cutting and styling; beard and mustache shaping, etc. The task list for this program is based on state rules and regulations as outlined by state law. Completed instruction qualifies the student for licensing examination in Utah. Intended Grade Level 11-12 Units of Credit 1.0 Core Code 40.03.00.00.100 Concurrent Enrollment Core Code N/A Prerequisite None Skill Certification Test Number Industry Test 9040 Test Weight 1.0 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Cosmetology/Barbering Endorsement 2 N/A Endorsement 3 N/A

The course will be taught as outlined in the Utah Administrative Code Rule R156-11a(706).

({crE· Learning that works for Utah ADA Compliant September 2019 STRANDS AND STANDARDS Computer Programming 1

Course Description An introductory course in program engineering and applications. The course introduces students to the fundamentals of computer programming. Students will learn to design, code, and test their own programs while applying mathematical concepts. Teachers introduce coding concepts and problem-solving skills to beginning students through a programming language such as C++, C#, Java, Python, or JavaScript. Students will also be introduced to more complex data structures and their uses, including arrays and classes. Students will learn to create more powerful programs. (*Semester 2 – Language Specific)

ADA Compliant: August 2019

COMPUTER PROGRAMMING 1

Intended Grade Level 10-12 Units of Credit 1.0 Core Code 35.02.00.00.030 Concurrent Enrollment Core Code 35.02.00.13.030 Prerequisite Suggested – Digital Literacy, Computer Science Principles, or Teacher Approval Skill Certification Test Number 820, 822, 824, 826, 828, 941, 98302 Test Weight 0.5 or 1.0 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Computer Science Level 1 or Endorsement 2 Computer Science Level 2

STRAND 1 Students will be familiar with and use a programming language IDE (Integrated Development Environment). Standard 1 Demonstrate concept knowledge of different languages. • Describe the dfference between an interpreted language vs a compiled language. • Identify characteristics of high-level and low-level languages. Standard 2 Demonstrate the ability to use an IDE. • Use an IDE to develop, compile, and run programs. • Understand the difference between syntax, run-time, and logic errors. • Use the debugger to identify errors. STRAND 2 Students will understand program development methodology. Standard 1 Demonstrate the ability to use good programming style. • Demonstrate proper use of white space (between lines and indentation). • Use appropriate naming conventions for identifiers (variables, methods, functions, and file names). • Construct identifiers with meaningful format; camelCase and underscore.

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COMPUTER PROGRAMMING 1

Standard 2 Understand the software development life-cycle. • Identify specifications and understand requirements to create a solution to a problem. • Develop a program using external documentation (flowcharts, abstracts, and pseudocode) to break down the problem into sub-components. • Design solutions using algorithms. • Write the code to implement the algorithm. • Test program for verification of errors and proper functionality. • Provide internal comments in the IDE that explain functionality through documentation (i.e comments, notes, program instructions) • Redo all steps as needed. Standard 3 Identify the components of a programming language syntax. • Understand keywords, identifiers, operators, and operands. • Understand statements and expressions in a program. • Understand program components such as functions, methods, or procedures. STRAND 3 Students will demonstrate effective use of commands and operations. Standard 1 Employ basic use of elements and data types of a programming language. • Declare, initialize, and assign values to constants and variables. • Demonstrate the ability to use input and output commands. • Declare and use variable types (primitives, reference, or object). • Identify proper data types for a specified application (boolean, integer, floating point, strings). Standard 2 Employ basic arithmetic expressions. • Use basic arithmetic operators (modulus, multiplication, division, addition, subtraction). • Understand order of operation of expressions. • Write expressions that mix floating-point and integer expressions. STRAND 4 Students will properly employ control and loop structures. Standard 1 Demonstrate the ability to use relational and logical operators in programs. • Compare values using relational operators (<, >, ==, >=, <=, etc.)

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COMPUTER PROGRAMMING 1

• Form complex expressions using logical operators. Standard 2 Demonstrate the ability to use decisions in programs. • Employ simple IF structures. • Use IF-ELSE and nested IF-ELSE structures. Standard 3 Demonstrate the ability to use loops in programs. • Demonstrate knowledge between for-loops, while-loops, and do-while loops. • Describe the various ways that loops can end (i.e., sentinel, break, condition fail, etc.). • Design loops so they iterate the correct number of times (i.e., off by one errors, infinite loops, etc.). • Utilize nested loops. STRAND 5 Students will be aware of career opportunities in the Computer Programming/Software Engineering industry and ethical applications. Standard 1 Investigate career opportunities, trends, and requirements related to computer programming/software engineering careers. • Identify the members of a computer programming/software engineering team: team leader, analyst, senior developer, junior developer, and client/subject matter expert. • Describe work performed by each member of the computer programming/software engineering team. • Investigate trends and traits associated with computer programming/software engineering careers (creativity, technical, leadership, collaborative, problem solving, design, etc.). • Discuss related career pathways. Standard 2 Have an understanding of current ethical issues dealing with computer programming and information in society. • Explain the impact software can have on society (i.e., privacy, piracy, copyright laws, ease of use, etc.). • Explain the ethical reasons for creating reliable and robust software. • Describe how computer-controlled automation affects a workplace and society. STRAND 6 Students will employ arrays and strings. (Semester 2 Strands)

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COMPUTER PROGRAMMING 1

Standard 1 Demonstrate the ability to use arrays. • Declare and initialize arrays. • Perform data input to and output from arrays. • Perform operations on arrays. • Iterate through the structure (i.e. for-each, enhanced for, or iterators) Standard 2 Demonstrate the ability to use strings in programs. • Compare string values. • Find the length of a string. • Create and locate substrings. • Concatenate string values. STRAND 7 Students will properly employ object-oriented programming techniques. Standard 1 Demonstrate the ability to use existing classes. • Instantiate objects. • Use an object’s data members. • Use an object’s member functions (methods). Standard 2 Demonstrate the ability to create user-defined classes. • Create and use data members (instance variables). • Create constructors to initialize the data members. • Create and use member functions (methods). Standard 3 Demonstrate proper design principles with classes. • Create classes that are well encapsulated (private data members). • Properly use modifiers and accessors (getters and setters). STRAND 8 Students will apply programming skill as an effective member of a team demonstrating the ability to collaborate with others. Standard 1 Demonstrate the ability to apply knowledge to a programming project. • Formalize specifications. • Choose proper input parameters. • Choose relevant data structures and processing. • Design relevant output.

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COMPUTER PROGRAMMING 1

• Use relevant test data. • Provide detailed documentation Standard 2 Demonstrate the ability to use teamwork and collaboration in a programming project. • Divide a project among programmers. • Coordinate work with others in the group. • Complete assigned work according to predetermined deadlines. • Participate in a peer performance evaluation. • Demonstrate professionalism in team relationships, communication, timeliness, and attitude. Performance Skills • Use an IDE to create a solution to solve a problem. • Demonstrate knowledge of program development methodology through a project. • Demonstrate effective use of basic commands and operations. • Properly employ control and loop structures. • Develop awareness of career opportunities in the computer programming/software engineering industry ethical applications. • Properly employ array and strings. • Properly employ object-oriented programming techniques. • Apply appropriate programming skills as an effective member of a team. Skill Certificate Test Points by Strand

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Strands & Standard Changes

RADIO BROADCASTING 1 Name change from Radio Broadcasting 1 – name change to Audio Essentials 1

Change course description from: This course is designed to provide students with the basic knowledge and skills related to the radio broadcasting industry. The course included instruction and hands-on assignments in the following areas: impact of historical figures in radio, pre-production, live production, vocal skills, equipment, and radio rules and regulations. Change course description to: This course is designed to provide students with the basic knowledge and skills related to the audio production industry. This includes an introduction to Digital Audio Workstation (DAW), audio production, multi-track music recording, and basic understanding of audio recording equipment. Students will create original content though hands-on assignments any of the following: radio production, podcasting, live sound, studio recording and producing.

Change Strand 1 from: Students will be able to identify and explain the impact of historical figures in radio. Change Strand 1 to: Students will navigate a Digital Audio Workstation (DAW) and identify elements of audio

Change Strand 2 from: Students will be able to understand and demonstrate knowledge pre-production skills. Change Strand 2 to: Students will demonstrate proper use of audio recording equipment.

Change Strand 3 from: Students will be able to demonstrate basic live production skills. Change Strand 3 to: Students will record and edit audio.

Change Strand 4 from: Students will be able to identify vocal skills. Change Strand 4 to: Students will publish (Live or Pre-Produced) content.

Change Strand 5 from: Students will be able to identify basic radio broadcasting equipment. Change Strand 5 to: Students will understand the importance of career readiness skills as it relates to participating in either TSA (Technology Student Association) SkillsUSA, Utah Broadcast Awards.

DELETE Strand 6: Students will be able to understand radio rules and regulations. DELETE Strand 7: Students will be able to understand and practice copyright laws, ethics and legal issues identified in US Code Title 17 Chapter 1 Section 101. DELETE Strand 8: Students will understand the importance of career readiness skills as it relates to the workplace and outlined in the SkillsUSA Framework – Level 1.

RADIO BROADCASTING 2 Name change from Radio Broadcasting 2 – name change to Audio Essentials 2

Change course description from: This course is designed to provide students with the advanced knowledge and skills related to the radio broadcasting industry. The course includes instruction and hands-on assignments in the following areas: impact of historical figures in radio, pre-production, live production, vocal skills, equipment, and radio rules and regulations. Change course description to: This course builds upon the basic skills from Audio Essentials 1. Students should deepen their understanding and skills in Digital Audio Workstation (DAW), audio production, multi-track music recording, and correctly use audio recording equipment. Students will create original content though hands-on assignments any of the following: radio production, podcasting, live sound, studio recording and producing.

Change Strand 1 from: Students will be able to identify and explain the impact technology and programming has on radio broadcasting. Change Strand 1 to: Students will demonstrate proper use of equipment and identify when to use it.

Change Strand 2 from: Students will be able to understand and demonstrate knowledge pre-production skills. Change Strand 2 to: Students will demonstrate an understanding of signal path.

Change Strand 3 from: Students will be able to demonstrate basic live production skills. Change Strand 3 to: Students will edit and export audio.

Change Strand 4 from: Students will demonstrate knowledge of and identify key elements of post-production. Change Strand 4 to: Students should collaborate and produce content for regular publication.

Change Strand 5 from: Students will demonstrate vocal skills. Change Strand 5 to: Students will understand the importance of career readiness skills as it relates to participating in either TSA (Technology Student Association) SkillsUSA, Utah Broadcast Awards.

DELETE Strand 6: Students will demonstrate an understanding of the radio broadcasting equipment. DELETE Strand 7: Students will demonstrate knowledge of the rule and regulations that govern radio broadcasting. DELETE Strand 8: Student will be able to understand and practice copyright laws, ethics and legal issues as identified in United States Code Title 17 Chapter 1 Section 101. DELETE Strand 9: Students will understand the importance of career readiness skills as it relates to the workplace and outlined in the SkillsUSA Framework – Level 2.

CYBERSECURITY ETHICAL HACKING Name change from Cybersecurity Ethical hacking – name change to Principles of Cyber Defense and Ethics

Course description change from: This course will immerse you into the Hacker Mindset so that you will be able to ethically defend against future attacks. The security mindset in any organization must not be limited to the silos of a certain vendor, technologies or pieces of equipment. This course puts you in the driver’s seat of a hands-on environment with a systematic process. Here, you will be exposed to an entirely different way of achieving optimal information security posture in their organization; by hacking it! You will scan, test, hack and secure your own systems. You will be taught the five phases of ethical hacking and the ways to secure and approach your target to succeed! The five phases include Reconnaissance, Gaining Access, Enumeration, Maintaining Access, and covering your tracks. Course description change to: This course will provide a comprehensive view of Cybersecurity across an organization. You will learn how to use features of modern operating systems to enhance an organization's security, understand inherent weaknesses in wireless and wired networks, and be better equipped to protect your employer's and your own information. As a prerequisite to advanced topics in ethical hacking, incident response and digital forensics, you will also learn about Cybersecurity career paths and how to further develop your skills in these areas.

GIS REMOTE SENSING Brand new Strands & Standards as attached.

INTRODUCTION TO GEOGRAPHICAL INFORMATION SYSTEMS Brand new Strands & Standards as attached.

UX/UI AND QUALITY ASSURANCES Updated to reflect the correct Core Code of 35.02.00.00.012 STRANDS AND STANDARDS AUDIO ESSENTIALS 1

Course Description This course is designed to provide students with the basic knowledge and skills related to the audio production industry. This includes an introduction to Digital Audio Workstation (DAW), audio production, multi track music recording, and basic understanding of audio recording equipment. Students will create original content though hands-on assignments any of the following: radio production, podcasting, live sound, studio recording and producing.

Intended Grade Level 10-12 Units of Credit 0.5 Core Code 40.01.00.00.040 Concurrent Enrollment Core Code None Prerequisite None Skill Certification Test Number None Test Weight None License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Television Broadcasting OR Endorsement 2 Multimedia

ADA Compliant: October 2019 AUDIO ESSENTIALS 1

STRAND 1

Students will navigate a Digital Audio Workstation (DAW) and identify elements of audio Standard 1 Demonstrate Digital Audio Workstation (DAW) workflow. • Demonstrate proper File Management • Create project • Import audio files into project • Manage multiple sources/tracks of audio • Export Audio Standard 2 Identify elements of audio • Amplitude • Frequency • Panning • Decibel • VU Meter • Clipping • Threshold • Reverb STRAND 2 Students will demonstrate proper use of audio recording equipment. Standard 1 Identify different types of microphones and filters and appropriate usage. • Lavaliere • Handheld Mic • Instrument Mic • Voice Mic • Pop Filter • Wind Screen Standard 2 Identify various types of audio cables and connectors. • ¼” • ⅛” • RCA • MIDI • XLR

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AUDIO ESSENTIALS 1

STRAND 3 Students will record and edit audio. Standard 1 Pre-production: Demonstrate correct microphone placement for different audio recording situations. • Dialogue (Radio show, sports broadcast, podcast, narration) • Sound Effects • Music Performance • Instrument Recording • Ambient Recording Standard 2 Production: Record various types of audio. • Dialogue (Radio show, sports broadcast, podcast, narration) • Sound Effects • Bit Depth • CD Quality Sound • Clipping • Noise Reduction • Export Types (MP3, AIF, WAV) STRAND 4 Students will Publish (Live or Pre- Produced) Content. Standard 1 Pre Production - Students will demonstrate preparation and audio pre-production skills. • Story Structure • News Writing • Editorial Writing • Commercial Writing • Underwriting • Show Planning and Blocking • Vocal Skills—Students will identify vocal skills • Proper Breathing techniques • Articulation • Projection • Proper speech for public speaking on radio or sports broadcast Standard 2 Production - Students will demonstrate audio production skills. • Create audio for commercial stock music • Create audio transitions or bumpers for a podcast, radio show, or sports broadcast

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AUDIO ESSENTIALS 1

• Create a station ID for a radio station • Create a promo for a podcast Standard 3 Publication Selection - Students will identify the Proper Publication Outlet that best suited for their content. • YouTube • SoundCloud • Twitch • TikTok • Instagram • Snapchat • iTunes • FM Radio • AM Radio • Vimeo STRAND 5 Students will understand the importance of career readiness skills as it relates to participating in either TSA (Technology Student Association) SkillsUSA, Utah Broadcast Awards. Standard 1 Understand and demonstrate an attitude of cooperation. • Develop awareness of cultural diversity and equality issues • Demonstrate effective communication with others • Apply team skills to a group project • Identify and apply conflict resolution skills Standard 2 Understand and demonstrate the ability of being resourceful and innovative. • Discover self-motivation techniques and establish short-term goals • Measure/modify short-term goals • Watch a documentary on someone who succeeded in this industry and develop a three- to five-minute presentation Performance Skills Students can record clean audio with basic equipment, avoid clipping, basic edit of audio, export in high quality format for the chosen area of focus (Radio, Podcasting, Live Sound, Studio Recording). • Identify Digital Audio Workstation (DAW) basics • Demonstrate effective editing of audio recordings

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STRANDS AND STANDARDS AUDIO ESSENTIALS 2

Course Description This course builds upon the basic skills from Audio Essentials 1. Students should deepen their understanding and skills in Digital Audio Workstation (DAW), audio production, multi track music recording, and correctly use audio recording equipment. Students will create original content though hands-on assignments any of the following: radio production, podcasting, live sound, studio recording and producing.

Intended Grade Level 11-12 Units of Credit 0.5 Core Code 40.01.00.00.045 Concurrent Enrollment Core Code None Prerequisite Audio Essentials 1 Skill Certification Test Number None Test Weight None License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Television Broadcasting OR Endorsement 2 Multimedia

ADA Compliant: October 2019 AUDIO ESSENTIALS 2

STRAND 1

Students will demonstrate proper use of equipment and identify when to use it. Standard 1 Identify different diaphragm types (Transducers). • Condenser • Dynamic • Ribbon Standard 2 Identify different microphone pickup patterns. • Omni Directional • Bi Directional • Uni Directional

Standard 3 Insert standard text Identify types of audio cables/connectors. • Balanced • Unbalanced • XLR • ⅛” mini plugs (stereo & mono) • TRS STRAND 2 Insert strand text Students will demonstrate an understanding of signal path. Standard 1 Students will set up equipment for recording audio with correct signal path. • Inputs • Pre-amp • Interfaces/Recording devices • Outputs • SNR STRAND 3 Insert strand text Students will edit and export audio. Standard 1 Insert standard text Demonstrate audio editing techniques. • Automation • Compression • Threshold

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AUDIO ESSENTIALS 2

• High Pass/Low Pass • Distortion • EQ Standard 2 Identify audio file types and correctly export audio for publishing. • Sample Rate • Bit Depth • MP3 • AIFF • WAV STRAND 4 Students should collaborate and produce content for regular publication. Standard 1 Based on available resources, students should work together to produce one or several of the following: • Produce a regular radio show throughout the course • Produce a season of live sports broadcasts • Produce a multiple episode podcast • Produce an album of studio recordings • Produce a series of live musical performances STRAND 5 Students will understand the importance of career readiness skills as it relates to participating in either TSA (Technology Student Association) SkillsUSA, Utah Broadcast Awards. Standard 1 Understand and demonstrate an attitude of cooperation. • Develop awareness of cultural diversity and equality issues • Demonstrate effective communication with others • Demonstrate effective communication with others • Apply team skills to a group project • Identify and apply conflict resolution skills Standard 2 Understand and demonstrate the ability of being resourceful and innovative. • Discover self-motivation techniques and establish short-term goals • Measure/modify short-term goalsInsert indicator text • Watch a documentary on someone who succeeded in this industry and develop a three- to five-minute presentation

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AUDIO ESSENTIALS 2

Performance Skills Students can record clean audio with basic equipment, avoid clipping, basic edit of audio, export in high quality format for the chosen area of focus (Radio, Podcasting, Live Sound, Studio Recording.

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STRANDS AND STANDARDS PRINCIPLES OF CYBER DEFENSE AND ETHICS ~~ ~ ~JI [ffin~~l ~ EDUCATION -- Course Description This course will provide a comprehensive view of Cybersecurity across an organization. You will learn how to use features of modern operating systems to enhance an organization's security, understand inherent weaknesses in wireless and wired networks, and be better equipped to protect your employer's and your own information. As a prerequisite to advanced topics in ethical hacking,

incident response and digital forensics, you will also learn about Cybersecurity

career paths and how to further develop your skills in these areas.

Intended Grade Level 10-12 Units of Credit 0.5 Core Code 35.01.00 .00.036 Prerequisite Digital Literacy Skill Certification Test Number 98-367 Test Weight 0.0 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Security Endorsement 2 Linux, Network+, Endorsement 3 Computer Programming

ADA Compliant: April 2019 CYBERSECURITY ETHICAL HACKING

STRAND 1 Understanding Security Layers. Standard 1 Understand core security principles. • Understand the concepts of confidentiality, integrity, availability. • Understand how threat and risk impact principles; principle of least privilege; social engineering; and attack surface. Standard 2 Understand physical security. • Understand site security, computer security, removable devices and drives, access control, mobile device security, disable Log On Locally, and keyloggers. Standard 3 Understand internet security. • Understand browser settings, zones, and secure Web sites Standard 4 Understand wireless security. • Understand advantages and disadvantages of specific security types; keys, SSID, and MAC filters. STRAND 2 Understanding Operating System Security. Standard 1 Understand user authentication. • Understand multifactor, smart cards, RADIUS, and Public Key Infrastructure (PKI). • Understand the certificate chain, biometrics, Kerberos, and time skew using Run As to preform administrative tasks and password reset procedures. Standard 2 Understand permissions. • Understand the following: file; share; registry; Active Directory; NTFS vs. FAT; enabling or disabling inheritance; behavior when moving or copying files within the same disk or onto another disk; multiple groups with different permissions; basic permissions and advanced permissions; take ownership; and delegation.

