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0 |
Process Skills |
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Integrate multiple life roles and responsibilities and demonstrate respectful and caring relationships in the family, work, and community. |
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0.0.1 |
Apply reading and writing, math and science skills in personal, professional, and community situations. (CCK&S)
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0.0.1.1
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Writes effectively for a variety of audiences, purposes, and contexts. (narrative, expository, technical, persuasive) (W1.4 )
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0.0.1.2
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Comprehends a variety of texts. (narrative, expository, technical, persuasive) (R1.4 )
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0.0.1.3
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Determines the meaning of words or phrases using context clues from sentences or paragraphs. (R1.3.1 )
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0.0.1.4
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Understands the purpose of text features and uses such features to locate information in and to gain meaning from appropriate-level texts. (R1.4.2 )
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0.0.1.5
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Uses information from the text to make inferences and draw conclusions. (R1.4.5 )
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0.0.1.6
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Adjusts original rational number estimate of a real-world problem based on additional information. (a frame of reference) (M1.3.A1 ) ($)
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0.0.1.7
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Generates and/or solves multi-step real-world problems with real numbers and algebraic expressions using computational procedures and mathematical concepts. (M1.4.A1a,b,d ) ($)
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0.0.1.8
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Uses data analysis in real-world problems with rational number data sets to compare and contrast two sets of data, to make accurate inferences and predictions, to analyze decisions, and to develop convincing arguments from data displays. (M4.2.A1 ) ($)
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0.0.1.9
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Research, apply, and evaluate information to accomplish tasks. (CCK&S)
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0.0.2 |
Demonstrate appropriate communication skills that contribute to positive relationships. (*13.3) (21st)
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0.0.2.1
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Use appropriate communication strategies for most effective outcome. (*13.3.1) (CCK&S) (21st)
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0.0.2.2
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Use listening and writing skills appropriately to communicate clearly. (*13.3.2) (*13.3.3) (CCK&S) (21st)
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0.0.2.3
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Apply and/or interpret nonverbal communication to fully understand meaning. (CCK&S)
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0.0.2.4
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Communicate respectfully and effectively with people of different cultures and diverse perspectives. (*13.3.5) (CCK&S) (21st)
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0.0.3 |
Apply thinking and problem-solving processes to personal, professional and community issues. (21st)
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0.0.3.1
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Clarify personal and family issues.
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0.0.3.2
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Identify adequate, reliable information, and resources for personal and family problem solving. (CCK&S)
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0.0.3.3
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Critique alternative methods of solving problems and accomplishing tasks. (CCK&S)
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0.0.3.4
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Evaluate potential consequences of alternative choices. (CCK&S)
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0.0.3.5
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Use criteria and standards to make ethical decisions. (21st)
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0.0.3.6
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Implement an action plan.
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0.0.3.7
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Evaluate outcomes to measure progress. (CCK&S)
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0.0.4 |
Use technology to access, manage, integrate, and create information. (CCK&S)
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0.0.4.1
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Use a variety of communication technologies to locate information and mange records for family, work, and community settings. (*13.3.6) (CCK&S) (21st)
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0.0.4.2
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Use technology to analyze, manipulate, and interpret information. (CCK&S) (21st)
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0.0.4.3
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Identify adequate, reliable information, and resources. (CCK&S)
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0.0.5 |
Evaluate potential hazardous situations to defuse them and determine intervention strategies. (CCK&S)
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0.0.5.1
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Manage the physical and social environment to reduce conflict and promote safety in family, workplace, and community. (CCK&S) (21st)
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0.0.5.2
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Practice safety techniques to create a safe environment. (CCK&S)
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0.0.5.3
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Understand how to document and report emergency/crisis situations and outcomes to the appropriate authorities. (CCK&S)
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0.0.5.4
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Follow regulations, organizational policies, procedures to assure a safe and healthy environment. (CCK&S) (GovB1i2 A)
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0.0.6 |
Demonstrate leadership, citizenship, and teamwork skills required for success in the family, workplace, and community. (*13.5) (21st)
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0.0.6.1
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Examine the FCCLA organization and its relationship to the family and consumer sciences curriculum.