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CYBERSECURITY ETHICAL HACKING

Standard 3 Understand password policies. • Understand the following: password complexity; account lockout; password length; password history; time between password changes; enforce by using group policies; and common attach methods. Standard 4 Understand audit policies • Understand the following: types of auditing; what can be audited; enabling auditing; what to audit for specific purposes; where to save audit information; and how to secure audit information Standard 5 Understand encryption • Understand the following: EFS; how EFS-encrypted folders impact moving and copying files; BitLocker (ToGo); Trusted Platform Module (TPM); software-based encryption; MAIL encryption and signing and other uses; VPN; public key and private key; encryption algorithms; certificate properties; certificate services; PKI/certificate services infrastructure; and token devices. Standard 6 Understand malware. Understand the following: buffer overflow; worms; Trojans; and spyware.

STRAND 3 Understanding Network Security. Standard 1 Understand dedicated firewalls. • Understand the types of hardware firewalls and their characteristics. • Understand when to use a hardware firewall instead of a software firewall and stateful vs. stateless inspection. Standard 2 Understand Network Access Protection (NAP). • Understand the purpose of NAP and the requirements for NAP.

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CYBERSECURITY ETHICAL HACKING

Standard 3 Understand network isolation. • Understand the following: VLANs; routing, honeypot, DMZ, NAT, NAT, VPN, IPsec, and Server and Domain Isolation. Standard 4 Understand protocol security. • Understand the following: protocol spoofing; IPsec; tunneling; DNSsec; network sniffing; and common attack methods.

STRAND 4 Understand Security Software. Standard 1 Understand client protection. • Understand the following: anti-virus; User Account Control (UAC); keeping client operating system and software updated; encrypting offline folders; software restriction policies. Standard 2 Understand e-mail protection. • Understand the following: anti-spam; anti-virus; spoofing; phishing and pharming; client vs. server protection; SPF records; and PTR records. Standard 3 Understand server protection. • Understand the following: separation of services; hardening; keeping server updated; secure dynamic DNS updates; disabling unsecure authentication protocols; Read-Only Domain Controllers; separate management VLAN; Microsoft Baseline Security Analyzer (MBSA).

STRAND 5 Understand Security Careers and Ethics. Standard 1 Understand client protection. • Understand the following: anti-virus; User Account Control (UAC); keeping client operating system and software updated; encrypting offline folders; software restriction policies.

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CYBERSECURITY ETHICAL HACKING

Standard 2 Understand e-mail protection. • Understand the following: anti-spam; anti-virus; spoofing; phishing and pharming; client vs. server protection; SPF records; and PTR records. Skill Certificate Test Points by Strand Test Name Test # Number of Test Points by Total Total Standard Points Questions 1 2 3 4 5 6 Cybersecurity Ethical Hacking 8## 10 9 6 3 12 0 56 40 Industry Exam 9##

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STRANDS AND STANDARDS Introduction to Geographical Information Systems

Course Description This course introduces fundamental concepts of GIS and the major functionality contained within professional GIS software. In course exercises, you will follow the GIS analytical process and work with a variety of tools to solve realistic problems. This course emphasizes practical GIS software skills.

ADA Compliant: August 2019

INTRODUCTION TO GEOGRAPHICAL INFORMATION SYSTEMS

Intended Grade Level 9-12 Units of Credit 0.5 Core Code 35.02.00.00.080 Concurrent Enrollment Core Code None Prerequisite Computer Technology or Equivalent Skill Certification Test Number Test Weight License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Cybersecurity or Endorsement 1 Information Technology Systems or Endorsement 2 Web Development or Endorsement 3 CAD Architectural Design

STRAND 1 Understand basic concepts of GIS and how it is used for decision making. Standard 1 Understand the big picture in GIS. • Describe the difference between paper, digital, and GIS maps. • List the three functions of a GIS. • Identify one use of GIS in the past or present. • Define GIS. • Describe the geographic approach to solving problems. • List four components of a feature. • Explain the relationship between features and layers. • Explain how scale on a GIS map is different from scale on a paper map. STRAND 2 Collect geo-spatial data Standard 1 Locate and collect data from different sources for a geo-spatial system or project. • Import geo-spatial data from a CD or files on a local server. • Locate and ownload geo-spatial data from local government resources. • Locate and download geo-spatial data from FIS companies. • Locate and download geo-spatial ara from federal government resources.

Standard 2 Understand and use a GPS to locate and collect data for a geo-spatial system or project. • Demonstrate an understanding of the components and functioning of a GPS. • Use a handheld GPS receiver to collect data. • Identify the limitations of the dara collected with a GPS receiver.

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INTRODUCTION TO GEOGRAPHICAL INFORMATION SYSTEMS

• Import data from a GPS receiver. • Manipulate data from a GPS receiver for use in a GIS application. STRAND 3 Work with a GIS map to find features of interest, analyze patterns, and derive useful information.

Standard 1 Get started with GIS software, explore GIS mapd, and use GIS to solve problems. • Explore a GIS map to get information about map features. • Add geographic data to a map. • Describe the structure of a GIS map. • Explain how a GIS represents real-world objects. • Change the way features are drawn on a map. • Access feature information in different ways.Describe spatial relationships of map features. • Describe how GIS can be used to solve problems. STRAND 4 Classfy, symbolize, and label map features to support data visualization and interpretation. Standard 1 Work with map symbols and labels, create symbol features based on attributes, classify data, and map density and proportion. • Choose symbols for point, line, and polygon features. • Modify symbol properties such as color, zsize, and outline. • Label map features using an attribute and by adding text. • Symbolize features to show type, rank, or amount. • Group features into classes and apply symbols to each class. • Compare different methods of grouping features into classes. • Correct visual distortion caused by differences in area. • Show proportional amounts on a map by normalizing data. • Symbolize features to show density. Standard 2 Reference data to real locations, understand coordinate systems, work with map projections. • Name tow types of coordinate systems. • Identify components foe ach tpe of coordinae system. • Assign coordinate system information to a dataset. • Set display units for a data frame and measure distances on a map. • Explain what a map projection is. • List the major categories of map projections.

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INTRODUCTION TO GEOGRAPHICAL INFORMATION SYSTEMS

• List spatial properties that may be distorted when different map projections are applied. • Change the map projection for a dara frome and describe its effects. STRAND 5 Create and edit geographic data to accurately represent real world objects.

Standard 1 Understand and use geographic data to accurately represent real-world objects. • List three shapes used in vector data. • Identify two ways that vector and raster data are different. • Explain the difference between a feature class and a layer. • Describe the relationship between features and records. Standard 2 Organize geographic data, explore geographic data, organize data into a geodatabase. • Describe two common data models used to represent geographic data. • List different geographic data formats. • Determine the data source of a layer in ArcMap. • Identify data formats in ArcCatalog. • Create a geodatabase. • Add data from different formats to a geodatabase. Standard 3 Create and edit data, editing feature shapes, edit feature attributes, create new features and attributes. • Describe the steps in the editing process. • Move and delete features. • Edit the shapes of line and polygon features. • Describe different ways to edit feature attributes. • Create new features by digitizing. • Create new point features from x,y coordinates. Standard 4 Understand how remote sensing is used as a geo-spatial technology. • Understand remote sensing & aerial photography • Understand remote sensing & satellite imagery • Identify features from satellite imagery • Use data from remote sensing STRAND 6 Perform spatial analysis using queries, geoprocessing tools, and models.

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INTRODUCTION TO GEOGRAPHICAL INFORMATION SYSTEMS

Standard 1 Analyze geographic data. • List the three components of an attribute query. • List the four types of relationships you can analyze with location query. • Define buffer and give an example of when it is used. • Define overlay and give an example of when it is used. • List the five steps in the geographic inquiry process. • Apply all five steps of the geographic inquiry process to solve a problem with GIS. Standard 2 Use the GIS analytical process, ask questions and get answers, examine and present the results. • List the steps in a GIS analysis. • Interpret an analysis plan that includes GIS tools, criteria, and workflow. • Extend a layer attribute table by joining another table to it. • Create and modify a selected set of features using a series of attribute and location queries. • Explain the difference between attribute and location queries. • Examine analysis results through maps, tables, and reports. • Generate a report that presents the results of an analysis. Standard 3 Work with geoprocessing and modeling tools, work with geoprocessing tools, creating and using models. • Explain what geoprocessing is. • Choose the appropriate geoprocessing tool for a task. • Describe what a model is and how to use one. • List some advantages of using a model. • Create, modify, and run a model. STRAND 7 Design high-quality maps and reports to share analysis results with others.

Standard 1 Understanding Geographic Data • Explain what a thematic map is. • Describe the difference between category and quantity attributes. • Recognize the difference between graduated colors and graduated symbols. • Describe the purpose of a map layout. Standard 2 Design maps with GIS software, work with map layouts, create a presentation map. • Understand and apply basic cartographic design principles. • List elements that can be included on a map.

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INTRODUCTION TO GEOGRAPHICAL INFORMATION SYSTEMS

• Create a map layout. • Create and modify a map legend. • Add and modify decorative map elements. • Convert feature labels to annotation. • Apply a template to design a map layout. STRAND 8 Explore careers in the geo-spatial industry.

Standard 1 Develops and uses workplace skills and behaviors • Works independently. • Communicates effectively and appropriately. • Preforms reliably and responsibly. • Works with other effectively and respectfully. • Is punctual and follows directions. • Works cooperatively. • Takes initiative. • Responds appropriately to constructive criticism. Standard 2 Explore careers in the geo-spatial field. • Identify careers that use geo-spatial skills. • Identify education and/or certifications needed to work in a geo-spatial field. • Identify geo-spatial professional organizations STRAND 9 Create a Geo-spatial Project. Standard 1 Identify, plan, complete, and publish a local geo-spatial project. • Identify a local geo-spatial project • Determine the time, scope, and resources needed for the project • Plan a data inventory • Acquire data, organize, manage, and maintain data files. • Analyze, interpret, and model the information • Create Maps • Communicate, publish, and present the project.

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STRANDS AND STANDARDS GIS REMOTE SENSING

Course Description This course is designed to introduce remote sensing of the environment through digital image processing (photography, multispectral scanning and microwave imagery) from airplane, satellite (Landsat), and manned-spacecraft data. The goal is to develop an understanding of inventorying, mapping, and monitoring earth resources through the measurement, analysis and interpretation of electromagnetic energy emanating from features of interest. Image interpretation, practical applications in earth science, and use of remotely sensed data in geographic information systems (GIS).

ADA Compliant: August 2019 GIS REMOTE SENSING

Intended Grade Level 9-12 Units of Credit 0.5 Core Code 35.02.00.00.090 Concurrent Enrollment Core Code None Prerequisite Introduction to Graphical Information Systems Skill Certification Test Number Pending Test Weight 0.0 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Cybersecurity or Endorsement 1 Information Technology Systems or Endorsement 2 Web Development or Endorsement 3 CAD Architectural Design

STRAND 1 Understand Basic Concepts of Remote Sensing. Standard 1 Understand the big picture context of observing Earth with space-based instruments. • Tell why people use satellites to study the Earth. • Describe aspects of the Earth that can be observed using Earth observing satellites. • Clarify the comparative values of high, moderate and coarse resolution for studying the Earth. • Identify some of the ways people use one kind of satellite system, Landsat, for decision making in the domains of agriculture, climate, disasters, ecosystems and biodiversity, energy, forestry, urban planning, and/or water monitoring and management. Standard 2 Explain elementary science and technology of remote sensing observations. • Explain how remote sensing uses our knowledge of the electromagnetic spectrum. • Explain wavelength and wavelength range. • Explain how different kinds of surfaces interact with light. • Show where infrared light appears on the electromagnetic spectrum. • Explain the meaning of “spectral signature.” • Define “pixel.” • Define “digital image.” • Define spatial resolution. • Describe the polar orbit of Landsat. • Describe characteristics of passive and active remote sensing systems (such as multispectral, LiDAR and Radar).

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GIS REMOTE SENSING

• Describe the difference between paper, digital, and Geographic Information System (GIS) and remote sensing maps. STRAND 2 Collect Remote Sensing Data. Standard 1 Locate and download a Landsat scene from one of the two U.S. Geological Survey websites, Global Visualization Viewer (GloVIS) or Earth Explorer. • Name one or more sources of free Landsat data. • Using either GloVIS or Earth Explorer, identify the scene of interest. • Give details about the scene based on the metadata • Determine optimal dates for download. • Download scene. • Open scene in visible and false color band combinations using ImageJ (no cost) or Photoshop. • Optimize image quality.

STRAND 3 Landsat Satellite Images - Find Features of Interest and Analyze Patterns. Standard 1 Become familiar with Landsat satellite images. • Identify land cover types (vegetation, water bodies, cities, suburbs, roads) in a satellite image. • Identify ecosystems in a satellite image (forest, desert, wetland, and glacier). • Identify specific cities, mountain ranges, islands, rivers, lakes, and other geographic landmarks in a satellite image. • Find indications of disease or drought in a forest or agricultural area. • Find evidence of a current or recent fire. Standard 2 Quantify changes in land cover time using printed images. STRAND 4 Use Remote Sensing Analysis Software (ImageJ). Standard 1 Download and become familiar with basic tools of ImageJ software. • Become familiar with basic ImageJ toolbar. • Understand pixel coordinates and values. • Create and animate an image stack in order to compare the images.

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GIS REMOTE SENSING

Standard 2 Identify two ways that vector and raster data are different. Standard 3 Quantify observations of digital images by making distance and area measurements in ImageJ. • Spatially calibrate digital images (set the scale). • Add a scale bar. • Make area measurements. • Perform image classification techniques such as supervised and unsupervised classification on remotely sensed data. [Do if possible with ImageJ; can be done with MultiSpec, also free.]

STRAND 5 Explore Careers in Remote Sensing. Standard 1 Describe at least three careers that employ remote sensing. Standard 2 Identify education needed to work in a remote sensing field at an introductory, intermediate, and advanced levels. Standard 3 Identify remote sensing professional organizations and explain how participation in their conferences might support development of a specific career. STRAND 6 Create a Remote Sensing Project. Standard 1 Identify, plan, complete, and publish a local geo-spatial project. • Identify a local problem to be solved. • Compile background information on the project. • Determine the time, scope, and resources needed for the project. • Draft a workflow document. • Plan a data inventory. • Acquire data, organize, manage, and maintain data files. • Analyze and interpret the information. • Describe accuracy assessments (field data collection, other data collection) required for quality assurance. • Finalize work flow document. • Publish and present the project.

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GIS REMOTE SENSING

Spatial Concepts and Skills that Can Be Learned with Landsat Location: Where is the place? Scale, latitude-longitude coordinates, finding a location on a map

Condition: What is at the place? Observation

Connection: How is the place linked to other places? Linked by rivers, roads, coastlines, mountain ranges, contiguous ecosystems

Comparison: How are places similar or different? Ecology

Aura: How far from a feature is its influence significant? Area measurement, buffer width

Region: What places are similar to this one? Compare ecosystems around the globe

Pattern: What patterns emerge? Finding impact craters, change through time

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STRANDS AND STANDARDS UX/UI and Quality Assurances

Course Description In this course, you will start learning methods and skills involved in designing interactive systems. The course covers the design process from the initial formulation of a design problem to creation of initial design representations like scenarios, personas, and story boards that concretize findings about user needs discovered through formative work. The course work involves practical work on a design problem that you will choose during the course. User Experience and User Interface (UX/UI) is a course designed to encourage a more diverse set of students to learn tech skills. UX/UI is an attempt to show students how important learning to research, plan, design, create, and code are by empowering them to build their own tech products. This course teaches students how to turn ideas into real products using design, story board, coding, and prototyping while using data analysis, human behavior, and consistent design practices. Throughout the course students will work in teams, experiencing different industry roles found within a career of UX/UI, from idea generator and project manager to developer and tester. The course culminates in a final working technical prototype that teams will present to an audience of end users, investors, and other potential interested parties.

ADA Compliant: August 2019 UX/UI AND QUALITY ASSURANCES

Intended Grade Level 10-12 Units of Credit 0.5 Core Code 35.02.00.00.012 Concurrent Enrollment Core Code 35.02.00.13.012 Prerequisite None Skill Certification Test Number 000 Test Weight 0.0 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Multimedia or Endorsement 1 Cyber Security or Endorsement 2 Programming & Software Development or Endorsement 3 Web Development

STRAND 1 In this unit, students will pitch product ideas and form teams based on individual skills and similar interests. Teams will start functioning like real-world industry teams and learn how to manage work collectively using SCRUM. Teams will learn how to use products to collaborate and communicate ideas effectively. Students will learn how to develop products for a targeted customer base to solve specific customer needs. They will learn the fundamentals of UI design, then design and wireframe a static webpage with information about their team. At the end of the sprint, teams will do their first team retrospectives and status update presentations to the class. Standard 1 What is UX/UI • Generate interest and excitement around the idea of working in teams to develop a prototype, product, and other technological concepts. • Inspire students to begin thinking like startup founders • Lead students to understand the role and power of technology in today's world Standard 2 Intro to Web Apps • Define what an app is • Give students a high-level understanding of different types of software applications • Lead students to think deeper about how software helps solve problems • Promote collaboration in the classroom Standard 3 Pitch the idea for initial feedback • Practice pitching in front of other students • Learn what to include in an effective pitch • Begin thinking about a product idea to pitch

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UX/UI AND QUALITY ASSURANCES

Standard 4 Intro to Project Management • Understand the requirements of the team project • Learn how industry professionals manage work in a fast-paced environment • Set up scrum boards to track progress for the remainder of the course Standard 5 Understanding Your Customer • Understand team customer segments at a deeper level • Conduct research to better understand the market • Learn how to create customer personas Standard 6 User Requirements • Create user requirements specifications for products Standard 7 Intro to Design • Recognize and evaluate user experiences in products they already use • Appreciate the importance of good user interface design • Understand the process of developing a user experience based on iterations and customer engagement

STRAND 2 WWW, Internet, HTML/CSS Standard 1 WWW, Internet, HTML/CSS • Explain how the Internet and the World Wide Web work • Introduce students to the technology behind building websites • Introduce students to the technology behind building websites and the role of web developers • Introduce students to HTML and the role of HTML in the development of web pages • Apply HTML and CSS to create a webpage • Build on HTML and CSS skills • Apply additional HTML and CSS elements to webpages • Understand CSS and the role of CSS in the development of web pages Standard 2 Understand the purpose and benefits of version control • Setup Git and understand the basics

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UX/UI AND QUALITY ASSURANCES

Standard 3 Build a Team Site • Students collaborate to write code for their webpages • Students apply HTML and CSS concepts to a team project • Communicate progress, successes, and setbacks as teams STRAND 3 Making Your UX Design Interactive Standard 1 Intro to JavaScript • Introduce JavaScript and how it used • Learn a few basic JavaScript commands • Create a simple webpage using JavaScript Standard 2 Variables in JavaScript • Introduce variables and uses • Learn about variable scope • Create a simple webpage using JavaScript Standard 3 Input in JavaScript • Review variables • Learn how to gather input from the user • Use input in programs Standard 4 Functions in JavaScript • Review if statements • Learn how to create a custom function • Use input in programs Standard 5 Conditionals in JavaScript • Review functions • Learn syntax for conditionals • Use if statements in programs Standard 6 Team Status Presentations • Communicate progress, successes, and setbacks as a team

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UX/UI AND QUALITY ASSURANCES

• Share the project with peers and describe ways that the team used JavaScript to create interactive elements STRAND 4 Making your UI Design/Prototype Functional In this Strand, students will learn how to build the back end of their web apps, so that they can store and retrieve data. They'll learn the basics of Node.js, which will allow them to write JavaScript code for their server. They'll set up a database and write code to handle requests for data. At the end of this Strand, teams will have functional UI Designs/Prototypes that use real data. Standard 1 Intro to the Back End/Web Server • Understand the need for a back end/web server when creating web applications • Understand the role servers play in web applications • Explore how to use Node.js and Express to create and run a simple server • Quick Definitions • Back end: The code that the server runs to handle application logic and requests for webpages. • Front end: The code that the web browser runs to display webpages. Consists of HTML, CSS and JavaScript code. • Static webpage: A webpage that does not have an associated back-end application and does not contain any dynamic information. • Web application: A client-server application where the client (front-end) runs in a web browser, and the back end runs on a web server. • Web server: Stores web applications and associated web pages and handles requests to process and deliver those pages to clients. Standard 2 Intro to HTTP and Routes • Understand the basic HTTP request types and their uses • Practice defining routes in Node.js Standard 3 Storing App Data • Understand the purpose and uses of databases • Practice creating and accessing databases using SQLite and Node.js Standard 4 Writing Database Queries • Students will learn how to write database queries • Create databases in SQLite • Create and populate tables • Define SQL queries • Modify and delete data

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UX/UI AND QUALITY ASSURANCES

STRAND 5 UX Feedback Standard 4 Collecting and Interpreting Data • Visually communicate with data to team members • A/B Testing • Observation, Understanding, and Analysis of data and method of collection • Quantitative Research benefits and limitations • Qualitative Research benefits and limitations Skill Certificate Test Points by Strand Coming Soon!