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0.0.6.2
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Recognize and model positive leadership and teamwork behaviors to inspire others. (CCK&S) (21st) (H-G)
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0.0.6.3
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Identify ways to be a responsible citizen in families, career, and communities. (GovB2i2 K)
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0.0.6.4
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Recognize diverse abilities of team members. (21st)
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0.0.6.5
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Apply leadership, citizenship, and teamwork skills in authentic experiences. (21st) (H-G)
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0.0.6.6
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Demonstrate ethical behavior in personal, workplace, and community context. (21st)
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0.0.7 |
Analyze strategies to manage the multiple individuals, family, career, and/or community roles and responsibilities. (*1.1) (CCK&S) (21st)
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0.0.7.1
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Analyze ways that individual career goals can impact the family's capacity to meet goals for all family members. (*1.1.3) (CCK&S) ($)
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0.0.7.2
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Analyze the potential impact of career path decisions on balancing work and family. (*1.1.4) ($)
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0.0.7.3
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Develop a life plan for achieving individual, family and/or career goals. (*1.1.6) (CCK&S) (21st)
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0.0.7.4
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Determine skills and knowledge needed for a life plan. (21st)
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0.0.7.5
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Demonstrate processes for cooperating, compromising and collaborating to achieve goals. (*13.5.7) (21st)
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1 |
Career and Life Planning |
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Integrate multiple life roles and responsibilities in family, work, and community settings and analyze factors that impact human growth and development across the life span. |
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1.1.1 |
Demonstrate transferable and employability skills in community and workplace settings. (*1.2) (FCCLA Power of One)
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1.1.1.1
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Examine potential career choices to determine the knowledge, skills, and attitudes associated with each. (*1.2.1)
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1.1.1.2
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Demonstrate job seeking and job keeping skills through strong work ethics and professionalism. (*1.2.2 & 1.2.8)
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1.1.1.3
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Demonstrate communication skills and teamwork skills in community and workplace settings. (*1.2.3 & 1.2.4)
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1.1.1.4
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Examine strategies to manage the impact of changing technologies in workplace settings. (*1.2.5) (H-G)
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1.1.1.5
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Examine factors that contribute to maintaining safe and healthy work, and community environments. (*1.2.7)
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1.1.2 |
Develop strategies for life-long career planning.
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1.1.2.1
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Analyze significance of work for self, family, and society. (H-G)
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1.1.2.2
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Define the career planning process assessing knowledge, attitudes, skills, and aspirations.
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1.1.2.3
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Evaluate career choices in relation to life-management plan. (FCCLA Career Connection)
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1.1.2.4
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Identify factors that impact current and future career choices. (H-G)
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1.1.3 |
Demonstrate management of financial resources to meet the goals of individuals and families across the life span. (2.3) (*2.6) ($)
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1.1.3.1
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Examine the need for personal and family financial planning. (2.3.1) (*2.6.1) (FCCLA Financial Fitness) ($) (21st) (H-G)
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1.1.3.2
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Apply management principles to individual and family financial practices. (2.3.2) (*2.6.2) ($) (21st)
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1.1.4 |
Analyze the impact of family as a system on individuals and society. (*6.1)
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1.1.4.1
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Examine the role of family in teaching culture, traditions, and societal expectations across the life span. (*6.1.4)
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1.1.4.2
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Examine the role of family in developing independence, interdependence, and commitment of family members. (*6.1.5)
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1.1.4.3
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Determine the impact of change and transitions over the life course. (*6.1.6)
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1.1.4.4
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Explore the ways family and consumer sciences careers impact the family. (*6.1.7)
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1.1.5 |
Evaluate effective conflict prevention and management techniques. (*13.4)
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1.1.5.1
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Identify effects of role stereotyping in work and family settings.
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1.1.5.2
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Determine the roles of decision making and problem solving in reducing and managing conflict. (*13.4.3) (FCCLA Planning Process)
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1.1.5.3
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Practice nonviolent strategies that address conflict. (*13.4.4) (FCCLA STOP the Violence)
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1.1.5.4
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Choose effective responses to harassment. (*13.4.5)
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1.1.5.5
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Assess community resources that support conflict prevention and stress management. (*13.4.6)
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2 |
Resource Management |
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Evaluate mangement of individual and family resources in order to achieve personal goals. |
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2.2.1 |
Demonstrate management of individual and family resources in order to achieve personal goals. (*2.1)
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2.2.1.1
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Apply management and planning skills and processes to organize tasks and responsibilities. (*2.1.1)
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2.2.1.2
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Examine how individuals and families make choices to satisfy needs and wants. (*2.1.2) (FCCLA Power of One)
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2.2.1.3
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Evaluate community resources and services available to individuals and families.
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2.2.1.4
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Evaluate use and impact of time, money, technology, and other resources in the process of working toward goals. (21st)
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2.2.1.5
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Analyze policies that support consumer rights and responsibilities.
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2.2.2 |
Analyze the relationship of the environment to family and consumer resources. (*2.2)
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2.2.2.1
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Determine individual and family responsibility in relation to the environmental trends, issues, and affects on future generations. (*2.2.1) (H-G)
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2.2.2.2
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Examine behaviors that conserve, reuse, and recycle resources to maintain the environment. (*2.2.3) (FCCLA Community Service) (GB5i2 A)
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2.2.3 |
Demonstrate management of financial resources to meet the goals of individuals and families across the life span. (1.3) (*2.6) ($) (EB5i3 K)
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2.2.3.1
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Examine the need for personal and family financial planning. (1.3.1) (*2.6.1) (FCCLA Financial Fitness) ($) (21st) (H-G)
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2.2.3.2
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Apply management principles to individual and family financial practices. (1.3.2) (*2.6.2) ($) (21st)
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2.2.3.3
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Apply management principles to use of credit for individuals and family. (*2.6.3) ($) (21st) (H-G)
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2.2.3.4
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Apply management principles in the use of savings, investments, and insurance for individuals and family financial practices. (*2.6.4) ($) (21st) (EB5i6 A)
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2.2.4 |
Evaluate the impact of technology on individuals and family resources. (*2.4)
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2.2.4.1
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Review types of technology that impact family and consumer decision-making. (*2.4.1) (21st)
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2.2.4.2
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Examine how media and technological advances impact family and consumer decisions. (*2.4.3) (21st)
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2.2.4.3
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Assess the use of technology and multimedia forms in consumerism. (*2.4.3) (21st)
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2.2.5 |
Analyze interrelationships between the economic system and consumer actions. (*2.5) (EB3i2 A)
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2.2.5.1
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Identify factors affecting consumer decisions. (H-G)
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2.2.5.2
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Identify strategies for comparison-shopping.
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2.2.5.3
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Examine skills used in seeking information related to consumer rights and responsibilities. (*2.3.3)
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2.2.5.4
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Evaluate information about procuring and maintaining health care to meet the needs of individuals and family members.
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2.2.5.5
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Evaluate state and federal policies and laws providing consumer protection. (*2.3.1)
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3 |
Nutrition and Wellness |
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Demonstrate nutrition and wellness practices that enhance individual and family well-being. |
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3.3.1 |
Analyze the factors that influence personal and family wellness
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3.3.1.1
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Evaluate the relationship among physical, social, emotional, and mental wellness in life. (*14.6.1)
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3.3.1.2
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Examine how physical activity relates to wellness. (*14.6.5)
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3.3.1.3
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Develop a personal fitness plan that will improve personal wellness.
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3.3.1.4
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Analyze short-term and long-term effects of lifestyle choices on self and others. (*14.1.6)
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3.3.1.5
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Examine the use of resources for management of personal and family wellness.