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Course Changes 2019: Commercial Art, Photography, Graphics/Printing

The following CTE Courses were reviewed and changes summarized in the table below:

Course code Course Name Changes made Commercial Art 40.13.00.00.001 Commercial Art 1 Names changed to promote sequence, Strands 40.13.00.00.020 Commercial Art 2 documents formatted to move Performance Skills 40.13.00.00.030 Commercial Art 3 together at the end Commercial Photography 40.13.00.00.012 Commercial Photo 1 Names changed to promote sequence, Strands 40.13.00.00.015 Commercial Photo 2 documents formatted to move Performance Skills together at the end, Strands and standards updated to current technology and industry practices Graphics/Printing 40.10.00.00.040 Digital Graphic Arts Intro Strands document formatted to move Performance Skills together at the end 40.10.00.00.042 Graphics 1 Names changed to promote sequence, Strands 40.10.00.00.044 Graphics 2 documents formatted to move Performance Skills together at the end 40.10.00.00.046 Digital Print Design Strands document formatted to move Performance 40.10.00.00.048 Screen Printing Technology Skills together at the end

NEW Courses 2019: Construction Trades

The following CTE Courses are new:

Course code Course Name Construction Trades Construction Management 1 Construction Management 2 Construction Management 3 STRANDS AND STANDARDS COMMERCIAL ART 1

Course Description This is a course in the applied visual arts that prepares individuals to use artistic techniques to effectively communicate ideas and information to business and consumer audiences via illustrations and other forms of digital or printed media. Instruction includes training in concept design, layout, and techniques such as screen printing, drawing, cartooning, painting, collage, and computer graphics.

Intended Grade Level 10-12 Units of Credit 0.5 Core Code 40.13.00.00.001 Concurrent Enrollment Core Code 40.13.00.13.001 Prerequisite None Skill Certification Test Number 532 Test Weight 0.5 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Commercial Art Endorsement 2 N/A Endorsement 3 N/A

ADA Compliant: October 2019

COMMERCIAL ART 1

STRAND 1 Students will be able to demonstrate knowledge of commercial art and advertising professional standards. Standard 1 Demonstrate knowledge of commercial art careers, job standards, professional development, and explore higher education and career opportunities. • Advertising design • Art direction • Cartooning/animation/game design • Digital imaging and website design • Graphic design • Illustration • Industrial design • Corporate identity/logo (letterhead, package design, display, corporate image, advertising, etc.) • Layout (books, magazine, newspaper, etc.) • Sign design Standard 2 Explore careers and opportunities in commercial art. • Salary/hours/working conditions • Work expectations • Freelance conditions • Post-high school education • Portfolios Standard 3 Demonstrate an ability to verbally express an idea or concept to a client, pertaining to their product and target audience (example: age, gender, educational level, etc.).

STRAND 2 Students will be able to demonstrate knowledge of advanced design elements and principles. Standard 1 Demonstrate an ability to identify and utilize several elements of design to communicate in an advertisement or other work. • Line • Shape • Value • Form

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COMMERCIAL ART 1

• Texture • Color • Space Standard 2 Demonstrate an ability to identify and utilize several principles of design to communicate in an advertisement or other work. • Balance • Contrast • Emphasis/subordination/rule of thirds • Movement/directional forces • Rhythm/repetition/pattern • Scale/proportion • Unity/contrast STRAND 3 Students will be able to demonstrate advanced layout and composition techniques in diverse media. Standard 1 Plan, format, and compose through the use of thumbnail sketches. Standard 2 Create projects that show effective use of space. Standard 3 Create illustrations to support a design/story concept. Standard 4 Use advanced composition techniques to combine images and type in one composition. Standard 5 Use effective composition and design techniques to create various projects such as: • Advertisement or poster • Brochure or multiple page document (demonstrating visual unity) • Magazine layout • Other Standard 6 Identify and use the following layout terminology: Body test/body copy Readability Choosing/cropping images/rule of thirds Reverse type Columns Text boxes/shapes Dominance Text wrap Drop caps Type alignment

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COMMERCIAL ART 1

Eye flow Margins Folios Bleed Headers and footers Gutter Matching copy with job Spread Proximity

STRAND 4 Students will be able to demonstrate advanced color theory. Standard 1 Demonstrate a thorough knowledge of color theory. • Light • Pigment • Transparent/opaque color • Print Standard 2 Demonstrate an advanced knowledge of color organization and the color wheel. • Primary colors - of Pigment (RYB: Red, Yellow, Blue), of Print (CYMK: Cyan, Magenta, Yellow, and Black), and of Light (RGB: Red, Green, Blue) • Secondary colors • Intermediate/tertiary colors • Neutrals Standard 3 Demonstrate advanced strategies for using color schemes. • Monochromatic • Complimentary • Analogous • Triadic • Split-complimentary Standard 4 Demonstrate advanced strategies of values and use them. • Value scale • Tints • Tones • Shades • Demonstrate expertise in aerial/atmospheric perspective. Standard 5 Demonstrate a professional knowledge of the properties of color. • Hue • Value

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COMMERCIAL ART 1

• Intensity/saturation Standard 6 Be aware that colors can express emotion and have cultural and visual connotations. Standard 7 Understand color as used in computer applications. • Color modes: Bitmap, Grayscale, CMYK, RGB • Vector vs. Bitmap STRAND 5 Students will be able to understand and demonstrate advanced typography techniques. Standard 1 Identify and correctly use type from the six different type families. • Old style • Transitional • Modern • Slab serif • Sans serif • Script • Decorative/novelty/display Standard 2 Know and use the measurements of typography. • Cap height • Baseline • X-height • Points and picas Standard 3 Know the vocabulary of typography. • Leading, kerning, and tracking • Upper and lower case • Ascender and descender • Regular and boldface • Italic and cursive • Font, text, type, and type style • Concordant • Reverse type • Serif • Counter • Line length/readability

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COMMERCIAL ART 1

STRAND 6 Students will demonstrate an advanced knowledge of computer technology. Standard 1 Demonstrate knowledge of basic computer vocabulary and techniques. • Constraining proportions • Cropping • File types • Resizing/sampling • Resolution (Screen – 72 dpi; Print – 300 dpi) • Scanning/Descreening (moiré) • Raster/vector • Layers • History • Half tone • Filters • Paths • Gradient • Opacity • Stroke/fill Standard 2 Use appropriate software for job/project completion. • Page layout (In Design, Quark Express, PageMaker) • Photo manipulation (Photoshop) • Graphics/vector-based illustration (Illustrator, Corel Draw) Standard 3 Understand and use fonts appropriately. • True type, postscript • Downloading fonts • Understand the copyright laws and ethics Standard 4 Understand file types and use them appropriately. • Print applications (TIFF, JPG, etc.) • File transfer (PDF, etc.) • Software specific (.AI, .PSD, etc.) Standard 5 Understand and use basic keyboard commands. • Copy – Control/Command “C” • Paste – Control/Command “V”

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COMMERCIAL ART 1

• Undo – Control/Command “Z” • Software specific shortcuts STRAND 7 Students will critique illustration, advertising, and design. Standard 1 Interpret artistic use of design elements and principles in an illustration, advertising, and design. Standard 2 Interpret design strategies of communication in illustration, advertising, and design. Standard 3 Demonstrate an ability to verbally and visually express an advertising campaign to a client using varied professional strategies (PowerPoint, Storyboards, presentation board, etc.).

STRAND 8 Students will understand the importance of employability and professional work habits. Standard 1 Demonstrate knowledge professional work standards. • Punctuality • Dependability • Attendance • Craftsmanship • Following directions/workflow • Workplace behavior STRAND 9 Students will be able to demonstrate safe practices. Standard 1 Understand proper ventilation including identification of materials and techniques that require proper ventilation. Standard 2 Identify and use proper safety equipment and techniques. Standard 3 Identify hazardous chemicals and solvents, their proper handling, disposal, and safety procedures, if an accident occurs. Standard 4 Know how to access and read material safety data sheets.

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COMMERCIAL ART 1

Standard 5 Report classroom, environment, or safety equipment, problems, violations to the instructor. Standard 6 Clean and maintain an orderly work area. Standard 7 Understand safety procedures when working with electronics.

STRAND 10 Students will be able to understand and practice copyright laws, ethics and legal issues dealing with photography as identified in United States Code Title 17 Chapter 1 Section 101. Standard 1 Define copyright. • Fair use • Creating copyrights by registering with the U.S. Copyright Office through the Library of Congress • Public domain • Understand ®, ©, ™, and watermark Standard 2 Other definitions. • Audiovisual works • Computer program • Copies • Copyright owner • Digital transmission • Financial gain • Pictorial, graphic, and sculptural works • Works of visual art Standard 3 Practice ethics and rules governing photojournalism (i.e. Editorial content must not be changed). Standard 4 Practice correct usage of copyright laws (i.e. the right to reproduce, manipulate, distribute, plagiarize or exhibit another photographer’s work outside of fair use provisions). • Time limitations • Portion limitations • Text material • Illustrations and photographs • Copying and distribution limitations

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COMMERCIAL ART 1

Standard 5 Demonstrate understanding of ethics related to social and legal issues in subject choice (i.e. model releases, image appropriateness, and cultural sensitivity).

STRAND 11 Students will understand the importance of career readiness skills as it relates to the workplace and outlined in the SkillsUSA Framework – Level 2. Standard 1 Understand and demonstrate reliability. • Determine individual time management skills. • Explore what’s ethical in the workplace or school. • Demonstrate awareness of government. • Demonstrate awareness of professional organizations and trade unions. Standard 2 Understand and demonstrate responsiveness. • Define the customer. • Recognize benefits of doing a community service project. • Demonstrate social etiquette. • Identify customer expectations. Standard 3 Understand resiliency. • Discover self-motivation techniques and establish short-term goals. • Select characters of a positive image. • Identify a mentor. Standard 4 Understand and demonstrate workplace habits. • Participate in a shadowing activity. • Explore workplace ethics: codes of conduct. • Recognize safety issues. • Perform a skill demonstration. • Exercise your right to know. Standard 5 Understand and develop initiative. • Develop personal financial skills. • Develop a business plan. • Investigate entrepreneurship opportunities. Standard 6 Understand and demonstrate continuous improvement.

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COMMERCIAL ART 1

• Conduct a worker interview. • Demonstrate evaluation skills. • Examine ethics and values in the workplace. • Develop a working relationship with a mentor. • Construct a job search network. Performance Skills 1. Demonstrate knowledge of commercial art and advertising professional standards. • Demonstrate knowledge of commercial art careers, job standards, professional development, and explore higher education and career opportunities. • Explore careers and opportunities in commercial art. • Demonstrate an ability to verbally express an idea or concept to a client, pertaining to their product and target audience (example: age, gender, educational level, etc.). 2. Demonstrate knowledge of advanced design elements and principles. • Demonstrate an ability to identify and utilize several elements of design to communicate in an advertisement or other work. • Demonstrate an ability to identify and utilize several principles of design to communicate in an advertisement or other work. 3. Demonstrate advanced layout and composition techniques in diverse media. • Plan, format, and compose through the use of thumbnail sketches. • Create projects that show effective use of space. • Create illustrations to support a design/story concept. • Use advanced composition techniques to combine images and type in one composition. • Use effective composition and design techniques to create various projects. • Use layout terminology. 4. Demonstrate advanced color theory. • Demonstrate a thorough knowledge of color theory. • Demonstrate an advanced knowledge of color organization and the color wheel. • Demonstrate advanced strategies for using color schemes. • Demonstrate advanced strategies of values and use them. • Demonstrate a professional knowledge of the properties of color. • Be aware that colors can express emotion and have cultural and visual connotations. • Understand color as used in computer applications. 5. Understand and demonstrate advanced typography techniques. • Identify and correctly use type from the six different type families. • Know and use the measurements of typography. • Know the vocabulary of typography. 6. Demonstrate an advanced knowledge of computer technology. • Demonstrate knowledge of basic computer vocabulary and techniques. • Use appropriate software for job/project completion. • Understand and use fonts appropriately. 10 | P a g e A u g u s t 2 0 1 9

COMMERCIAL ART 1 • Understand file types and use them appropriately. • Understand and use basic keyboard commands. 7. Critique illustration, advertising, and design. • Interpret artistic use of design elements and principles in an illustration, advertising, and design. • Interpret design strategies of communication in illustration, advertising, and design. • Demonstrate an ability to verbally and visually express an advertising campaign to a client using varied professional strategies (PowerPoint, Storyboards, presentation board, etc.). 8. Demonstrate safe practices (required for lab environment) • Understand proper ventilation including identification of materials and techniques that require proper ventilation. • Identify and use proper safety equipment and techniques. • Identify hazardous chemicals and solvents, their proper handling, disposal, and safety procedures, if an accident occurs. • Know how to access and read material safety data sheets. • Report classroom, environment, or safety equipment, problems, violations to the instructor. • Clean and maintain an orderly work area. • Understand safety procedures when working with electronics.

Skill Certificate Test Points by Strand

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STRANDS AND STANDARDS COMMERCIAL ART 2

Course Description A course in the applied visual arts that focuses on the general principles and techniques for effectively communicating ideas and information and promoting products to business and consumer audiences. This course prepares individuals in any of the applied art media including: drawing, painting, computer graphics, and others.

Intended Grade Level 10-12 Units of Credit 0.5 Core Code 40.13.00.00.020 Concurrent Enrollment Core Code 40.13.00.13.020 Prerequisite None Skill Certification Test Number 530 Test Weight 0.5 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Commercial Art Endorsement 2 N/A Endorsement 3 N/A

ADA Compliant: October 2019

COMMERCIAL ART 2

STRAND 1 Students will be able to understand commercial art orientation and job standards. Standard 1 Demonstrate knowledge of the various kinds of jobs in the commercial art field and focus on local vocational opportunities. • Cartooning/animation • Art direction/production art • Illustration • Sign design • Graphic design • Corporate identity/logo (letterhead, package design, display, corporate image, advertising, etc.) • Layout (books, magazine, newspaper, etc.) • Digital imaging and website design Standard 2 Performance standards. • Identify a target audience – age, gender, culture, education, income, ethnic or religious background, etc. • Analysis and critique of current styles • Know how to use appropriate existing material (i.e. references for artwork and stock images) Standard 3 Understand the importance of portfolios, such as promoting your own work to a potential employer or client.

STRAND 2 Students will be able to understand brainstorming and its purpose in the creative process. Standard 1 Understand how to research ideas and current trends (color, typography, graphics, etc.) using various resources such as: • Websites • Print media • Retail locations • Focus groups Standard 2 Brainstorm ideas and explore composition through the use of thumbnail sketches.

STRAND 3 Students will be able to understand and demonstrate proper drawing techniques.

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COMMERCIAL ART 2

Standard 1 Use strategies to measure correct proportional relationships between paper and objects being drawn. Standard 2 Demonstrate expertise in drawing objects from observation. • Understand and demonstrate form and shading (highlight, half-tones, core shadow, reflected light, cast shadow, etc.). • Understand and demonstrate an ability to utilize relate three-dimensional objects to a two-dimensional picture plane. • Understand and demonstrate an ability to use overlapping, size, placement, value to show depth.

STRAND 4 Students will be able to understand and demonstrate proper typography techniques. Standard 1 Identify and correctly use type from the six different type families. • Old style • Modern • Slab serif • Sans serif • Script • Decorative/novelty/display Standard 2 Know and use the measuring units and vocabulary of typography. • Cap height • Baseline • X-height • Point size (points and picas) • Upper and lower case • Ascender and descender • Regular and boldface • Condensed and expanded • Italic and cursive • Font, text, type, and type style • Justified, unjustified, ragged left, and ragged right • Counter • Readability STRAND 5 Students will be able to understand and demonstrate proper color techniques.

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COMMERCIAL ART 2

Standard 1 Demonstrate a thorough knowledge of color theory. • Light – RGB • Pigment – RYB • Print – CMYK • Transparent/opaque color Standard 2 Demonstrate an advanced knowledge of color organization and the color wheel. • Primary colors • Secondary colors • Intermediate/tertiary colors • Neutrals • Warm and cool colors Standard 3 Identify and organize color schemes. • Monochromatic • Complimentary • Split-complimentary • Analogous • Triadic Standard 4 Demonstrate a working knowledge of values and use them in project work. • Value scale • Tints • Tones • Shades • Demonstrate expertise in aerial/atmospheric perspective • Use hue to create illusion of space • Use control of detail to create illusion of space Standard 5 Demonstrate a thorough knowledge of the properties of color. • Hue • Value • Intensity/saturation STRAND 6 Students will be able to understand and demonstrate basic design principles. Standard 1 Demonstrate an ability to recognize, utilize, and communicate with the elements of design.

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COMMERCIAL ART 2

• Line • Shape • Value • Form • Texture • Color • Space Half tone Standard 2 Demonstrate an ability to recognize and utilize, communicate with the principles of design. • Balance – symmetrical/asymmetrical/radial • Emphasis/subordination • Rhythm/repetition/pattern • Scale/proportion • Unity/variety • Contrast • Movement/directional forces Standard 3 Composition • Layout (spacing) • Typography (body copy, titles, headings, etc.) • Graphic elements (illustrations, artwork, etc.) • Photography STRAND 7 Students will be able to demonstrate safe practices. Standard 1 Understand proper ventilation including identification of materials and techniques that require proper ventilation. Standard 2 Identify and use proper safety equipment and techniques. Standard 3 Identify hazardous chemicals and solvents, their proper handling, disposal, and safety procedures, if an accident occurs. Standard 4 Know how to access and read material safety data sheets. Standard 5 Participate in a safety training and maintain a safe work area.

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COMMERCIAL ART 2

Standard 6 Report classroom, environment, or safety equipment, problems, violations to the instructor. Standard 7 Understand accident report procedures. • Report to teacher Standard 8 Clean and maintain an orderly work area. Standard 9 Avoid repetitive stress injuries. • Good posture • Keep wrists straight • Take breaks • Stretch and strengthen • Position of monitor, keyboard, and mouse STRAND 8 Students will be able to understand and practice copyright laws, ethics and legal issues dealing with photography as identified in United States Code Title 17 Chapter 1 Section 101. Standard 1 Define copyright and know how to copyright your work with the Library of Congress, Copyrights office. • Fair use • Creating copy with a Registration with the U.S. Copyright office • Public domain • Understand ®, ©, ™, and watermark Standard 2 Other definitions. • Audiovisual works • Computer program • Copies • Copyright owner • Digital transmission • Financial gain • Pictorial, graphic, and sculptural works • Photographs • Works of visual art

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COMMERCIAL ART 2

Standard 3 Practice ethics and rules governing photojournalism (i.e. Editorial content must not be changed) Note: photo illustrations. Standard 4 Practice correct usage of copyright laws (i.e. the right to reproduce, manipulate, distribute, plagiarize or exhibit another photographer’s work outside of fair use provisions). • Time limitations • Portion limitations – in text material • Text material • Illustrations and photographs • Copying and distribution limitations Standard 5 Demonstrate understanding of ethics related to social and legal issues in subject choice (i.e. model releases, image appropriateness, and cultural sensitivity).

STRAND 9 Students will understand the importance of career readiness skills as it relates to the workplace and outlined in the SkillsUSA Framework – Level 1. Standard 1 Understand and demonstrate the attitude of cooperation. • Develop awareness of cultural diversity and equality issues. • Demonstrate effective communication with others. • Apply team skills to a group project. • Identify and apply conflict resolution skills. Standard 2 Understand and demonstrate the ability of being resourceful and innovative. • Discover self-motivation techniques and establish short-term goals. • Measure/modify short-term goals. • Review a professional journal and develop a three- to five-minute presentation. Standard 3 Plan for your future career. • Complete a self-assessment and identify individual learning styles. • Define future occupations. • Identify the components of an employment portfolio. • List proficiency in program competencies. • Complete a survey for employment opportunities. • Create a job application. • Assemble your employment portfolio. • Employability skills: evaluate program comprehension.

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COMMERCIAL ART 2

Standard 4 Understand and demonstrate the ability to manage a project. • Apply team skills to a group project. • Observe and critique a meeting. • Demonstrate business meeting skills. • Explore supervisory and management roles in an organization. • Identify and apply conflict resolution skills. • Demonstrate evaluation skills. • Manage a project and evaluate others. Performance Skill 1. Understand commercial art orientation and job standards. • Demonstrate knowledge of the various kinds of jobs in the commercial art field and focus on local vocational opportunities. • Performance standards. • Understand the importance of portfolios, such as promoting your own work to a potential employer or client. 2. Understand brainstorming and its purpose in the creative process. • Understand how to research ideas and current trends (color, typography, graphics, etc.) using various resources. • Brainstorm ideas and explore composition through the use of thumbnail sketches. 3. Understand and demonstrate proper drawing techniques. • Use strategies to measure correct proportional relationships between paper and objects being drawn. • Demonstrate expertise in drawing objects from observation. 4. Understand and demonstrate proper typography techniques. • Identify and correctly use type from the six different type families. • Know and use the measuring units and vocabulary of typography. 5. Understand and demonstrate proper color techniques. • Demonstrate a thorough knowledge of color theory. • Demonstrate an advanced knowledge of color organization and the color wheel. • Identify and organize color schemes. • Demonstrate a working knowledge of values and use them in project work. • Demonstrate a thorough knowledge of the properties of color. 6. Understand and demonstrate basic design principles. • Demonstrate an ability to recognize, utilize, and communicate with the elements of design. • Demonstrate an ability to recognize and utilize, communicate with the principles of design. • Composition 7. Demonstrate safe practices (required for lab environment). • Understand proper ventilation including identification of materials and techniques that require proper ventilation.

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COMMERCIAL ART 2

• Identify and use proper safety equipment and techniques. • Identify hazardous chemicals and solvents, their proper handling, disposal, and safety procedures, if an accident occurs. • Know how to access and read material safety data sheets. • Participate in a safety training and maintain a safe work area. • Report classroom, environment, or safety equipment, problems, violations to the instructor. • Understand accident report procedures. • Clean and maintain an orderly work area. • Avoid repetitive stress injuries.

Skill Certificate Test Points by Strand

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STRANDS AND STANDARDS COMMERCIAL ART 3

Course Description This instructional course prepares individuals to apply technical knowledge and skills to develop and create concepts that optimize the function, value, and appearance of products for the benefit of both user and manufacturer (IDSA).

Intended Grade Level 11-12 Units of Credit 0.5 Core Code 40.13.00.00.030 Concurrent Enrollment Core Code N/A Prerequisite None Skill Certification Test Number 534 Test Weight 1.0 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Commercial Art Endorsement 2 N/A Endorsement 3 N/A

ADA Compliant: October 2019

COMMERCIAL ART 3

STRAND 1 Students will be able to demonstrate knowledge of the industrial design profession. Standard 1 Demonstrate knowledge of the industrial design profession, job standards, professional development, and explore higher education and career opportunities. Standard 2 Understand the relationship of industrial design to other design and related professions. Standard 3 Explore careers and opportunities in industrial design. • Salary/hours/working conditions • Work expectations • Freelance conditions • Post-secondary education

STRAND 2 Students will understand and be able to apply the design process to products and systems. Standard 1 Understand principles of design research in relation to problem finding and problem solving. • Observation • Experience • Inquiry • Data synthesis • Target audience Standard 2 Understand and be able to apply principles for ideation and divergent thinking (brainstorming). • Explore ideas • Question • Make connections • Validate an idea • Develop the concept based upon validation Standard 3 Understand and use the workflow process. • Research • Thumbnails • Sketches • Full color rendering

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COMMERCIAL ART 3

• Digital rendering • Mock-up • Model STRAND 3 Students will be able to demonstrate knowledge of design elements and principles in solving simple industrial design problems. Standard 1 Render an idea utilizing the elements of design. • Lines in space (chaos in order) • Surface • Form/volume • Structure • Value • Color (color themes, theory, and wheel) • Texture Standard 2 Demonstrate an ability to utilize principles of 3D design in form development. • Balance (visual) • Unity/variety • Contrast • Emphasis • Direction and movement • Repetition • Proportion Standard 3 Interpret and critique artistic use of design elements and principles in product design. • Form vs. function • Physical balance STRAND 4 Students will be able to demonstrate knowledge of human factors related to design. Standard 1 Understand how human anatomy, physiology, and psychology apply to product development. Standard 2 Demonstrate the application of human factors in product design. • Ergonomics • Aesthetics • Haptic

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COMMERCIAL ART 3

Standard 3 Demonstrate knowledge of the impact of design and technology has on the individual, society, and the environment. • Social sustainability • Environmental sustainability • Cultural sustainability STRAND 5 Students will be able to conceive and create a product. Standard 1 Conceive and develop a mockup of the product. • Quick 3D rough draft Standard 2 Build a model of the product. • Refined 3D example STRAND 6 Students will understand and demonstrate the ability to present ideas. Standard 1 Use multiple techniques, tools, and processes to develop compelling 2D and 3D product concept presentations and articulating the process used in their form development. • Constraining proportions • Cropping Standard 2 Understand the importance of working individually or as a team in developing effective presentations. • Visual presentation of the product (PowerPoint, presentation board, 3D model) • Student presence (posture, communication, body language, dress) • Presentation of idea, sell the product’s functionality, aesthetics, and sustainability STRAND 7 Students will demonstrate knowledge and use of computer technology. Standard 1 Demonstrate knowledge of basic computer vocabulary and techniques. • Tools and shortcuts • Color modes • Vector vs raster qualities and advantages • Adobe software terminology, i.e. guides, strokes

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COMMERCIAL ART 3

Standard 2 Understand file types and use them appropriately. • Print applications: TIFF, JPG, etc. • Web applications: PNG, WMG, etc. • File transfer: IGES, STL, PDF, etc. • Resolution and how it’s used Standard 3 Use appropriate software for design communication and implementation for job/project completion. • Adobe Illustrator • Adobe Photoshop • Others (Autodesk software, CAD, etc.) Standard 4 Use appropriate software for design communication and implementation for job/project completion. • CMYK • RGB STRAND 8 Students will understand basic ethical and legal issues involved in design. Standard 1 Define ways to protect your ideas. Standard 2 Discuss types of patents and their merits. Standard 3 Practice ethics and rules governing industrial design.

STRAND 9 Students will be able to demonstrate safe practices. Standard 1 Know and apply basic safety rules for working with tools, machines, and material. Standard 2 Know and apply the basics for keeping machines and tools in good working order. Standard 3 Know and apply basic safety procedures when working with computers and electronic devices and understand the archiving process for digital files.

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COMMERCIAL ART 3

Standard 4 Clean and maintain an orderly work area.

STRAND 10 Students will understand the importance of career readiness skills as it relates to the workplace and outlined in the SkillsUSA Framework – Level 3. Standard 1 Understand and develop collaboration skills. • Develop a working relationship with a mentor. • Apply supervisory skills. • Manage a project and evaluate others. Standard 2 Understand and demonstrate change management skills. • Evaluate your career and training goals. • Identify and apply conflict resolution skills. • Illustrate an organizational structure. • Plan and implement a leadership project. Standard 3 Understand how customer service applies to the workplace. • Serve as a volunteer in the community. • Examine workplace ethics: the role of values in making decisions. • Understand the cost of customer service. • Develop customer service skills. • Maximize customer service skills. Standard 4 Understand and demonstrate career readiness. • Market your career choice. • Research resume writing. • Demonstrate interviewing skills. • Predict employment trends. • Re-evaluate career goals and establish long-term goals. • Construct a job search network. • Evaluate professional competencies. • Analyze your entry-level job skills. • Design and present a lesson plan on an aspect of your career choice. • Write an article for a professional journal in your career area. • Refine your employment portfolio.

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COMMERCIAL ART 3

Performance Skill 1. Demonstrate knowledge of the industrial design profession. • Demonstrate knowledge of the industrial design profession, job standards, professional development, and explore higher education and career opportunities. • Understand the relationship of industrial design to other design and related professions. Explore careers and opportunities in industrial design. 2. Understand and be able to apply the design process to products and systems. • Understand principles of design research in relation to problem finding and problem solving. • Understand and be able to apply principles for ideation and divergent thinking (brainstorming). • Understand and use the workflow process. 3. Demonstrate knowledge of design elements and principles in solving simple industrial design problems. • Render an idea utilizing the elements of design. • Demonstrate an ability to utilize principles of 3D design in form development. • Interpret and critique artistic use of design elements and principles in product design. 4. Demonstrate knowledge of human factors related to design. • Understand how human anatomy, physiology, and psychology apply to product development. • Demonstrate the application of human factors in product design. • Demonstrate knowledge of the impact of design and technology has on the individual, society, and the environment. 5. Conceive and create a product. • Conceive and develop a mockup of the product. • Build a model of the product. 6. Understand and demonstrate the ability to present ideas. • Use multiple techniques, tools, and processes to develop compelling 2D and 3D product concept presentations and articulating the process used in their form development. • Understand the importance of working individually or as a team in developing effective presentations. 7. Demonstrate a knowledge and use of computer technology. • Demonstrate knowledge of basic computer vocabulary and techniques. • Understand file types and use them appropriately. • Use appropriate software for design communication and implementation for job/project completion. • Know the appropriate color mode in computer applications. 8. Demonstrate safe practices (required in a lab environment). • Know and apply basic safety rules for working with tools, machines, and material.

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COMMERCIAL ART 3 • Know and apply the basics for keeping machines and tools in good working order. • Know and apply basic safety procedures when working with computers and electronic devices and understand the archiving process for digital files. • Clean and maintain an orderly work area.

Skill Certificate Test Points by Strand

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STRANDS AND STANDARDS COMMERCIAL PHOTOGRAPHY 1

Course Description This course is an introduction to the field of commercial photography. This course will cover a number of basic concepts, including but not limited to purchasing a digital camera; image capture; image editing; and image output. This course will also feature Adobe Photoshop, its features and use. These concepts will enable the student to be more knowledgeable and prepared to enter the field of commercial photography. If available students are advised to continue on with the Advanced Commercial Photography course. CAMERA REQUIREMENT It is recommended that students have access to a Digital SLR camera. However Digital Point and Shoot cameras can be used and will be covered in this course. Minimum equipment requirements for this course are cameras with removable memory cards and adjustable mode settings. Mobile devices may be used to complete some, but not all of the listed objectives. SOFTWARE REQUIREMENT Photoshop or Photoshop Elements, Adobe Lightroom

ADA Compliant: September 2019

COMMERCIAL PHOTOGRAPHY 1

Intended Grade Level 10-12 Units of Credit 0.5 Core Code 40.13.00.00.012 Concurrent Enrollment Core Code 40.13.00.13.012 Prerequisite None Skill Certification Test Number 537 Test Weight 0.5 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Commercial Photography Endorsement 2 NA Endorsement 3 NA

STRAND 1 Students will have knowledge of the history of photography. Standard 1 History of Photography • Overview of the origins of Technical Photographic Processes, and major milestones. • Camera Obscura • Wet Plate • Film • Digital • Sensor development • Storage development

Standard 2 Evolution and future of Digital Photography. • Adobe Photoshop • Camera Raw STRAND 2 Students will be able to understand and apply the multi-step process of workflow. Standard 1 Identify the multi-step process of workflow in image capture. 1. Pre-shoot checklist (Hardware – memory card, battery, lens etc.) 2. Holding the camera (steady, shoot, and format) 3. Exposure Mode (auto or manual – aperture and shutter priority) 4. Light Metering 5. Focus (auto or manual) 6. Flash (on or off) 7. Composition

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COMMERCIAL PHOTOGRAPHY 1

8. Image Capture 9. Verify correct exposure or adjust and reshoot (histogram, overexpose, underexposed) Standard 2 Identify the multi-step process of workflow as it relates to image editing. 1. Image import (transfer files to a computer) 2. Image management (organizing files, photo selection, Naming conventions, and managing folders) 3. Cull images (rating, flagging, Contact Sheet * * Not Tested) 4. Basic image editing (straighten, rotate, limited crop, adjust tonal range, contrast, and color correction) Standard 3 Identify the multi-step process of workflow as it relates to image output. • Size/resolution for intended purpose (web, presentation or print) • Image delivery (Internet, removable media, print) • File archive (Cloud storage, local storage) STRAND 3 Students will be able to identify different types of digital cameras, benefits of sensor size and resolution, the location of their basic components, and the benefits of each type. Standard 1 Camera types • Basic camera (camera phones, tablets, point-and-shoot, action camera) • Interchangeable lens camera • Single Lens Reflex (SLR) • Mirrorless (MILC) Standard 2 Sensor Size and benefit • Basic Camera Sensor – inexpensive, portability, everyday consumer use • Micro 4:3, APS-C – comparatively lower cost, crop magnification • Full Frame – low light sensitivity, depth of field, dynamic range, zero crop factor • Medium Format – increased sensor surface area Standard 3 • Calculate resolution (L x W) • Define megapixel (1 million pixels) • Define pixel (picture element)

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COMMERCIAL PHOTOGRAPHY 1

Standard 4 Understand correlation between sensor size and resolution (not all megapixels are created equal)

STRAND 4 Students will demonstrate the appropriate use of the camera controls on a digital camera. Standard 1 Exposure modes. (auto, shutter priority, aperture priority, program, manual) Standard 2 Pre-programmed modes. (landscape, action, portrait, macro, night)

STRAND 5 Students will be able to use and identify memory devices and file types associated with digital cameras and scanners. Standard 1 Demonstrate an understanding of digital file formats as they pertain to image capture. (i.e. RAW, JPEG) Standard 2 Discuss disadvantages of file compression in JPEGs. (i.e. extra fine, fine, basic, and normal) Standard 3 Demonstrate an understanding of the difference between high and low resolution and how they are linked to image file output resolution and quality. (Intended use of photograph i.e. print, email, photo sharing) Standard 4 Identify common memory cards and camera compatibilities. (i.e. Compact Flash, SD, Micro SD, and internal storage) Standard 5 Identify necessary equipment used for transferring images to a computer. (i.e. cables, card readers, wireless)

STRAND 6 Students will be able to understand and operate a camera. Standard 1 Identify basic digital camera parts and their functions. (i.e. viewfinder or LCD monitor, lens, mode dial, shutter release, etc.)

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COMMERCIAL PHOTOGRAPHY 1

Standard 2 Understand focal length and optical versus digital zoom. Standard 3 Use of a tripod or other steady shoot method when it is appropriate. Standard 4 Identify the need and appropriate use of an on-camera flash. Standard 5 Identify the difference between shutter priority and aperture priority. Standard 6 Identify differences in types of photographic lenses for an interchangeable lens camera. (Wide 10-35mm, Standard 50-70mm, Telephoto 80mm and above)

STRAND 7 Students will be able to demonstrate basic proficiency in the use of Adobe Photoshop. Standard 1 Discuss or demonstrate non-destructive editing techniques. • Adjustment layers • Smart objects • Layer masks Standard 2 Demonstrate tonal adjustments. (i.e. adjustment layers, Brightness and Contrast, Shadow/Highlight correction, Levels) • Reference histogram while making adjustments Standard 3 Demonstrate color correction. (i.e. color balance, hue/saturation, and levels) Standard 4 Demonstrate cropping (i.e. cropping, straightening, and perspective). • Proportion Standard 5 Demonstrate techniques for photo retouching (i.e. healing brushes, red eye, clone stamp). Standard 6 Demonstrate and use the Layers pallet. (i.e. active layer, layer order, creating and deleting layers, and Opacity)

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COMMERCIAL PHOTOGRAPHY 1

Standard 7 Demonstrate non-destructive and destructive black and white conversion process in Photoshop. • Image Mode • Adjustment Layer Standard 8 Demonstrate effective use of undo and redo. (i.e. history pallet, step forward or backward) Standard 9 Demonstrate the use of the Transform tool. (i.e. scale, rotate, skew, flip, and distort) Standard 10 Demonstrate the use of selection tools. (i.e. marquee, lasso, magic wand, quick selection tool, quick mask) Standard 11 Demonstrate different imaging file types and know their intended use. (.psd .jpeg .png)

STRAND 8 Students will be able to understand and demonstrate the elements of composition. Standard 1 Demonstrate Simplicity/Emphasis as an element of composition. Standard 2 Demonstrate Rule of Thirds as an element of composition. Standard 3 Demonstrate Perspective as an element of composition. (worms-eye, birds-eye) Standard 4 Demonstrate Leading Lines as an element of composition.

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COMMERCIAL PHOTOGRAPHY 1

• Audiovisual works • Computer program • Copies • Copyright owner • Digital transmission • Financial gain • Pictorial, graphic, and sculptural works • Works of visual art Standard 3 Practice ethics and rules governing photojournalism. (i.e. Editorial content must not be changed) Standard 4 Practice correct usage of copyright laws. (i.e. the right to reproduce, manipulate, distribute, plagiarize or exhibit another photographer’s work outside of fair use provisions) • Time limitations • Portion limitations • Text material • Illustrations and photographs • Copying and distribution limitations Standard 5 Demonstrate understanding of ethics related to social and legal issues in subject choice. (i.e. model releases, image appropriateness, and cultural sensitivity)

STRAND 10 Students will gain an understanding of the careers available in the field of photography. Standard 1 Cover the possible career options in the field of photography.

STRAND 11 Students will understand the importance of career readiness skills as it relates to the workplace and outlined in the SkillsUSA Framework – Level 1. Standard 1 Understand and demonstrate the attitude of cooperation. • Develop awareness of cultural diversity and equality issues. • Demonstrate effective communication with others. • Apply team skills to a group project.

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COMMERCIAL PHOTOGRAPHY 1

• Identify and apply conflict resolution skills. Standard 2 Understand and demonstrate the ability of being resourceful and innovative. • Discover self-motivation techniques and establish short-term goals. • Measure/modify short-term goals. • Review a professional journal and develop a three- to five-minute presentation. Standard 3 Plan for your future career. • Complete a self-assessment and identify individual learning styles. • Define future occupations. • Identify the components of an employment portfolio. • List proficiency in program competencies. • Complete a survey for employment opportunities. • Create a job application. • Assemble your employment portfolio. • Employability skills: evaluate program comprehension. Standard 4 Understand and demonstrate the ability to manage a project. • Apply team skills to a group project. • Observe and critique a meeting. • Demonstrate business meeting skills. • Explore supervisory and management roles in an organization. • Identify and apply conflict resolution skills. • Demonstrate evaluation skills. • Manage a project and evaluate others. Performance Skills 1. Understand and apply the multi-step process of “workflow”. • Identify the multi-step process of workflow in image capture. • Identify the multi-step process of workflow as it relates to image editing. • Identify the multi-step process of workflow as it relates to image output. 2. Demonstrate the appropriate use of the camera controls on a digital camera. • Exposure modes (auto, shutter priority, aperture priority, program, manual). • Pre-programmed modes (landscape, action, portrait, macro, night). 3. Use and identify memory devices and file types associated with digital cameras and scanners. • Demonstrate an understanding of digital file formats as they pertain to image capture (i.e. RAW, TIFF, JPEG). • Demonstrate an understanding of compression in digital file sizes as they pertain to

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COMMERCIAL PHOTOGRAPHY 1

image capture (i.e. extra fine, fine, basic, and normal). • Demonstrate and understanding of the difference between high and low resolution and how they are linked to Pixelization (Intended use of photograph i.e. print, email, photo sharing). • Identify common memory cards and camera compatibilities (I.e. Compact Flash, SD, Micro SD, XD, and internal storage). • Identify necessary equipment used for downloading images to a computer (i.e. cables, card readers). • Properly transfer files from the camera computer. • Demonstrate an understanding of how to scan an image for use with a computer (flatbed scanner, film scanner, negative scanner). 4. Understand and operate a point and shoot camera or DSLR. • Identify basic digital camera parts and their functions. (i.e. viewfinder or LCD monitor, lens, mode dial, shutter release, etc.) • Understand focal length and optical versus digital zoom. • Use of a tripod or other steady shoot method when it is appropriate. • Identify the need and appropriate use of an on-camera flash. • Identify the difference between shutter priority and aperture priority. • Identify some of the basic differences between digital Point and Shoot and DSLR cameras. (i.e. size, weight, and lens options) 5. Demonstrate basic proficiency in the use of Adobe Photoshop. • Demonstrate how to use Photoshop to set size and resolution for images based on the intended use of the image. (web, print) • Demonstrate tonal adjustments. (i.e. histogram, Brightness and Contrast, Shadow/Highlight correction, Levels, Dodge and Burn Tool) • Demonstrate color correction. (i.e. color balance, hut/saturation, and levels) • Demonstrate cropping. (i.e. cropping, straightening, and perspective) • Demonstrate techniques for photo retouching. (i.e. healing brushes, red eye, clone stamp) • Demonstrate and use the Layers pallet. (i.e. active layer, layer order, creating and deleting layers, and Opacity) • Demonstrate the black and white conversion process in Photoshop. • Demonstrate effective use of undo and redo. (i.e. history pallet, step forward or backward) • Demonstrate the use of the Transform tool. (i.e. scale, rotate, skew, flip, and distort) • Demonstrate the use of selection tools. (i.e. marquee, lasso, magic wand, quick selection tool) • Demonstrate different imaging file types and know their intended use. (.psd .jpeg .png) 6. Understand and demonstrate the elements of composition. • Demonstrate Simplicity/Emphasis as an element of composition.

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COMMERCIAL PHOTOGRAPHY 1

• Demonstrate Rule of Thirds as an element of composition. • Demonstrate Perspective as an element of composition. (worms-eye, birds-eye) • Demonstrate Leading Lines as an element of composition. Skill Certificate Test Points by Strand Example table below. Refer to instructions for specifics.

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STRANDS AND STANDARDS COMMERCIAL PHOTOGRAPHY 2

Course Description This course is designed for students who want to further enhance their photographic knowledge and abilities. It is an application of the skills learned in Digital Photography with an emphasis on professional jobs and assignments used in commercial photography. A portfolio of each student’s work is expected at the end of the course. CAMERA REQUIREMENT: Since there is an industry standard for this type of work, access to a Digital SLR camera is required for the Commercial Photography course. Schools may provide necessary equipment to complete the course. SOFTWARE REQUIREMENT: Adobe Photoshop, Adobe Lightroom

Intended Grade Level 11-12 Units of Credit 0.5 Core Code 40.13.00.00.015 Concurrent Enrollment Core Code NA Prerequisite Commercial Photography 1 Skill Certification Test Number 539 Test Weight 1.0 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Commercial Photography Endorsement 2 NA Endorsement 3 NA

ADA Compliant: September 2019

COMMERCIAL PHOTOGRAPHY 2

STRAND 1 Students will be able to recall and apply the multi-step process of workflow.