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3.3.2 |
Examine the nutritional needs of individuals and families in relation to health and wellness across the life span. (*14.2)
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3.3.2.1
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Assess the effect of nutrients on health, appearance, and performance. (*14.2.1)
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3.3.2.2
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Compare personal/family nutrition and wellness needs throughout the life cycle. (*14.2.2)
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3.3.2.3
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Assess the impact of food and diet fads, food addictions, and eating disorders on wellness. (*14.2.3)
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3.3.2.4
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Evaluate sources and reliability of food and nutrition information related to health and wellness. (*14.2.4)
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3.3.2.5
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Evaluate relationship between food choices, eating patterns, physical activity, and maintaining overall wellness.
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3.3.2.6
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Analyze menus and/or recipes for nutrient benefits to family members.
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3.3.2.7
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Apply various dietary guidelines in planning to meet nutrition and wellness needs of individuals, families, and individuals with special dietary needs. (*14.3.1)
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3.3.2.8
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Demonstrate ability to select, store, prepare, and serve nutritious foods. (*14.3.3)
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3.3.2.9
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Analyze nutrition label information to make positive food choices and wellness decisions.
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3.3.2.10
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Evaluate the impact of foods treated with chemicals/hormones on long-term health and wellness in comparison to organic foods.
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3.3.3 |
Evaluate factors that affect food safety, from production through consumption. (*14.4)
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3.3.3.1
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Determine conditions and practices that promote safe food handling. (*14.4.1)
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3.3.3.2
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Demonstrate safety and sanitation practices. (*14.4.2)
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3.3.3.3
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Analyze food borne illness as a health issue for individuals and families. (*14.4.5)
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3.3.3.4
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Investigate the effect of science and technological advances on nutrient, quality, availability, and safety of foods. (*14.5.1)
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3.3.3.5
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Analyze the differences in production between organic and inorganic foods related to food safety.
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4 |
Balancing Career and Family |
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Apply problem-solving processes to personal and family decisions for well-being of self and others. |
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4.4.1 |
Enhancing self-development throughout the life span.
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4.4.1.1
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Examine the effect of self-esteem and self-image on relationships. (*13.2.3)
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4.4.1.2
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Determine stress management strategies for family, work, and community settings. (*13.1.6)
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4.4.1.3
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Determine the roles of decision making and problem solving in reducing and managing conflict. (*13.4.3)
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4.4.1.4
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Choose healthful and responsible ways to express self.
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4.4.2 |
Analyze the reciprocal impact of individual and family participation in community activities. (*1.3)
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4.4.2.1
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Examine goals that support individuals and family members in carrying out community and civic responsibilities. (*1.3.1) (GovB2i2 K)
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4.4.2.2
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Determine skills that provide beneficial services to the community. (*1.3.3)
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4.4.2.3
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Examine formal and informal community resources and support systems available to individuals and families. (*1.3.4)
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4.4.3 |
Analyze the impact of family as a system on individuals and society. (*6.0)
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4.4.3.1
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Examine family as a basic unit of society as it transmits societal expectations. (*6.1.1) (*6.1.2)
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4.4.3.2
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Examine global influences on the family in teaching culture and traditions. (*6.1.3) (*6.1.4)
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4.4.3.3
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Examine the role of family in developing independence, interdependence, and commitment of family members. (*6.1.5)
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4.4.3.4
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Determine the impact of change and transitions over the life course. (*6.1.6)
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4.4.3.5
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Determine personal and family management skills that transfer to the workplace.
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4.4.4 |
Demonstrate appreciation for diversity and the functional needs of individuals and families.
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4.4.4.1
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Examine the impact of cultural diversity on individuals and families. (*6.2.2)
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4.4.4.2
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Demonstrate respect for diversity with sensitivity to anti-bias, gender, equity, age, culture, and ethnicity. (*6.2.4) (H-G)
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4.4.4.3
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Examine the impact of the global village on the need to appreciate diversity. (*6.2.5) (H-G)
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4.4.5 |
Analyze conditions that impact human development, roles, and responsibilities throughout the life span. (*12.2)
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4.4.5.1
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Investigate the impact of heredity, gender, ethnicity, culture, and social forces on human development. (*12.2.1) (*12.2.2) (*12.2.3)
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4.4.5.2
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Investigate the impact of environment, technology, economics, and life events on human development. (*12.2.1) (*12.2.2) (*12.2.3) (H-G)
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4.4.5.3
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Analyze interrelationships of personal and family goals and values to work goals and values.
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4.4.5.4
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Develop strategies for sharing ownership of responsibilities of managing family and work.
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4.4.6 |
Analyze functions and expectations of constructive interpersonal relationships.
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4.4.6.1
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Examine appropriate strategies to initiate, maintain, and end interpersonal relationships. (*13.1.1)
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4.4.6.2
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Examine the impact of various stages of the family life cycle on interpersonal relationships. (*13.1.2)
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4.4.6.3
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Compare physical, emotional, and intellectual responses in stable and unstable relationships. (*13.1.3)
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4.4.6.4
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Determine factors that contribute to healthy and unhealthy relationships. (*3.1.4)
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5 |
Parenting |
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Evaluate the impact of parenting roles and responsibilities on strengthening the well-being of individuals and families. |
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5.5.1 |
Analyze roles and responsibilities of parenting. (*15.1)
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5.5.1.1
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Examine parenting roles across the life span. (*15.1.1)
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5.5.1.2
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Determine societal conditions that impact parenting across the life span.
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5.5.1.3
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Determine consequences of parenting practices to the individual, family, and society. (*15.1.3)
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5.5.1.4
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Explain cultural differences in roles and responsibilities of parenting. (*15.1.5)
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5.5.1.5
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Examine the financial responsibilities of parenting. (*15.1.6)
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5.5.2 |
Evaluate parenting practices that maximize human growth and development. (*15.2)
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5.5.2.1
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Choose nurturing practices that support human growth and development. (*15.2.1)
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5.5.2.2
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Practice communication strategies that promote positive self-esteem in family members. (*15.2.2)
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5.5.2.3
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Determine how common practices and emerging research about discipline influences human growth and development. (*15.2.3)
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5.5.2.4
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Determine methods for preventing abuse and neglect in families and children. (*15.2.4)
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5.5.2.5
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Determine criteria for selecting care and service for children. (*15.2.5)
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5.5.3 |
Evaluate external support systems that provide service for parents. (*15.3)
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5.5.3.1
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Identify community resources and services available to families. (*15.3.1)
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5.5.3.2
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Evaluate community resources that provide opportunities related to parenting. (*15.3.2)
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5.5.3.3
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Analyze current laws and policies related to parenting. (*15.3.3)
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5.5.4 |
Analyze physical and emotional factors related to beginning the parenting process. (*15.4)
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5.5.4.1
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Examine biological processes related to prenatal development, birth, and health of child and mother. (*15.4.1)
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5.5.4.2
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Consider the impact of pregnancy and birth on the emotional health of parents and child. (*15.4.2)
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5.5.4.3
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Examine alternative choices related to parenthood. (*15.4.3)
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5.5.4.4
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Determine legal and ethical influences of technology. (*15.4.4)
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5.5.5 |
Meet developmental needs of children and adolescents.
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5.5.5.1
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Identify physical, emotional, social, intellectual, and ethical growth patterns and needs. (*12.1.1)
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5.5.5.2
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Examine interrelationships of physical, emotional, social, intellectual, and ethical development. (*12.1.2)
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5.5.5.3
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Determine significance of meeting developmental needs.
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5.5.5.4
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Plan strategies to meet multiple challenges of raising children.
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5.5.5.5
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Analyze strategies for caring for children with special needs.
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5.5.5.6
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Create strategies to enhance development of children through play and activities.
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5.5.5.7
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Plan strategies to meet nutritional needs.
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5.5.5.8
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Plan strategies to provide for health and safety needs from conception through adolescence.
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5.5.5.9
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Plan strategies to provide essential preventive health care services for children and adolescents.