STRAND 2 Students will be able to make informed choices in selecting equipment and accessories for commercial photography assignments. Standard 1 Identify which equipment (lenses, sensors, etc.) would be appropriate for specific commercial shooting assignments (i.e. Portrait, Wedding, Product, Sports). Standard 2 Identify any additional lighting equipment that may be required for particular commercial photography assignments. Standard 3 Identify appropriate accessories for commercial photography assignments (tripods, remote release, etc.)

STRAND 3 Students will demonstrate the appropriate use of the camera controls and settings on a digital camera. Standard 1 Identify and show proficiency with the exposure triangle (ISO, aperture, shutter speed). Standard 2 Identify and show proficiency with Exposure Modes (auto, shutter priority, aperture priority, manual, program). Standard 3 Identify and show proficiency with advanced camera settings (i.e. white balance, resolution, area focusing, spot focusing, matrix metering, continuous shooting).

STRAND 4 Students will be able to use and identify memory devices and file types associated with digital cameras, as well as appropriately store and archive image files. Standard 1 Demonstrate an understanding of digital file formats as they pertain to image capture (i.e. RAW, JPEG). Standard 2 Demonstrate an understanding of compression in digital file sizes as they pertain to image capture (i.e. extra fine, fine, basic, and normal).

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COMMERCIAL PHOTOGRAPHY 2

• Compression effects • Artifacts • File Size • Lossy Formats • Lossless Formats Standard 3 Identify appropriate shooting applications for JPEG and RAW formats. Standard 4 Understand how to properly maintain a memory card (i.e. storage, formatting, general care). Standard 5 Understand principles of asset management and storage.

STRAND 5 Students will be able to understand and demonstrate the principles of art, design, and composition. Standard 1 Demonstrate Simplicity/Emphasis. Standard 2 Demonstrate Rule of Thirds. Standard 3 Demonstrate Perspective. Standard 4 Demonstrate Leading Lines. Standard 5 Demonstrate Harmony (a pleasing relationship of elements). Standard 6 Demonstrate avoiding subject mergers. Standard 7 Demonstrate Framing. Standard 8 Demonstrate Rhythm/Repetition (orderly, related movement). Standard 9 Demonstrate Balance (symmetrical/asymmetrical).

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COMMERCIAL PHOTOGRAPHY 2

STRAND 6 Students will be able to demonstrate increased proficiency in the use of Adobe Photoshop. Standard 1 Use the mask feature to edit an image. Standard 2 Identify and use adjustment layers. Standard 3 Identify and use the channels function. Standard 4 Identify and use selections tools efficiently. Standard 5 Identify and use photo-retouching tools. Standard 6 Identify and use layer styles. Standard 7 Add keyboard shortcut for command that doesn’t already exist.

STRAND 7 Students will be able to demonstrate proficiency in Adobe Lightroom. Standard 1 Setup a Lightroom catalog. • Import images into a catalog in Lightroom. • File type (dng – preserve camera raw data) • File organization (rating, labeling, metadata) Standard 2 Identify and use the “develop” tab in Lightroom. • Adjustment panels • Retouching tools • Resizing and cropping • Presets Standard 3 Export an image from Lightroom. • Navigate and use the export dialog box to successfully export an image.

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COMMERCIAL PHOTOGRAPHY 2

STRAND 8 Students will be able to present digital images in both a printed and electronic format. Standard 1 Know how to print professional quality photographs on photographic printers (printer profiles, paper types, black and white vs. color). Standard 2 Evaluate and critique photographic work and respond to critique of your work. Standard 3 Produce a portfolio. Standard 4 Submit photographs for display.

STRAND 9 Students will be able to understand and practice copyright laws, ethics and legal issues dealing with photography as identified in United States Code Title 17 Chapter 1 Section 101. Standard 1 Define copyright. • Fair use • Creating copyrights by registering with the U.S. Copyright Office through the Library of Congress • Public domain • Understand ®, ©, ™, and watermark Standard 2 Other definitions. • Audiovisual works • Computer program • Copies • Copyright owner • Digital transmission • Financial gain • Pictorial, graphic, and sculptural works • Works of visual art Standard 3 Practice ethics and rules governing photojournalism (i.e. Editorial content must not be changed).

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COMMERCIAL PHOTOGRAPHY 2

Standard 4 Practice correct usage of copyright laws (i.e. the right to reproduce, manipulate, distribute, plagiarize or exhibit another photographer’s work outside of fair use provisions). • Time limitations • Portion limitations • Text material • Illustrations and photographs • Copying and distribution limitations Standard 5 Demonstrate understanding of ethics related to social and legal issues in subject choice (i.e. model releases, image appropriateness, and cultural sensitivity).

STRAND 10 Students will explore career opportunities in Commercial Photography. Standard 1 Develop career awareness related to working in the photography industry.

STRAND 11 Students will be able to demonstrate proficiency in the use of studio lighting. Standard 1 Identify and correctly use the different types of equipment needed for studio lighting (head unit, light stand, soft box, umbrella). • Strobe vs. continuous lighting • Diffusers • Wall power vs. portable Standard 2 Properly setup and take down a studio lighting setup, identify and duplicate common studio lighting setups. • Split lighting • Rembrandt lighting • Loop lighting • Butterfly lighting • Paramount lighting Standard 3 Use a handheld light meter for the purpose of correctly exposing a portrait using studio lights. Standard 4 Understand Sync Speed • High speed sync

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COMMERCIAL PHOTOGRAPHY 2

• Front Curtain • Rear Curtain • Maximum Shutter Sync Speed

STRAND 12 Students will understand the importance of career readiness skills as it relates to the workplace and outlined in the SkillsUSA Framework – Level 3. Standard 1 Understand and develop collaboration skills. • Develop a working relationship with a mentor. • Apply supervisory skills. • Manage a project and evaluate others. Standard 2 Understand and demonstrate change management skills. • Evaluate your career and training goals. • Identify and apply conflict resolution skills. • Illustrate an organizational structure. • Plan and implement a leadership project. Standard 3 Understand how customer service applies to the workplace. • Serve as a volunteer in the community. • Examine workplace ethics: the role of values in making decisions. • Understand the cost of customer service. • Develop customer service skills. • Maximize customer service skills. Standard 4 Understand and demonstrate career readiness. • Market your career choice. • Research resume writing. • Demonstrate interviewing skills. • Predict employment trends. • Re-evaluate career goals and establish long-term goals. • Construct a job search network. • Evaluate professional competencies. • Analyze your entry-level job skills. • Design and present a lesson plan on an aspect of your career choice. • Write an article for a professional journal in your career area. • Refine your employment portfolio.

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COMMERCIAL PHOTOGRAPHY 2

Performance Skills 1. Make informed choices in selecting equipment and accessories for commercial photography assignments. • Identify which camera would be appropriate for specific commercial shooting assignments (I.e. Portrait, Wedding, Product, Sports). • Identify which lenses would be appropriate for specific commercial photography assignments. • Identify any additional Lighting equipment that may be need for particular commercial photography assignments. • Identify appropriate peripheral devices for commercial photography assignments (tripods, remote release, etc.) 2. Demonstrate the appropriate use of the camera controls and settings on a digital camera. • Identify and show proficiency with advanced camera settings (i.e. white balance, resolution, area focusing, spot focusing, matrix metering, continuous shooting). • Identify and show proficiency with Exposure Modes (auto, shutter priority, aperture priority, manual, program). • Identify and show proficiency with the exposure triangle (ISO, aperture, shutter speed). 3. Use and identify memory devices and file types associated with digital cameras. • Demonstrate an understanding of digital file formats as they pertain to image capture (i.e. RAW, TIFF, JPEG). • Demonstrate an understanding of compression in digital file sizes as they pertain to image capture (i.e. extra fine, fine, basic, and normal). • Understand how to properly maintain a memory card (i.e. storage, formatting, general care). 4. Understand and demonstrate the principles of art, design, and composition. • Demonstrate Simplicity/Emphasis. • Demonstrate Rule of Thirds. • Demonstrate Perspective. • Demonstrate Leading Lines. • Demonstrate Harmony (a pleasing relationship of elements). • Demonstrate Avoiding subject Mergers (two images – i.e. different points of view). • Demonstrate Framing. • Demonstrate Rhythm/Repetition (orderly, related movement). • Demonstrate Balance (symmetrical/asymmetrical). 5. Demonstrate increased proficiency in the use of Adobe Photoshop. • Use the mask feature to edit an image. • Identify and use adjustment layers. • Identify and use the channels function. • Identify and use selections tools efficiently. • Identify and use photo-retouching tools. 8 | P a g e R e v i s e d: S e p t e m b e r 2 0 1 9

COMMERCIAL PHOTOGRAPHY 2

• Identify and use layer styles.

6. Demonstrate proficiency in Adobe Lightroom. • Setup a Lightroom catalog. • Access external Lightroom catalog. • Identify and use the “develop” tab in Lightroom. • Export an image from Lightroom. 7. Present digital images in both a printed and electronic format. • Know how to print professional quality photographs on photographic printers (printer profiles, paper types, black and white vs. color). • Evaluate/critique photographic work. • Produce a portfolio. • Submit photographs for display.

Skill Certificate Test Points by Strand Example table below. Refer to instructions for specifics.

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STRANDS AND STANDARDS DIGITAL GRAPHIC ARTS INTRO

Course Description This course is designed to provide students with the basic knowledge and skills related to the graphic design industry. It is intended to serve as a starting point for several pathways including Digital Media, Graphics and Printing, 3D Animation and Game Development. This includes instruction and hands-on assignments in the following areas: creative design & layout, typography, color, related software, and computer and professional skills.

Intended Grade Level 9-12 Units of Credit 0.5 – 1.0 Core Code 40.10.00.00.040 Concurrent Enrollment Core Code 40.10.00.13.040 Prerequisite None Skill Certification Test Number 560 Test Weight 0.5 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Graphics/Printing Endorsement 2 Bus Mktg (CTE/General) and/or Bus Mktg IT Endorsement 3 Multimedia

ADA Compliant: October 2019

DIGITAL GRAPHIC ARTS INTRO

STRAND 1 Students will be able to understand and demonstrate safe practices.

STRAND 2 Students will understand the design process. Standard 1 Understand the process of planning a document. • Understand the importance of preplanning a project including creating thumbnail sketches. • Understand the importance of preplanning a project in terms of audience, purpose, timeline, page arrangement and production method. Standard 2 Understand the principles and elements of design. • Identify and utilize the following principles of design: balance (formal/symmetrical, informal/asymmetrical), contrast, emphasis, movement, unity. • Identify and utilize the following elements of design: line, shape, value, texture, color, space (incl. positive and negative), form. Standard 3 Understand the proper use of color in publications. • Understand the difference between the two basic color modes CMYK and RGB. • Create variations of color using tint, patterns, gradients, and opacity. STRAND 3 Students will understand principles of typography. Standard 1 Identify typeface classifications and their uses. (Serif, Sans-serif, Script, Decorative – see https://www.fonts.com/content/learning/fontology/level-1/type-anatomy/type-classifications) Standard 2 Know and apply the following concepts: • Understand that fonts are grouped together in families and given a family name (i.e. Arial, Garamond). • Utilize the three basic categories of type styles (normal, bold, italic). • Apply typeface design (serif, sans-serif, script, decorative). • Apply copyfitting techniques (leading, kerning, tracking, alignment, point size). • Apply basic text alignment (left, right, centered, and justified). STRAND 4 Students will be able to understand and demonstrate digital illustrations.

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DIGITAL GRAPHIC ARTS INTRO

Standard 1 Know basic operations of tools, panels, and menus in a drawing/illustration application (i.e. Adobe Illustrator, Inkscape). Standard 2 Understand, create, and manipulate vector graphics. • Identify vector graphic formats and their appropriate use (e.g., PDF, AI, EPS, etc.). • Import/export images for project requirements (compression, resolution). • Operate drawing tools to create and manipulate paths (lines and bezier curves) using anchor points, direction handles. • Define and apply stroke, fill (solid and gradient), and opacity. • Utilize appropriate selection tools. • Perform grouping and ungrouping of objects. • Transform objects while constraining proportions. • Create and manage layers. • Use text tools. • Understand final output formats. • Practice basic keystroke and shortcut keys. STRAND 5 Students will understand raster images (incl. digital photos). Standard 1 Know basic operations of tools, panels, and menus in a painting/photo editing application (i.e. Adobe Photoshop, GIMP).

Standard 2 Define, create, manipulate, and appropriately use bitmap (pixel based) raster graphics. • Identify raster graphic formats and their appropriate use (e.g., JPG/JPEG, GIF, TIF, BMP, PSD, PNG, etc.). • Acquire image assets (i.e. scan, digital camera, internet search, stock sources, etc.). • Import/export images for project requirements (compression, resolution-such as 72 points in an inch). • Crop, resize, straighten, and transform an image. • Use layers, mask, and selection tools. • Apply filters and effects. • Adjust color, contrast, create gradient. • Apply and maintain transparency or Alpha channels. • Restore images. • Utilize color selection techniques. • Operate painting and drawing tools. • Practice basic keystroke and shortcut keys.

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DIGITAL GRAPHIC ARTS INTRO

Standard 3 Color theory • Recognize and apply color modes for web-based graphics and printed graphics (RGB & CMYK, grayscale). • Recognize and apply the following color properties: hue, saturation, and value (tint and shade). • Recognize and apply color schemes (complementary, analogous, monochromatic). • Develop a basic understanding of the color wheel including complementary, analogous and monochromatic colors. • Understand that colors are used to communicate a mood or message using different colors that are associated with different meanings. • Recognize and apply symbolism/emotions in color (i.e. warm and cool colors). STRAND 6 Students will be able to perform relevant computer functions on any standard platform (Windows, Mac, Linux). Standard 1 Perform basic computer functions on all platforms. • Practice asset and file management using folders and naming conventions. • Define hardware and hardware functions as they apply to the graphics industry (processor, RAM, graphics card, scanner, digital camera). • Understand and use modifier keys. Standard 2 Develop an awareness of digital and collaborative technologies. • Explore and assess emerging share/collaborating technologies (i.e. Google Docs, Dropbox, Windows Live, FTP servers).

STRAND 7 Students will explore career opportunities and demonstrate understanding of employability competencies. Standard 1 Develop career skills related to working in the digital arts industry, including social media. • Identify occupations related to digital media careers (i.e., graphic/commercial artist, project manager, programmer, subject matter expert, technical writer, application programmer, A/V specialist, instructions designers, art director, copy-writer, 3D animator, etc.). • Identify knowledge and skills necessary for specific digital arts occupations. • Identify next levels of education for a given career. Standard 2 Demonstrate communication and media skills.

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DIGITAL GRAPHIC ARTS INTRO

• Collaborate within a team. • Develop employable competencies/characteristics: responsibility, dependability, ethics, respect, and cooperation. • Analyze how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors. • Understand construction and purposes of media messages. • Evaluate information critically and competently. • Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media. • Understand the difference between royalty-free and copyrighted images and text. • Understand the process of obtaining and citing permission for copyrighted works. • See Title 17 United States Code -Section 107 Limitation of exclusive rights: Fair use. Performance Skill 1. Understand and demonstrate safe practices. • List safety rules involving chemicals and flammable liquids. • Read, comprehend and follow instructions on warning labels. • List the steps to be taken in case of injury in the lab. • Identify locations of first aid kit, eye wash station, MSDS, and safety equipment. • Follow proper safety procedures and dress code when operating equipment. • Demonstrate common sense when working with others. • Pass general lab safety test. 2. Use planning, principles and elements of design, and color to compose a project. 3. Create a project demonstrating knowledge of typography. 4. Create a vector image. Modify a vector image by selecting and manipulating anchors and handles. 5. Use colors to communicate a mood or message. 6. Create and finalize a professional portfolio with projects completed during this course. Portfolio should demonstrate a progression of skill.

Skill Certificate Test Points by Strand Test # Number of Test Points by Strand Total Total Test Name 1 2 3 4 5 6 7 8 9 10 Points Questions Digital Graphic Arts Intro 560 0 3 8 7 9 3 5 35 35

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STRANDS AND STANDARDS GRAPHICS 1

Course Description This course is designed to be a continuation of Digital Graphic Arts Info. The course prepares individuals to apply technical knowledge in the areas of design & layout, related computer and software, safety, printing processes, finishing & binding, and professional skills. The course includes instruction in printing, printing equipment and operation, computer hardware and software, digital imaging, print preparation, and electronic prepress. Intended Grade Level 10-12 Units of Credit 0.5 Core Code 40.10.00.00.042 Concurrent Enrollment Core Code N/A Prerequisite Digital Graphic Arts Intro Skill Certification Test Number 562 Test Weight 0.5 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Graphics/Printing Technology Endorsement 2 N/A Endorsement 3 N/A

ADA Compliant: October 2019

GRAPHICS 1

STRAND 1 Students will be able to understand the introduction to the graphics/printing industry. Standard 1 Define the role of graphic communications. Standard 2 Identify print markets and types of print businesses. Standard 3 Describe major contributions in the history of printing. Standard 4 Explore printing technologies.

STRAND 2 Students will be able to understand and demonstrate safe practices. Standard 1 List safety rules involving chemicals and flammable liquids. Standard 2 Read, comprehend and follow instructions on warning labels. Standard 3 List the steps to be taken in case of injury in the lab. Standard 4 Identify locations of first aid kit, eye wash station, SDS, and safety equipment. Standard 5 Follow proper safety procedures and dress code when operating equipment. Standard 6 Demonstrate common sense when working with others. Standard 7 Pass general lab safety test.

STRAND 3 Students will be able to understand and demonstrate design processes. Standard 1 Understand the design process. Standard 2 Define the principles and elements of design.

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GRAPHICS 1

Standard 3 Identify typeface classifications and their uses. Standard 4 Describe the anatomy of type. Standard 5 Understand point size, leading, and alignment. Standard 6 Measure type size and line weight in points. Standard 7 Create a design for printing, applying the design process.

STRAND 4 Students will be able to understand and demonstrate computer skills. Standard 1 Select appropriate software types (i.e. word processing, page layout, paint, draw) and related applications. Standard 2 Identify software interface features (i.e. panels, menus, dialog boxes). Standard 3 Define hardware and hardware functions as they apply to the graphics industry. Standard 4 Understand digital publishing technology. Standard 5 Identify and determine appropriate file formats. Standard 6 Install fonts. Standard 7 Perform basic math skills. Standard 8 Create an interactive PDF.

STRAND 5 Students will be able to understand and demonstrate page layout.

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GRAPHICS 1

Standard 1 Demonstrate operation of tools, panels, and menus in a page layout application (i.e. InDesign). Standard 2 Change page layout software defaults. Standard 3 Define layout elements (body text, display text, illustration and white space). Standard 4 Demonstrate proper use of guides, margins, columns, gutters, and rows. Standard 5 Know basic paper sizes and orientations (i.e. letter and tabloid). Standard 6 Import and modify an image in a page layout program. Standard 7 Measure linear dimensions in inches and fractions of an inch to 1/16”. Standard 8 Comprehend crop and registration marks. Standard 9 Define bleeds. Standard 10 Output color separations. Standard 11 Perform fraction to decimal conversions. Standard 12 Create a multi-page layout.

STRAND 6 Students will be able to understand and demonstrate digital image editing. Standard 1 Demonstrate operation of tools, panels, and menus in an image editing application (i.e. Photoshop). Standard 2 Change image editing software defaults.

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GRAPHICS 1

Standard 3 Understand the advantages and disadvantages of raster images. Standard 4 Comprehend pixels, resolution, and interpolation. Standard 5 Compare line art, continuous tone, and halftone image types. Standard 6 Capture an image (i.e. digital camera or scanner). Standard 7 Understand metric prefixes as they relate to file size. Standard 8 Identify color modes and their uses (i.e. RGB and CMYK). Standard 9 Utilize multiple selection methods, layers, and channels. Standard 10 Solve mathematical equations as they relate to pixels. Standard 11 Edit a color raster image.

STRAND 7 Students will be able to understand and demonstrate digital illustrations. Standard 1 Demonstrate operation of tools, panels, and menus in an illustration application (i.e. Illustrator). Standard 2 Change illustration software defaults. Standard 3 Understand the advantages and disadvantages of raster images. Standard 4 Comprehend bezier curves, handles, and anchor points. Standard 5 Comprehend process and spot colors.

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GRAPHICS 1

Standard 6 Define trapping. Standard 7 Solve ration and percent equations. Standard 8 Create and modify a vector image.

STRAND 8 Students will be able to understand and demonstrate printing processes. Standard 1 Classify the major printing process (flexography, lithography, screen, gravure, and digital). Standard 2 Identify products produced by each of the major printing processes. Standard 3 Understand the concept of the image carrier for the major printing process. Standard 4 Identify other graphics communication processes (i.e. vinyl, engraving, embroidery, etc.). Standard 5 Know substrate and basic paper grades (i.e. bond and cover). Standard 6 Produce a multi-color product.

STRAND 9 Students will be able to understand and demonstrate finishing and binding processes. Standard 1 Define finishing. Standard 2 Identify finishing processes. Standard 3 Define binding. Standard 4 Identify binding processes. Standard 5 Finish or bind a product.

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GRAPHICS 1

STRAND 10 Students will understand the importance of career readiness skills as it relates to the workplace and outlined in the SkillsUSA Framework – Level 2. Standard 1 Understand and demonstrate reliability. • Determine individual time management skills. • Explore what’s ethical in the workplace or school. • Demonstrate awareness of government. • Demonstrate awareness of professional organizations and trade unions. Standard 2 Understand and demonstrate responsiveness. • Define the customer. • Recognize benefits of doing a community service project. • Demonstrate social etiquette. • Identify customer expectations. Standard 3 Understand resiliency. • Discover self-motivation techniques and establish short-term goals. • Select characters of a positive image. • Identify a mentor. Standard 4 Understand and demonstrate workplace habits. • Participate in a shadowing activity. • Explore workplace ethics: codes of conduct. • Recognize safety issues. • Perform a skill demonstration. • Exercise your right to know. Standard 5 Understand and develop initiative. • Develop personal financial skills. • Develop a business plan. • Investigate entrepreneurship opportunities. Standard 6 Understand and demonstrate continuous improvement. • Conduct a worker interview. • Demonstrate evaluation skills. • Examine ethics and values in the workplace. • Develop a working relationship with a mentor.

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GRAPHICS 1

• Construct a job search network. Performance Skills 1. Understand and demonstrate safe practices. • Demonstrate common sense when working with others. • Pass general lab safety test. 2. Understand and demonstrate design processes. • Create a design for printing, applying the design process. 3. Understand and demonstrate computer skills. • Create an interactive PDF. 4. Understand and demonstrate page layout. • Output color separations. • Create a multi-page layout. 5. Understand and demonstrate digital image editing. • Edit a color raster image. 6. Understand and demonstrate digital illustrations. • Create and modify a vector image. 7. Understand and demonstrate printing processes. • Produce a multi-color product. 8. Understand and demonstrate finishing and binding processes. • Finish or bind a product. Skill Certificate Test Points by Strand

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STRANDS AND STANDARDS GRAPHICS 2

Course Description Create, produce and reproduce visual graphics that communicate to an audience. Develop knowledge and skills relative to the graphic design & printing industries. Apply effective principles and techniques to project designs. Print various projects for yourself and customers. Provides an over-view of the publishing and print industries on the commercial level. Instruction includes the use of industry standard graphics software with the Adobe Creative Suite. Intended Grade Level 11-12 Units of Credit 0.5 Core Code 40.10.00.00.044 Concurrent Enrollment Core Code N/A Prerequisite Introduction to Graphic Communications and /or Intermediate Graphic Communications Skill Certification Test Number 564 Test Weight 0.5 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Graphics/Printing Technology Endorsement 2 N/A Endorsement 3 N/A

ADA Compliant: October 2019

GRAPHICS 2

STRAND 1 Students will be able to understand and demonstrate production management. Standard 1 Practice print production workflow. Standard 2 Perform job cost/estimation. Standard 3 Conduct sales/customer service. Standard 4 Read job ticket/specifications. Standard 5 Generate an invoice. Standard 6 Determine appropriate production method(s). Standard 7 Calculate financial discounts/mark-ups/fees. Standard 8 Calculate material required for a given set of specifications.

STRAND 2 Students will be able to understand and demonstrate safe practices. Standard 1 List safety rules involving chemicals and flammable liquids. Standard 2 Read, comprehend and follow instructions on warning labels. Standard 3 List the steps to be taken in case of injury in the lab. Standard 4 Identify locations of first aid kit, eye wash station, MSDS, and safety equipment. Standard 5 Follow proper safety procedures and dress code when operating equipment. Standard 6 Demonstrate common sense when working with others.

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GRAPHICS 2

Standard 7 Pass general lab safety test.

STRAND 3 Students will comprehend and demonstrate production design. Standard 1 Use Adobe Creative Suite/Cloud apps appropriately. Standard 2 Apply principles/elements of design. Standard 3 Calculate surface area to determine required substrate size. Standard 4 Perform basic linear measurements (millimeters, points, inches). Standard 5 Identify substrates and their appropriate production methods. Standard 6 Design a package or point of purchase display.

STRAND 4 Students will comprehend and practice the design/proofing process. Standard 1 Collect project information from client (client brief). Standard 2 Develop concepts/thumbnails. Standard 3 Generate roughs. Standard 4 Create mock-up/comp(s) based on client specifications. Standard 5 Review mockup(s) with client. Standard 6 Perform proofing, revision, approval process.

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GRAPHICS 2

STRAND 5 Students will understand and demonstrate principles of pre-media (pre-press). Standard 1 Identify different color spaces. Standard 2 Output a digital print using two different ICC profiles. Standard 3 RIP a file for print. Standard 4 Define knockout, overprint, trap, bleed, slug. Standard 5 Identify different image types (i.e. line, continues tone, halftone and screen ruling). Standard 6 Understand file formats and their uses. Standard 7 Define dummy, imposition, and signature. Standard 8 Engineer a die-line to include cuts, scores, glue-tabs. Standard 9 Create a print-ready PDF including printer marks, bleeds, page information.

STRAND 6 Students will produce projects using various production methods. Standard 1 Produce a project using a die line (i.e. paper airplane). Standard 2 Print a process color digital output. Standard 3 Print a multi-color offset or screen print. Standard 4 Print a spot color project. Standard 5 Setup and perform a production run.

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GRAPHICS 2

STRAND 7 Students will recognize and perform various finishing and binding operations for multiple production methods. Standard 1 Recognize various finishing operations (i.e. embossing, foil stamping, engraving, perforating, scoring, spot UV, die-cut, grommets, hemming & pole sleeves, etc.). Standard 2 Choose media display and mounting methods. Standard 3 Perform linear measurements (mm, pt, in). Standard 4 Calculate the mid-point of a linear measurement (divide a measurement in half). Standard 5 Setup and perform a finishing operation.

STRAND 8 Students will understand the importance of career readiness skills as it relates to the workplace and outlined in the SkillsUSA Framework – Level 3. Standard 1 Understand and develop collaboration skills. • Develop a working relationship with a mentor. • Apply supervisory skills. • Manage a project and evaluate others. Standard 2 Understand and demonstrate change management skills. • Evaluate your career and training goals. • Identify and apply conflict resolution skills. • Illustrate an organizational structure. • Plan and implement a leadership project. Standard 3 Understand how customer service applies to the workplace. • Serve as a volunteer in the community. • Examine workplace ethics: the role of values in making decisions. • Understand the cost of customer service. • Develop customer service skills. • Maximize customer service skills.

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GRAPHICS 2

Standard 4 Understand and demonstrate career readiness. • Market your career choice. • Research resume writing. • Demonstrate interviewing skills. • Predict employment trends. • Re-evaluate career goals and establish long-term goals. • Construct a job search network. • Evaluate professional competencies. • Analyze your entry-level job skills. • Design and present a lesson plan on an aspect of your career choice. • Write an article for a professional journal in your career area. • Refine your employment portfolio. Performance Skills 1. Understand and demonstrate production management. • Practice print production workflow. • Calculate material required for a given set of specifications. 2. Understand and demonstrate safe practices. • Pass general lab safety test. 3. Comprehend and demonstrate production design. • Design a package or point of purchase display. 4. Practice the design/proofing process. • Perform proofing, revision, approval process. 5. Demonstrate principles of pre-media (pre-press). • Create a print-ready PDF including printer marks, bleeds, page information. 6. Produce projects using various production methods. • Setup and perform a production run. 7. Perform various finishing and binding operations for multiple production methods. • Setup and perform a finishing operation. Skill Certificate Test Points by Strand

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STRANDS AND STANDARDS DIGITAL PRINT DESIGN

Course Description Create and produce digital print projects that communicates and promotes graphic communication. Develop knowledge and skills relative to the graphic design & printing industries. Includes: instruction and hands-on experiences in design, and layout. Instruction includes the use of industry standard graphics software with the Adobe Creative Suite.

Intended Grade Level 11-12 Units of Credit 0.5 Core Code 40.10.00.00.046 Concurrent Enrollment Core Code 40.10.00.13.046 Prerequisite Intermediate Graphic Communications Skill Certification Test Number 567 Test Weight 1.0 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Graphics/Printing Technology Endorsement 2 N/A Endorsement 3 N/A

ADA Compliant: October 2019

DIGITAL PRINT DESIGN

STRAND 1 Students will be able to understand the introduction to Digital Print Design. Standard 1 Define graphic communications. Standard 2 Define design and its role in graphic communications. Standard 3 Identify the capabilities, advantages, and disadvantages of software programs used in digital print design. Standard 4 Select appropriate software for given print job. Standard 5 Demonstrate an understanding of file formats (.ai, .jpg, .png, .psd, .gif, .tif, .indd, .pdf, etc.), file organization, and file naming conventions. Standard 6 Identify the differences between rater and vector images and file formats. Standard 7 Demonstrate proficiency in the use of measurement systems utilized in the graphic communications industry [points, picas, standard (inches), metric].

STRAND 2 Students will be able to understand and demonstrate safe practices. Standard 1 List safety rules involving chemicals and flammable liquids. Standard 2 Read, comprehend and follow instructions on warning labels. Standard 3 List the steps to be taken in case of injury in the lab. Standard 4 Identify locations of first aid kit, eye wash station, MSDS, and safety equipment. Standard 5 Follow proper safety procedures and dress code when operating equipment. Standard 6 Demonstrate common sense when working with others.

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DIGITAL PRINT DESIGN

Standard 7 Pass general lab safety test.

STRAND 3 Students will comprehend and demonstrate the design process. Standard 1 Apply the design process (thumbnails, rough, comp, etc.). Standard 2 Identify the elements of design and demonstrate their proper use (lines, shapes, mass, texture, color). Standard 3 Identify the principles of design and demonstrate their proper use (unity, contrast, proportion, balance, rhythm). Standard 4 Identify layout elements and demonstrate their proper use (Display type, body type, illustrations, and white space). Standard 5 Create a design for printing, applying the design process.

STRAND 4 Students will be able to understand and demonstrate the use of typography. Standard 1 Describe the anatomy of type (baseline, ascenders, descenders, serifs, etc.). Standard 2 Identify typeface classifications and their uses (Roman, san serif, square serif, black letter/text, script, novelty). Standard 3 Understand the measurement of type using points. Standard 4 Demonstrate correct conversion of point to inches. Standard 5 Identify caps, lowercase, uppercase, small caps, dingbats, symbols, and ligatures. Standard 6 Identify the basic type styles and their uses (Bold, italics, condensed).

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DIGITAL PRINT DESIGN

Standard 7 Explain letter spacing, tracking, leading, and kerning of type characteristics. Standard 8 Define type alignment: flush left, flush right, centered, justified, and force justified. Standard 9 Create a design using proper typography concepts.

STRAND 5 Students will be able to understand and demonstrate digital image editing (Photoshop). Standard 1 Demonstrate a functional knowledge of keyboard shortcuts/menus/tools and procedures for their use in a digital image editing program. Standard 2 Capture digital images using a scanner and/or a digital camera. Standard 3 Identify appropriate scanner/program operations for line artwork and continuous tone in both grayscale and color. Standard 4 Identify high/low resolution images and describe the uses of each. Standard 5 Edit a raster image (i.e. color correction, levels, cropping, scaling, etc.). Standard 6 Scale a raster image using the proper settings in order to maintain the appropriate resolution for print or digital media. Standard 7 Solve mathematical equations as they relate to pixels. Standard 8 Download a digital image from a stock photography source. Standard 9 Demonstrate an understanding of additive (RGB) and subtractive (CMYK) color modes. Standard 10 Identify filters and their uses and create a design using filters. Standard 11 Identify layers and their uses and create a design using layers.

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DIGITAL PRINT DESIGN

Standard 12 Demonstrate the use of selection tools (i.e. marquee, magic wand, lasso, etc.). Standard 13 Demonstrate the use of type tool in Photoshop. Standard 14 Demonstrate how to perform photo repairs and retouching (i.e. healing brush, clone stamp, content-aware, etc.). Standard 15 Perform non-destructive editing techniques.

STRAND 6 Students will be able to understand and demonstrate digital illustration (Illustrator). Standard 1 Demonstrate a functional knowledge of keyboard shortcuts/menus/tools and procedures for their use in a digital illustration program. Standard 2 Understand the advantages and disadvantages of vector images. Standard 3 Use the appropriate graphics program to create a design or logo using manipulated type (rotated, type on a path, expanded, effects, tints and fills, etc.). Standard 4 Create or trace a drawing/photograph with use of the pen tool. Standard 5 Edit a vector image, modifying anchor points and paths. Standard 6 Demonstrate the use of selection tools (i.e. selection, direct selection, magic wand, etc.). Standard 7 Solve ratio and percent equations. Standard 8 Create a design using basic shapes and use of transforming tools (i.e. shape tool, pathfinder, transform, etc.). Standard 9 Create a design using layers.

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DIGITAL PRINT DESIGN

Standard 10 Create a spot color illustration or logo using Pantone Matching System® (PMS) or other color matching system, and view or print separations.

STRAND 7 Students will be able to understand and demonstrate page layout (InDesign). Standard 1 Demonstrate a functional knowledge of keyboard shortcuts/menus/tools and procedures for their use in a page layout program. Standard 2 Design and produce a document using spot color and process color. Standard 3 Output color separations. Standard 4 Set text with appropriate margins; formatting; gutters; and, proper leading. Standard 5 Create a computer generated layout incorporating appropriate marks (i.e. gutters, register marks, trim marks, bleed marks, fold lines, etc.). Standard 6 Design and produce a document designating appropriate fonts, styles, indents, tabs, tables. Standard 7 Design and produce a document designating appropriate margins, guides, columns. Standard 8 Import a graphic image and/or text from an existing file into an InDesign publication. Standard 9 Demonstrate the procedure for cropping and re-sizing frame for digital images. Standard 10 Create a printed piece using tints, reverse type, and manipulated type for effect. Standard 11 Demonstrate use of proofreading (i.e. digital dictionary, spell checker, automatic hyphenation, etc.). Standard 12 Create documents using grids; templates; master pages; paragraph style sheets; and, character style sheets.

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DIGITAL PRINT DESIGN

Standard 13 Create a 2-sided, 3-panel, brochure using graphics and text. Standard 14 Create an imposition for a multiple page document in InDesign. Standard 15 Preflight and package a native file. Standard 16 Export a print-ready Portable Document Format (PDF) and/or a raster image using page layout software.

STRAND 8 Students will be able to understand and demonstrate file management. Standard 1 Identify various digital storage media and file transfer methods. Standard 2 Understand standard file storage units and terminology (KB, MB, GB, TB, etc.). Standard 3 Install and organize fonts, identify various font formats and their uses. Standard 4 Save images and documents into the appropriate file format. Standard 5 Demonstrate adherence to copyright and trademark laws. Standard 6 Organize, delete, and rename files according to project requirements.

STRAND 9 Students will be able to understand and demonstrate digital file output. Standard 1 Define output devices related to print production. Standard 2 Create an interactive PDF. Standard 3 Output a design from a graphic software program to be used in a printing process.

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DIGITAL PRINT DESIGN

Standard 4 Confirm printed product matches given specifications (i.e. product dimensions, color, finishing process, etc.). Standard 5 Correctly send a file electronically to a specified location. Standard 6 Output a multi-page document and/or book using appropriate graphic software program.

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DIGITAL PRINT DESIGN

• Develop a business plan. • Investigate entrepreneurship opportunities. Standard 6 Understand and demonstrate continuous improvement. • Conduct a worker interview. • Demonstrate evaluation skills. • Examine ethics and values in the workplace. • Develop a working relationship with a mentor. • Construct a job search network. Performance Skills 1. Understand and demonstrate safe practices. • Pass general lab safety test. 2. Demonstrate the design process. • Create a design for printing, applying the design process. 3. Understand and demonstrate the use of typography. • Create a design using proper typography concepts. 4. Understand and demonstrate digital image editing (Photoshop). • Perform non-destructive editing techniques. 5. Understand and demonstrate digital illustration (Illustrator). • Create a design using layers. • Create a spot color illustration or logo using Pantone Matching System® (PMS) or other color matching system, and view or print separations. 6. Understand and demonstrate page layout (InDesign). • Create a printed piece using tints, reverse type, and manipulated type for effect. • Create documents using grids; templates; master pages; paragraph style sheets; and, character style sheets. • Create a 2-sided, 3-panel, brochure using graphics and text. • Create an imposition for a multiple page document in InDesign. • Preflight and package a native file. • Export a print-ready Portable Document Format (PDF) and/or a raster image using page layout software. 7. Understand and demonstrate digital file output. • Correctly send a file electronically to a specified location. • Output a multi-page document using appropriate graphic software program. Skill Certificate Test Points by Strand

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SCREEN PRINTING TECHNOLOGY STRANDS AND STANDARDS SCREEN PRINTING TECHNOLOGY

Course Description This course is designed to provide students with the knowledge to create, produce and reproduce visual graphics that communicate to an audience. Develop the knowledge and skills relative to the graphic design & screen-printing industries. Includes instruction and hands-on experiences in design & layout, digital prep of designs, and multiple color printing processes on various substrates. Provides an overview of the screen-printing and print making industries on the commercial level. Instruction includes the use of industry standard graphics software with the Adobe Creative Suite Intended Grade Level 10-12 Units of Credit 0.5 Core Code 40.10.00.00.048 Concurrent Enrollment Core Code 40.10.00.13.048 Prerequisite None Skill Certification Test Number 566 Test Weight 0.5 License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Endorsement 1 Graphics/Printing Technology Endorsement 2 N/A Endorsement 3 N/A

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SCREEN PRINTING TECHNOLOGY STRAND 1 Students will be able to understand the introduction to the graphics/screen printing industry. Standard 1 Define graphic communications. Standard 2 Define screen printing and identify products produced. Standard 3 List in order the technical production flow from idea to finished product. Standard 4 Identify alternative decorating methods (i.e. heat transfer, dye sublimation, pad printing, discharge, direct-to-garment, etc.). Standard 5 Comprehend basic screen-printing technology and equipment (i.e. automatic, manual, dryers, exposure units, etc.).

Standard 4 Identify locations of first aid kit, eye wash station, MSDS, and safety equipment. Standard 5 Follow proper safety procedures and dress code when operating equipment. Standard 6 Demonstrate common sense when working with others. Standard 7 Pass general lab safety test.

STRAND 3 Students will be able to understand and demonstrate design processes. Standard 1 11 | P a g Revised : A u g u s t 2 0 1 9

SCREEN PRINTING TECHNOLOGY Understand the design process (thumbnails, rough, comp, etc.). Standard 2 Define the principles and elements of design. Standard 3 Identify typeface classifications and their uses. Standard 4 Describe the anatomy of type (baseline, ascenders, descenders, serifs, etc.). Standard 5 Understand point size, leading, and alignment. Standard 6 Create a design for printing, applying the design process.

STRAND 4 Students will be able to understand and demonstrate computer skills. Standard 1 Identify software interface features (i.e. panels, menus, dialog boxes). Standard 2 Select appropriate software types (i.e. word processing, page layout, paint, draw) and related applications. Standard 3 Compare the difference between raster and vector images. Standard 4 Identify the difference between spot colors and process colors. Standard 5 Define input and output devices (i.e. scanner, digital camera, laser printer, imagesetter, dye sublimation). Standard 6 Identify and determine appropriate file formats. Standard 7 Identify and determine appropriate uses of the registration swatch. Standard 8 Identify registration marks. Standard 9 Install fonts. Standard 10

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SCREEN PRINTING TECHNOLOGY Demonstrate appropriate file storage and management. Standard 11 Perform basic math skills. Standard 12 Output film positive(s). Standard 13 Output color separations. Standard 14 Digitally produce line art. Standard 15 Demonstrate adherence to copyright and trademark laws.

STRAND 5 Students will be able to understand and demonstrate digital illustrations. Standard 1 Demonstrate operation of tools, panels, preferences, and menus in an illustration application (i.e. Illustrator). Standard 2 Demonstrate the use of selection tools (i.e. selection, direct selection, magic wand, etc.) Standard 3 Understand the advantages and disadvantages of vector images. Standard 4 Comprehend process and spot colors. Standard 5 Solve ratio and percent equations. Standard 6 Define trapping. Standard 7 Measure linear dimensions in inches and fractions of an inch to 1/16”. Standard 8 Perform fraction to decimal conversions. Standard 9 Create or trace a drawing/photograph with use of the pen tool. Standard 10 Edit a vector image, modifying anchor points and paths.

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SCREEN PRINTING TECHNOLOGY

STRAND 6 Students will be able to understand and demonstrate screen prep and stencil systems. Standard 1 Identify screen fabric classifications, mesh count, and frame types. Standard 2 Identify stencil types (i.e. hand-cut, indirect, direct, capillary stencils, liquid). Standard 3 Apply and use a direct emulsion stencil. Standard 4 Understand variables that effects print size (platen, screen frame, substrate, stencil, film). Standard 5 Demonstrate proper registration techniques when exposing screens. Standard 6 Identify image and non-image areas on a screen-printing stencil. Standard 7 Properly block out screen for printing. STRAND 7 Students will be able to understand and demonstrate screen printing production. Standard 1 Identify squeegee durometer, blades, and handles. Standard 2 Demonstrate proper registration techniques when screen printing. Standard 3 Demonstrate correct printing placement and print quality. Standard 4 Choose appropriate type ink type for the substrate (i.e. plastisol, water-based, enamel/acrylic). Standard 5 Identify substrates used in the screen printing process. Standard 6 Prepare ink and apply to screen. Standard 7 Set appropriate off contact to control image quality (snap-off). Standard 8

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SCREEN PRINTING TECHNOLOGY Demonstrate correct squeegee technique during printing. Standard 9 Identify variables that affect print quality (Screen tension, mesh, squeegee durometer, ink, etc.). Standard 10 Dry or cure printed objects using appropriate equipment. Standard 11 Produce a printed single color screen print. Standard 12 Produce a printed multiple color screen print. Standard 13 Calculate production costs for given job specifications. Understand and demonstrate screen printing production. • Identify squeegee durometer, blades, and handles. • Demonstrate proper registration techniques when screen printing. • Demonstrate correct printing placement and print quality. • Choose appropriate type ink type for the substrate (i.e. plastisol, water-based, enamel/acrylic). • Identify substrates used in the screen-printing process. • Prepare ink and apply to screen. • Set appropriate off contact to control image quality (snap-off). • Demonstrate correct squeegee technique during printing. • Identify variables that affect print quality (Screen tension, mesh, squeegee durometer, ink, etc.). • Dry or cure printed objects using appropriate equipment. • Produce a printed single color screen print. • Produce a printed multiple color screen print. • Calculate production costs for given job specifications. STRAND 8 Students will be able to understand and demonstrate printing processes. Standard 1 Classify the major printing process (flexography, lithography, screen, gravure, and digital). Standard 2 Determine products produced by each of the major printing processes. Standard 3 Identify the image and non-image area on an image carrier. Standard 4

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SCREEN PRINTING TECHNOLOGY Define substrate. Standard 5 Print a product.

STRAND 9 Students will be able to understand and demonstrate screen reclaiming/cleanup. Standard 1 Demonstrate proper ink cleanup after printing. Standard 2 Demonstrate proper stencil removal. Standard 3 Properly dehaze and degrease a screen(s). Standard 4 Thoroughly clean entire work area (i.e. equipment, squeegee, screen, tables, etc.). Standard 5 Inspect and verify screen conditioning after reclaiming.

STRAND 10 Students will understand the importance of career readiness skills as it relates to the workplace and outlined in the SkillsUSA Framework – Level 1. Standard 1 Understand and demonstrate the attitude of cooperation. • Develop awareness of cultural diversity and equality issues. • Demonstrate effective communication with others. • Apply team skills to a group project. • Identify and apply conflict resolution skills. Standard 2 Understand and demonstrate the ability of being resourceful and innovative. • Discover self-motivation techniques and establish short-term goals. • Measure/modify short-term goals. • Review a professional journal and develop a three- to five-minute presentation. Standard 3 Plan for your future career. • Complete a self-assessment and identify individual learning styles. • Define future occupations. • Identify the components of an employment portfolio. • List proficiency in program competencies. • Complete a survey for employment opportunities. • Create a job application. 16 | P a g Revised : A u g u s t 2 0 1 9

SCREEN PRINTING TECHNOLOGY • Assemble your employment portfolio. • Employability skills: evaluate program comprehension. Standard 4 Understand and demonstrate the ability to manage a project. • Apply team skills to a group project. • Observe and critique a meeting. • Demonstrate business meeting skills. • Explore supervisory and management roles in an organization. • Identify and apply conflict resolution skills. • Demonstrate evaluation skills. • Manage a project and evaluate others. Performance Skills 1. Understand and demonstrate safe practices. • Pass general lab safety test. 2. Understand and demonstrate design processes. • Create a design for printing, applying the design process. 3. Understand and demonstrate computer skills. • Output film positive(s). • Output color separations. • Digitally produce line art. • Demonstrate adherence to copyright and trademark laws. 4. Understand and demonstrate digital illustrations. • Create or trace a drawing/photograph with use of the pen tool. • Edit a vector image, modifying anchor points and paths. 5. Understand and demonstrate screen prep and stencil systems. • Properly block out screen for printing. 6. Understand and demonstrate printing processes. • Print a product. 7. Understand and demonstrate screen reclaiming/cleanup. • Thoroughly clean entire work area (i.e. equipment, squeegee, screen, tables, etc.). • Inspect and verify screen conditioning after reclaiming. Skill Certificate Test Points by Strand

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STRANDS AND STANDARDS CONSTRUCTION MANAGEMENT 1

Course Description This is the first in a sequence of courses that prepares individuals to enter the construction industry. This course is designed to allow for scaled model construction with an emphasis on site preparation and foundation work for residential and commercial construction.

Intended Grade Level 10-12 Units of Credit 0.5 Core Code 40.08.00.00.000 Concurrent Enrollment Core Code None Prerequisite None Skill Certification Test Number None Test Weight N/A License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Construction Management, or Carpentry, or Electrician, or Plumbing

ADA Compliant: October 2019

CONSTRUCTION MANAGEMENT 1

STRAND 1 Students will explain the importance of safety, the OSHA Focus Four and related protections. Standard 1 Describe the importance of safety, the causes of workplace incidents, and the process of hazard recognition and control.

• Define incidents and the significant costs associated with them. • Identify the common causes of incidents and their related consequences. • Describe the processes related to hazard recognition and control, including the Hazard Communication (HAZCOM) Standard and the provisions of a Safety Data Sheet (SDS). Standard 2 Describe the safe work requirements for elevated work, including fall protection guidelines.

• Identify and describe various fall hazards. • Identify and describe equipment and methods used in fall prevention and fall arrest. • Identify and describe the safe use of ladders and stairs. • Identify and describe the safe use of scaffolds. Standard 3 Identify and explain how to avoid struck-by and caught-in-between hazards.

• Identify and explain how to avoid struck-by hazards. • Identify and explain how to avoid caught-in and caught-between hazards. Standard 4 Identify common energy-related hazards and explain how to avoid them.

• Describe basic job-site electrical safety guidelines. • Explain the importance of lockout/tagout and describe basic procedures. Standard 5 Identify and describe the proper use of personal protective equipment (PPE).

• Identify and describe the basic use of PPE used to protect workers from bodily injury. • Identify potential respiratory hazards and the basic respirators used to protect workers against those hazards. Standard 6 Identify and describe other specific job-site safety hazards.

• Identify various exposure hazards commonly found on job sites. • Identify hazards associated with environmental extremes. • Identify hazards associated with hot work. • Identify fire hazards and describe basic firefighting procedures.

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• Identify confined spaces and describe the related safety considerations. STRAND 2 Students will read and understand civil drawings, specifications, and other construction documentation. Standard 1 Identify and describe various types of civil drawings, including their fundamental components and features.

• Identify various types of construction drawings. • Identify and describe the purpose of the five basic construction drawing components. • Identify and explain the use of dimensions and various drawing scales. • Explain the importance of specifications. • List items commonly shown on architectural drawings. • Describe information typically shown on structural drawings. • Explain the importance of referencing mechanical, electrical, and plumbing plans. • Identify and explain the significance of various drawing elements, such as lines of construction, symbols, and grid lines.

STRAND 3 Students will understand the preliminary steps that must be taken on the site before construction can begin. Standard 1 Know the major types of soils and how they are classified.

• Understand how factors related to soils can affect design decisions. • Investigate various way to stabilize soils. Standard 2 Identify and explain the safe operation and use of construction equipment commonly found on a worksite.

• aerial lifts • skid-steer loaders • forklifts • backhoes • generators • compressors • compactors

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Standard 3 State the safety precautions associated with construction equipment.

• Identify safety precautions when transporting construction equipment. • Identify safety precautions related to interlocking and hydraulic systems. • Identify safety precautions to observe when fueling construction equipment. • Identify safety precautions related to batteries of construction equipment. Standard 4 Recognize, use, and properly care for tools and equipment associated with differential leveling.

• Identify the instruments commonly used for differential leveling. • Explain how to set up and calibrate a leveling instrument. • Explain how to use a builder’s level and differential-leveling procedures to determine site and building elevations. • Read and interpret a set of civil plans and how they relate to elevations on a job site. STRAND 4 Students will understand the methods and materials used in Concrete & Masonry construction. Standard 1 Identify various concrete ingredients and describe their purpose in a concrete mixture.

• Explain how portland cement affects a concrete mixture and list the types of portland cement. • Describe the characteristics of aggregate used in a concrete mixture. • List the characteristics of water used in a concrete mixture. • List types of concrete admixtures and describe how they affect a concrete mixture. Standard 2 Identify proper concrete mixture measurements and curing methods.

• Describe normal concrete-mix proportions and measurements. • List special types of concrete. • Describe the properties of air-entrained concrete. • Describe how concrete is cured. Standard 3 Describe the methods for testing concrete.

• Describe the proper procedure for sampling concrete. • Explain the purpose of a slump test. • Describe how a concrete compression test is performed.

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Standard 4 Calculate concrete volume for rectangular or circular structures.

• Calculate rectangular volume. • Calculate circular volume. Standard 5 Describe modern masonry materials and techniques.

• Explain how clay masonry units (brick) are used in construction. • Explain how concrete masonry units (CMUs or block) are used in construction. • Explain how stone is used in construction. • Describe how mortar and grout are used in masonry construction. Standard 6 Explain how to mix mortar and lay masonry units.

• Explain how to mix mortar. • Describe how to lay masonry units. Standard 7 Describe how to install both brick and concrete masonry units.

• Identify the characteristics of both brick and concrete masonry units. • Explain how to set up, lay out, and bond both brick and concrete masonry units. • Explain how to lay and tool both brick and concrete masonry units. • Explain how to clean brick. STRAND 5 Students will understand the factors considered in foundation and concrete flatwork. Standard 1 Identify the various types of foundations and list appropriate uses for each.

• Identify the various types of deep-foundation elements. • Identify the various types of shallow foundation elements. Standard 2 Explain how to properly perform job-site layout.

• Describe how to establish building layout. • Explain how to establish building lines with batter boards. • Describe excavating and trenching processes. • Explain how to lay out forms.

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Standard 3 Explain the proper methods for placing and consolidating concrete into forms.

• Explain the proper method for placing concrete into forms. • Explain the proper method for consolidating concrete. Standard 4 Describe the proper methods for finishing and curing concrete.

• Explain the proper method for screeding concrete. • Explain the proper method for leveling concrete. • Explain the proper method for finishing concrete. • Describe how to properly cure concrete. • Describe the use of joint sealants. Standard 5 Identify the different kinds of joints in concrete structures.

• Identify construction joints. • Identify isolation joints. • Identify control joints. • Identify decorative joints. Standard 6 Identify various types of foundation forms and their proper removal.

• Describe how to erect and strip job-built wood forms. • Explain how to erect manufactured forms. • Describe how to strip forms. Standard 7 Describe how slabs-on-grade are formed and finished.

• List slab-on-grade construction considerations. • Describe how to form and finish a commercial slab-on-grade. • Discuss the use of screeds when finishing slabs-on-grade. STRAND 6 Students will be invited to participate in SkillsUSA. Standard 1 Summarize how to be connected to the industry through an organization like SkillsUSA.

• Understand SkillsUSA membership. • Understand the program, curriculum, and SkillsUSA championships. • Understand the National Program of Work Standards.

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Performance Skills 1. Properly set up and climb/descend an extension ladder, demonstrating proper three-point contact. 2. Inspect a typical power cord and GFCI to ensure their serviceability. 3. Inspect, don, fit, and remove the following PPE items: • Eye protection • Hearing protection • Hard hat • Gloves • Fall arrest harness • Approved footwear 4. Using a supplied floor plan: • Locate the wall common to both interview rooms. • Determine the overall width of the structure studio. • Determine the distance from the outside east wall to the center of the beam in the structure studio. • Determine the elevation of the slab. • Determine pacing? 5. Set up, adjust, and field-test leveling instruments. 6. Use a builder’s level, leveling rods, and/or laser level with appropriate differential-leveling procedures to determine site and building elevations. 7. Perform a concrete slump test or create a concrete test cylinder. 8. Calculate concrete volume requirements using formulas, concrete tables, and/or concrete calculators, as applicable. 9. Properly mix mortar by hand. 10. Properly spread mortar using a trowel. 11. Lay brick to the line in courses that are true for height, level, plumb, and range. 12. Establish elevations. 13. Lay out and construct an instructor-selected foundation using an established grid line. 14. Properly place and consolidate concrete in selected concrete forms. 15. Use a screed to strike off and level a concrete surface. 16. Use a bull float and/or darby to level and smooth a concrete surface. 17. Use a hand float and finishing trowel to level high spots, remove imperfections, and smooth a concrete surface. 18. Use an edger to form a radius at the edges of a concrete pad, slab, etc. 19. Use a jointer to make control joints in a concrete surface.

Skill Certificate Test Points by Strand Example table below. Refer to instructions for specifics.

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STRANDS AND STANDARDS CONSTRUCTION MANAGEMENT 2

Course Description This is the second in a sequence of courses that prepares students to enter the construction industry. This course is designed to allow for scaled model construction with an emphasis on the exterior shell and structure of residential and commercial construction. Intended Grade Level 10-12 Units of Credit 0.5 Core Code 40.08.00.00.000 Concurrent Enrollment Core Code None Prerequisite None Skill Certification Test Number None Test Weight N/A License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Construction Management, or Carpentry, or Electrician, or Plumbing

ADA Compliant: October 2019

CONSTRUCTION MANAGEMENT 2

STRAND 1 Students will demonstrate basic math skills needed in the construction environment. Standard 1 Identify whole numbers and demonstrate how to work with them mathematically.

• Identify different whole numbers and their place values. • Demonstrate the ability to add and subtract whole numbers. • Demonstrate the ability to multiply and divide whole numbers. Standard 2 Explain how to work with fractions.

• Define equivalent fractions and show how to find lowest common denominators. • Describe improper fractions and demonstrate how to change an improper fraction to a mixed number. • Demonstrate the ability to add and subtract fractions. • Demonstrate the ability to multiply and divide fractions. Standard 3 Describe the decimal system and explain how to work with decimals.

• Describe decimals and their place values. • Demonstrate the ability to add, subtract, multiply, and divide decimals. • Demonstrate the ability to convert between decimals, fractions, and percentages. Standard 4 Identify various tools used to measure length and show how they are used.

• Rulers and squares • Measuring tapes Standard 5 Identify units of length, weight, volume, and temperature using the imperial system of measurement, including:

• length • weight • volume • temperature Standard 6 Convert between civil and architectural units. • sea level • site elevation • eighths to/from tenths?

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Standard 7 Identify basic angles and geometric shapes and explain how to calculate their area and volume.

• Identify various types of angles. • Identify basic geometric shapes and their characteristics. • Demonstrate the ability to calculate the area of two-dimensional shapes. • Demonstrate the ability to calculate the volume of three-dimensional shapes. STRAND 2 Students will identify, use, and care for tools required for framing/sheathing. Standard 1 Identify and explain how to use various types of hand tools.

• hammers and demolition tools • chisels and punches • screwdrivers • non-adjustable and adjustable wrenches • socket and torque wrenches • pliers and wire cutters Standard 2 Identify and describe how to use various types of measurement and layout tools.

• measuring tapes, carpenter and tri squares • levels and layout tools Standard 3 Identify and explain how to use various types of cutting and shaping tools.

• handsaws • files and utility knives Standard 4 Identify and explain how to use various power tools.

• power drill and bits • circular saw • reciprocating saw • pneumatic and powder-actuated fastening tools Standard 5 Identify and explain how to use other common hand tools.

• shovels and picks

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• chain falls and come-alongs • clamps STRAND 3 Students will read and understand structural drawings, codes, specifications, and other construction documentation. Standard 1 Identify and describe various types of construction drawings, including their fundamental components and features.

• Identify various types of construction drawings. • Identify and describe the purpose of the five basic construction drawing components. • Identify and explain the use of dimensions and various drawing scales. • Explain the importance of specifications, including CSI Master format. • List items commonly shown on architectural drawings. • Describe information typically shown on structural drawings. • Explain the importance of referencing mechanical, electrical, and plumbing plans. • Identify and explain the significance of various drawing elements, such as lines of construction, symbols, and grid lines.

STRAND 4 Students will understand the procedures for laying out and framing walls, including roughing- in door and window openings, constructing corners and partition Ts, bracing walls, and applying sheathing. Standard 1 Identify the components of a wall system. • Describe methods used to construct corner posts. • Describe the process for framing partition intersections. • Describe the purpose of headers and how they are constructed. • Describe how metal-framed walls are constructed. Standard 2 Describe the correct procedure to lay out, assemble, erect, and brace exterior walls for a frame building. • Describe how to properly lay out a wood frame wall. • Explain how to lay out wall openings. • Identify where fire stops are to be installed and explain how they are installed. • List the four steps involved in erecting a wall.

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Standard 3 Describe wall framing techniques used in masonry construction. Standard 4 Identify alternative wall systems. • Describe how concrete walls are constructed. • Explain the difference between standard interior wall systems and alternative interior wall systems. Standard 5 Describe the correct procedure to estimate the materials required to frame wood or metal walls. • Explain how to estimate the amount of material required for soleplates and top plates. • Describe how to estimate the number of studs required. • Explain how to calculate the amount of material needed for a header. • Describe how to estimate the amount of diagonal bracing required. STRAND 5 Students will understand the components of floor and roof systems. Standard 1 Identify the different types of framing systems.

• Describe the general components of a platform-framed structure. • List differences between TJI, I-Beam, and other trusses. • Describe the characteristics of post-and-beam framing. Standard 2 Identify floor system components.

• Define sill plate and describe its role in floor framing. • List and recognize different types of beams and girders and supports. • List and recognize different types of floor joists. • List and recognize different types of bridging. • Explain the purposes of subfloor and underlayment. Standard 3 Describe the construction methods for floor systems and identify floor system materials.

• Describe how to check a foundation for squareness. • Name the methods used to lay out and fasten sill plates to the foundation. • Describe the proper procedure for installing a beam or girder. • Describe how to lay out sill plates and girders for floor joists. • Describe how to lay out and install floor joists for partitions and floor openings. • Identify different types of bridging and describe how to properly install each type.

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• Describe how to properly install subfloor. • Explain how to install joists for projections or cantilevered floors. Standard 4 Estimate the amount of material needed for a floor assembly.

• Describe how to estimate the amount of sill plate, sill sealer, and termite shield. • Describe how to estimate the amount of beam or girder material. • Describe how to estimate the amount of lumber needed for joists and joist headers. • Describe how to estimate the amount of bridging required. • Describe how to estimate the amount of subfloor material required. Standard 5 Identify common types of roofs used in residential construction. • Gable • Dutch Hip • Flat • Shed Standard 6 Recognize the use of trusses in basic roof framing. • Identify the various types and components of trusses. • Identify the basics of truss installation. • Identify the basics of truss bracing. Standard 7 Describe how to erect a gable roof. • Describe how to install rafters. • Identify the two types of dormers. • Describe how to use a framing square and a Speed Square™ for roof framing. • Explain how to frame an opening in a roof. • Describe the basics of roof sheathing installation. Standard 8 Identify the components of ceiling framing. • Describe the correct procedure for laying out ceiling joists. • Describe how to cut and install ceiling joists on a wood frame building. • Describe how to estimate the number of ceiling joists required for a building. Standard 9 Describe how to perform a material takeoff for a roof. • Determine the materials needed for a gable roof. Standard 10 Identify the different roofing system materials and their preferred applications.

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• composition • roll-roofing • wood shakes and shingles • tile/slate • metal • built-up • single ply • fasteners used on roofing projects. Standard 11 Describe the installation techniques for common roofing systems.

• Describe how to properly prepare a roof deck. • Explain the purpose of underlayment and waterproof membrane. • Discuss the purpose of drip edge, flashing, and roof ventilation. • Explain how to install composition shingles. • Explain how to install metal roofing. • Describe how to install roll roofing. STRAND 6 Students will be able to understand the methods and materials used in the building envelope. Standard 1 Demonstrate the proper use of thermal insulation and vapor barriers.

• Describe the requirements for insulation. • Describe the characteristics of various types of insulation material. • Calculate the required amounts of insulation for a structure. • Describe the requirements for moisture control and ventilation. • Describe various methods of waterproofing. • Describe air infiltration control requirements. Standard 2 Demonstrate the proper use of bonding agents, sealers, and sealants. Standard 3 Identify the various types of cladding systems used in construction.

• Distinguish between extruded and expanded foam insulations. • Identify trims used in exterior insulation and finish systems (EIFS) and stucco and state their uses. • Distinguish between traditional and water management EIFS. • Distinguish between traditional hard-coat plaster and synthetic finishes. • Describe how to install synthetic veneer stone.

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• Describe building features commonly created with glass fiber reinforced concrete (GFRC). Standard 4 Identify the components of the building envelope.

• Describe various ways that air infiltration can be minimized or prevented. • Identify various types of fixed, sliding, and swinging windows. • Identify the common types of exterior doors and explain how they are constructed. Standard 5 State the requirements for a proper window installation.

• Explain when jamb extensions are used. • Identify common considerations when framing in glass blocks. Standard 6 State the requirements for a proper door installation.

• Identify the differences between residential and commercial doors. • Identify the various types of locksets used on exterior doors and explain how they are installed. Standard 7 Describe the various types and applications of exterior finish materials. • Identify the types of wood siding. • Identify vinyl and metal siding materials and components. • List applications for fiber-cement siding. • Discuss the types of veneer finishes. • List specialty exterior finishes. • Explain the purpose of flashing. Standard 8 Explain how to install exterior finish materials. • Describe surface preparation that must be performed prior to installing exterior finish materials. • Discuss the types of furring and insulation that might be applied to exterior walls. • Explain how to establish a straight reference line. • Describe how to install wood siding. • Describe how to install vinyl and metal siding. • Describe how to install fiber-cement siding. • Explain how to install cornices.

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Standard 9 Describe the estimating procedure for exterior finish projects. • Explain how to perform a takeoff on panel and board siding. STRAND 7 Students will demonstrate the skills needed to communicate effectively and clearly and their role on the construction team. Standard 1 Describe the communication, listening, and speaking processes and their relationship to job performance.

• Describe the communication process and the importance of listening and speaking skills. • Describe the listening process and identify good listening skills. • Describe the speaking process and identify good speaking skills. Standard 2 Describe good reading and writing skills and their relationship to job performance.

• Describe the importance of good reading and writing skills. • Describe job-related reading requirements and identify good reading skills. • Describe job-related writing requirements and identify good writing skills. Standard 3 Understand the importance of teamwork plays in the Building Design & Construction industry. Standard 4 Understand the project manager’s role in the Building Design & Construction industry. Resource Recommended to include a list of competencies from NCCER Team Leadership: • communication styles of men & women • cultural differences • sexual harassment • verbal/non-verbal communication • written/visual communication Performance Skills 1. Create a cut list for all of the structural members in a wall containing both a door and a window. 2. Something identifying the student’s ability to convert between civil and architectural units. 3. Locate and square the footings for a structure using a 3:4:5 right triangle method and check for squareness by measuring the diagonals. 4. Visually inspect to determine if they are safe, and properly use a minimum of five of

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CONSTRUCTION MANAGEMENT 2 the above listed tools. 5. Make a straight, square cut in framing lumber using a crosscut saw. 6. Using a supplied floor plan: • Locate the wall common to both interview rooms. • Determine the overall width of the structure studio. • Determine the distance from the outside east wall to the center of the beam in the structure studio. • Determine the elevation of the slab. 7. Estimate the materials required to frame walls. 8. Build a frame wall, including plates, corner posts, door and window openings, partition Ts, bracing, and firestops. 9. Correctly install sheathing on a wall. 10. Estimate the amount of material to frame a floor assembly from a set of plans. 11. Lay out and construct a floor assembly, including a rough opening and subfloor material. 12. Estimate the number of ceiling joists required for a building. 13. Perform a material takeoff for a roof. 14. Install selected vapor barriers. 15. Install selected insulation materials. 16. Install selected building wraps. 17. Prepare a rough opening for proper window installation. 18. Prepare a rough opening for proper door installation. 19. Install a lockset. 20. Install three of the most common siding types in your area. 21. Estimate the amount of lap or panel siding required for a structure. 22. Perform a given task after listening to oral instructions. 23. Fill out a work-related form provided by the instructor. 24. Read and interpret a set of instructions for properly donning a safety harness and then orally instruct another person on how to don the harness. • Deliver instructions to a team and have that team perform the task as instructed.

Skill Certificate Test Points by Strand Example table below. Refer to instructions for specifics.

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STRANDS AND STANDARDS CONSTRUCTION MANAGEMENT 3

Course Description This is the third in a sequence of courses that prepares students to enter the construction industry. This course is designed to allow for scaled or virtual model construction with an emphasis on mechanical, electrical, and plumbing systems as well as interior finishes of residential and commercial construction. Intended Grade Level 10-12 Units of Credit 0.5 Core Code 40.08.00.00.000 Concurrent Enrollment Core Code None Prerequisite None Skill Certification Test Number None Test Weight N/A License Type CTE and/or Secondary Education 6-12 Required Endorsement(s) Construction Management, or Carpentry, or Electrician, or Plumbing

ADA Compliant: October 2019

CONSTRUCTION MANAGEMENT 3

STRAND 1 Students will read and understand construction drawings, specifications, and other construction documentation. Standard 1 Identify and describe various types of construction drawings, including their fundamental components and features.

• Identify various types of construction drawings. • Identify and explain the use of dimensions and various drawing scales. • Explain the importance of specifications using the Master CSI format (Specifically Divisions 8,9,10,12 & 21-28). • List items commonly shown on Mechanical, Electrical, Plumbing, and Architectural Detail drawings. • Explain the importance of referencing mechanical, electrical, and plumbing plans. • Identify and explain the significance of various drawing elements, such as lines of construction, symbols, and grid lines.

STRAND 2 Students will understand the various types of stairs and the common building code requirements related to stairs and railing. Standard 1 Identify how residential and commercial stairways differ. Standard 2 Identify terms associated with stair framing.

• Define headroom. • Define stringer and explain when more than two stringers are used. • Define treads and risers and explain the importance of uniform tread depths and riser heights. • List the minimum stairway width requirements for residential and commercial structures. • Describe the difference between handrails and guardrails. Standard 3 Describe the procedure used to determine the total rise, number and size of risers, and number and size of treads required for a stairway.

• Explain how to calculate the riser height, tread depth, and total run for a stairway. • Describe how to calculate stairwell opening sizes.

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Standard 4 Describe the procedure to lay out and cut stringers, risers, and treads.

• Explain how to lay out and cut a stringer. • Summarize how concrete stairs differ from wood framed stairs. STRAND 3 Students will be able to understand the methods and materials used in Plumbing & Fire Suppression systems. Standard 1 Understand the types of plumbing systems used in the built environment.

• Identify components of potable water distribution systems. • Identify components of sanitary piping systems (Drain, Waste, Vent). • Understand common fixtures used in residential and commercial construction. • Understand the types of piping, tubing, and fittings used in plumbing systems. Standard 2 Develop a working knowledge of the various types of fire suppression systems.

• Understand the difference between active and passive fire protection. • Identify components of a fire suppression system. Standard 3 Identify the licensing and apprenticeship requirements to become a plumber.

STRAND 4 Students will be able to understand the methods and materials used in Electrical and Low Voltage systems. Standard 1 Understand the various sources of electrical power and how it is distributed from a generating source.

• State how electrical power is created and distributed. • Identify general electrical safety practices. • Describe the OSHA requirements and procedures related to electrical lockout/tagout. • Specify the types of electrical conductors for various applications. • Identify components of electrical distribution and lighting in the built environment. Standard 2 Describe an electric current and the difference between AC and DC current.

• Identify and discuss the various units used to measure, control, and distribute electrical

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power within a building. • Describe the difference between alternating current and direct current. • Define current. • Define voltage. • Define resistance. • Use Ohm’s law to solve for unknown circuit values. Standard 3 Understand the signal systems used to provide electronic safety and security.

• Identify various fire detection and alarm strategies. • Describe the various devices used in the design of security systems. • Understand the principles of intrusion protection. • Understand the functions of building automation systems. Standard 4 Identify the licensing and apprenticeship requirements to become an Electrician.

STRAND 5 Students will be able to understand the methods and materials used in HVAC systems. Standard 1 Identify the most common heating and cooling systems used in residential and commercial buildings. Describe types of heating systems.

• Describe the types of gas furnaces and how they operate. • Describe the operation of hydronic heating systems. • Describe the operation of electric heating equipment. • Identify common factors to be considered when designing HVAC systems. • Explain the fundamental concepts of the refrigeration cycle. • Identify the major components of cooling systems and how they function. Standard 2 Identify types of ventilation that provide acceptable indoor air quality.

• Define what an acceptable ACH is and how that is accomplished. • Identify code requirements for natural ventilation vs. mechanical ventilation. Standard 3 Describe the mechanical equipment and materials used to create air distribution systems.

• Describe various blower types and applications. • Describe various fan designs and applications. • Describe common duct materials and fittings.

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• Identify the characteristics of common grilles, registers, and dampers. Standard 4 Identify the licensing and apprenticeship requirements to become an HVAC Technician.

STRAND 6 Students will develop skills related to finding and securing a position in the construction trades. Standard 1 Describe the opportunities in the construction business and how to enter the construction workforce.

• Describe the construction business and the opportunities offered by the trades. • Explain how workers can enter the construction workforce. Standard 2 Explain the importance of critical thinking and how to solve problems.

• Describe critical thinking and barriers to solving problems. • Describe how to solve problems using critical thinking. • Describe problems related to planning and scheduling. Standard 3 Explain the importance of social skills and identify ways good social skills are applied in the construction trade.

• Identify good personal and social skills. • Explain how to resolve conflicts with co-workers and supervisors. • Explain how to give and receive constructive criticism. • Identify and describe various social issues of concern in the workplace. • Describe how to work in a team environment and how to be an effective leader. Performance Skills 1. Using a supplied construction documents: • Identify how many stringers, treads and risers are being called out. • Identify 5 components of the Mechanical HVAC systems. • Identify 5 components of the Electrical systems. • Identify 5 components of the Plumbing systems. • Identify how to read a specification for 3 different types of interior finishes. 2. Calculate the total rise, number and size of risers, and number and size of treads required for a stairway. 3. Sketch and label 5 components of a potable water system that you observe on a field trip. 4. Sketch and label 5 components of a sanitary piping system that you observe on a field trip. 5. Sketch and label 5 components of a fire suppression system that you observe on a field trip. 6. Sketch and label 10 components of an electrical distribution system that you observe on a field trip. 5 | P a g e R e v i s e d: M o n t h Y e a r

CONSTRUCTION MANAGEMENT 3

7. Using safe practices and a multi-meter, measure current, voltage and resistance of a minimum of 3 electrical components. 8. Present to your peers the home automation system you would select for your dream home of the future. 9. Using safe practices, install and wire-in a breaker in a panel. 10. Using safe practices, build a three-way light switch circuit. 11. Properly join a round duct to a rectangular duct. 12. Conduct an inventory and record personal skills. • Find and apply for a construction trades job opening.

Skill Certificate Test Points by Strand Example table below. Refer to instructions for specifics.

6 | P a g e R e v i s e d: M o n t h Y e a r New course: Teaching as a Profession 3

This course was developed to complete the K-12 Teaching as a Profession pathway. With the concurrent enrollment code, we looked at course syllabi from various Utah post-secondary schools to take out “common” ideas from each course. We also looked at the Educators Rising national standards to align to the national Career & Technical Student Organization (CTSO). TEACHING AS A PROFESSION 3 STRANDS AND STANDARDS TEACHING AS A PROFESSION 3

Course Description This course is designed to familiarize students with professional expectations and responsibilities of an educator. Students will create an electronic unit plan portfolio that includes classroom management plans, formative and summative assessments, technology in the classroom, data collection and analysis, and a variety of lesson plans.

Intended Grade Level 9-12 Units of Credit 0.5 Core Code 39.02.00.00.003 Concurrent Enrollment Core Code 39.02.00.13.003 Prerequisite None Skill Certification Test Number 013 Test Weight 0.5 License Type Secondary Education 6-12 Required Endorsement(s) Endorsement K-12 Teaching as a Profession

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TEACHING AS A PROFESSION 3

STRAND 1 Understanding the Profession: Students will learn about education field professionals, explore teaching careers opportunities, develop teaching skills, and make informed decisions about pathways to accomplished teaching. Standard 1 Explain the knowledge, skills, abilities, and dispositions necessary to succeed in education careers. • Explore career opportunities, outlooks, requirements, and benefits of different education careers (See Teaching as a Profession 2, Strand 1, Standard 1). • Teacher professional knowledge • Content (subject area) • Content pedagogy (how to teach subject area) • Pedagogy (how to teach) • Learner development (developmentally appropriate instruction) • Educational ethics • Explore professional dispositions • Collaboration • Ethical and professional behaviors, including persona • Giving and receiving constructive feedback • Goal setting and reflection • Life-long learners • Mutual respect with positive rapport • Productive and innovative practice • Pursuit of excellence • Self-advocacy Performance Skills Interview three different education field professionals. • Why did they choose this career? • What is the process/education needed to become a professional in this area? • What are the benefits of this profession? • What are some positive challenges that you have overcome in this profession? • What are some misconceptions around your role in education? Standard 2 Explore and discuss current issues and influences in education. • Educator licensing • Ethical and legal influences • Governance and finance o Finance equity o Title I • School law

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• School choice (charter schools, private schools, home school, online learning, distance learning, concurrent/dual enrollment, dual language immersion, small learning communities, academy/magnet models) • School curriculum - everything a teacher teaches, and students learn o Explicit – formal curriculum based off standards o Implicit – unstated and unintended aspects; hidden curriculum o Null – any curriculum that is intentionally left out o Extracurricular – learning beyond formal studies • Standardization • Testing/assessments Standard 3 Explore different approaches to engage stakeholders in education. • Identify the different stakeholders (student, family, teachers, counselor, administration, postsecondary education, community, and local/national industry). • Recognize the different roles and their needs/interests. • Identify strategies and educational philosophies that best meet the needs of the stakeholders. Standard 4 Create and revise a personal philosophy of education. • Discuss the advantages and disadvantages of the four basic educational philosophies and approaches (See Teaching as a Profession 2, Strand 2, Standard 3). • Identify philosophy(ies) that best represents your beliefs about education. Performance Skills Reflect on how you would adapt your philosophies to meet the needs of your stakeholders and current educational issues and influences. STRAND 2 Learning about Students: Students will learn about themselves and their students for the purpose of building relationships and supporting student development. Standard 1 Explore and gain self-awareness as a learner. • Examine personal histories, values, and beliefs to assess personal attitudes. • Identify personal preconceptions that may limit learning opportunities.

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Standard 2 Learn about students as people, each with diverse qualities, characteristics, and talents. • Identify the different social, cultural, ethnic, and socioeconomic backgrounds in local communities. • Identify different interests, motivations, and aspirations. • Identify social, emotional, physical, and cognitive development. • Discuss cultural competences, positive responses to students individual needs, and promote student voice. Standard 3 Recognize students’ individual talents and learning needs when planning and providing instruction. • Explore how different types of learners build knowledge and skill at various stages of development. • Examine inclusive learning environments that value equity. Performance Skills Develop a learning opportunity that maximizes student’s potential. • Create an introductory activity that engages students to learn more about their peers. o Emphasize personal identities STRAND 3 Building Content Knowledge and Engaging in Responsive Planning: Students will learn how to build content knowledge to plan relevant learning opportunities that respond to students needs. Standard 1 Build formal and informal content knowledge. (What will be taught?) • Formal knowledge – taking classes, reading and discussing ideas, observing the instruction of effective teachers, or researching topics of interest. • Informal knowledge – self-directed, topic of interest learning. Standard 2 Explain how subject content relates to practical and theoretical implications for student learning. (Why will it be taught?) • Compare concepts and draw distinctions. • Formulate knowledge that intrigues and appeals to students. • Combine pedagogical information with subject area content.

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Performance Skills Create a relevant and age-appropriate learning opportunity for students based on the Utah State Core Standards. • State the objective(s) and expected learning outcome(s). • Show connection between content and relevance. • Create a plan that facilitates student growth and development by addressing students changing needs. Standard 3 Understand the importance of designing a productive learning environment. (How will it be taught?) • Physical and social aspects of learning to meet the individual needs of students o Communicating/caring o Teaching effectively o Organizing the classroom o Preventing problems through planning Standard 4 Explore various teaching methods and understand how they inform planning and influence teaching. (How will it be taught?) • Evaluate the components of an effective lesson. o What do the students need to learn? o How will they demonstrate what they learned? o What happens when they do not learn it? • Identify strategies to adapt to student learning. o Tier 1 – best practice; whole class instruction o Tier 2 – small group reteaching o Tier 3 – remediate and differentiate; one-on-one Standard 5 Assess student understanding by using effective questioning techniques. (How will we know they learned?) • Identify and evaluate various question types o Knowledge based – one correct answer o Open-ended – multiple correct answers o Engagement questions – tied to a task STRAND 4 Implementing Instruction: Students will learn effective instructional strategies to engage students and promote learning. Standard 1 Discuss the benefits of routines and procedures within a safe and supportive learning environment.

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• Adapted bell schedules • Classroom guests o Visitors o Substitutes o Guest speakers • Classroom rules • Emergency procedures • Enter/Exit classroom • Handing in assignments Standard 2 Analyze and develop effective classroom management strategies. • Planned management strategies o Seating chart o Lesson plan o Establish expectations o Student absences • Immediate management strategies o Proximity o Verbal warning o Nonverbal warning • Establish classroom learning environment o Classroom physical environment ▪ Décor ▪ Furniture ▪ Layout o Student accommodations ▪ Legal accommodations (i.e. 504, IEP, English Language Learning plans, etc.) ▪ Student preferences Performance Skills Develop a classroom management plan and implement in a mock-classroom setting. • Classroom rules and consequences • Guidelines for handling unexpected situations (i.e. inappropriate classroom behavior, health issues, violent behaviors, etc.) • Substitute lesson plan/Emergency plan Standard 3 Use technology tools strategically to make learning cross-curricular, real world, and globally connected. • How? Where? When? to use technology • Evaluate the validity of technology resources • Adaptation for technology difficulties

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• Technology and online etiquette STRAND 5 Using Assessments and Data: Students will learn to use assessment and interpret data for the purpose of making decisions that will advance teaching and learning. Standard 1 Create, modify, and administer a broad range of assessments • Outline curricular goals and objectives • Formal vs. informal assessments o Diagnostic (Pre-test) o Formative o Summative • Modify assessment based on accommodations Standard 2 Understand instruction and assessment cycle • Planning • Teaching • Assessing • Reflecting • Adjusting Standard 3 Analyze and interpret assessment data • Using assessment results (data) to monitor student progress o Track student performance o Identify patterns and trends o Identify instructional areas for remediation o Plan, modify, and redirect instruction o Use data results to determine quality of assessment Performance Skills Develop a 10-question quiz on material covered in Teaching as a Profession 3. • Include a variety of question types (Strand 3, Standard 5) • Administer to a group of classmates • Collect and analyze data and feedback • Adjust assessment according to data analysis • Reflect and defend adjustments made to assessment

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STRAND 6 Engaging in Reflective Practice: Students will learn how reflective practice enables them to advance student learning and grow professionally. Standard 1 Develop and practice a professional mindset to enhance student learning. • Reflective – internalize critical questions about their teaching • Growth – belief that intelligence/skills can be developed • Collaborative – actively seeking opportunities to work together • Student advocate – support each student in achieving potential • Research/Data – effective use of data and current research Standard 2 Plan and practice structured reflective strategies that support educational growth. • Keeping a journal/blog • Filming and analyzing teaching experiences • Peer observations • Mentor observations • Pre/Post reflections • Engaging in dialogue with peers and mentor • Evaluating personal beliefs and biases • Researching and implementing best practices Performance Skills Document personal professional norms and goals. • Expectations for professional dispositions • Professional mindsets • Regular and timely reflection STRAND 7 CAPSTONE PROJECT: Students will develop a unit plan aligned to their content of interest. Standard 1 Students will create an electronic unit plan which will include: • Pre/Post-test (Strand 3 Standard 5; Strand 5) • Technology (Strand 4 Standard 3) • Classroom Management Plan (Strand 4 Standard 2) • Substitute Plan (Strand 4 Standard 1) • Emergency Plans (Strand 4 Standard 1) • Formative Assessments (Strand 3 Standard 5; Strand 5) • Data Assessment/Analysis (Standard 5)

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Teaching as a Profession 3 Vocabulary

academy model extracurricular planned management accommodations finance equality planning adjusting formal knowledge preconception assessing formative assessment private school charter school global learning rapport constructive feedback home school real-world learning content pedagogy immediate management redirect cross-curricular implicit curriculum reflection cultural competency inclusive reflective data informal knowledge remediation diagnostic assessment innovative practice self-advocacy dispositions knowledge based question self-awareness distance learning magnet model socioeconomic diversity null curriculum small learning communities dual enrollment objective stakeholder dual language immersion online learning standardization educational ethics open-ended question student advocate engagement question pedagogy summative assessment explicit curriculum philosophy of education teaching

Skill Certificate Test Points by Strand TBD

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Technology and Engineering Strands and Standards Update 2019

Completed in 2018-19: 38-01-00-00-021 Electronics 1 No changes 38-01-00-00-022 Electronics 2 No changes 38-01-00-00-023 Electronics 3 No changes 38-01-00-00-211 Physics with Technology Significant changes due to adoption of SEEd standards, course to be discontinued.