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5.5.6 |
Analyze conditions that influence human growth and development. (*12.2)
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5.5.6.1
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Investigate the impact of heredity and environment on human growth and development. (*12.2.1)
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5.5.6.2
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Determine the impact of social, economic, and technological forces on individual growth and development. (*12.2.2)
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5.5.6.3
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Examine the effects of gender, ethnicity, and culture on individual development. (*12.2.3)
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5.5.6.4
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Examine the effects of life events on individuals' physical and emotional development. (*12.2.4)
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5i |
Comprehensive Introductory-Level Work and Family Studies |
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Discover the skills, knowledge, attitudes, and behaviors necessary to be successful in families, careers, and communities in today's ever-changing society. |
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5i.1.1 |
Demonstrate transferable and employability skills in community and workplace settings. (*1.2) (FCCLA Power of One)
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5i.1.1.1
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Examine potential career choices to determine the knowledge, skills, and attitudes associated with each. (*1.2.1)
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5i.1.1.2
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Demonstrate job seeking and job keeping skills through strong work ethics and professionalism. (*1.2.2 & *1.2.8)
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5i.1.1.3
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Demonstrate communication skills and teamwork skills in community and workplace settings. (*1.2.3 & *1.2.4)
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5i.1.1.5
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Examine factors that contribute to maintaining safe and healthy work, and community environments. (*1.2.7)
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5i.2.1 |
Demonstrate management of individual and family resources in order to achieve personal goals. (*2.1)
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5i.2.1.1
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Apply management and planning skills and processes to organize tasks and responsibilities. (*2.1.1)
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5i.2.1.2
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Examine how individuals and families make choices to satisfy needs and wants. (*2.1.2) (FCCLA Power of One)
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5i.2.1.3
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Evaluate community resources and services available to individuals and families.
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5i.2.2 |
Analyze the relationship of the environment to family and consumer resources. (*2.2)
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5i.2.2.1
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Determine individual and family responsibility in relation to the environmental trends, issues, and affects on future generations. (*2.2.1) (H-G)
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5i.2.2.2
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Examine behaviors that conserve, reuse, and recycle resources to maintain the environment. (*2.2.3) (FCCLA Community Service) (G5.2 A)
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5i.2.3 |
Demonstrate management of financial resources to meet the goals of individuals and families across the life span. (1.3) (*2.6) ($) (EB5i3 K)
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5i.2.3.1
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Examine the need for personal and family financial planning. (1.3.1) (*2.6.1) (FCCLA Financial Fitness) ($) (21st) (H-G)
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5i.2.3.2
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Apply management principles to individual and family financial practices. (1.3.2) (*2.6.2) ($) (21st)
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5i.2.5 |
Analyze interrelationships between the economic system and consumer actions. (*2.5) (EB3i2 A)
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5i.2.5.1
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Identify factors affecting consumer decisions. (H-G)
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5i.2.5.2
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Identify strategies for comparison-shopping.
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5i.3.1 |
Analyze the factors that influence personal and family wellness across the life span. (*14.6)
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5i.3.1.1
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Evaluate the relationship among physical, social, emotional, and mental wellness in life. (*14.6.1)
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5i.3.1.2
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Examine how physical activity relates to wellness. (*14.6.5)
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5i.3.2 |
Examine the nutritional needs of individuals and families in relation to health and wellness across the life span. (*14.2)
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5i.3.2.3
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Assess the impact of food and diet fads, food addictions, and eating disorders on wellness. (*14.2.3)
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5i.3.2.5
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Evaluate relationship between food choices, eating patterns, physical activity, and maintaining overall wellness. (9.6.1)
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5i.3.2.7
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Apply various dietary guidelines in planning to meet nutrition and wellness needs of individuals, families, and individuals with special dietary needs. (9.2.2) (9.2.3) (*14.3.1)
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5i.3.2.8
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Demonstrate ability to select, store, prepare, and serve nutritious foods. (9.5.1) (*14.3.3)
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5i.3.2.9
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Analyze nutrition label information to make positive food choices and wellness decisions. (9.5.3)
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5i.3.3 |
Evaluate factors that affect food safety, from production through consumption. (*14.4)
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5i.3.3.1
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Determine conditions and practices that promote safe food handling. (9.4.1) (*14.4.1)
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5i.3.3.2
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Demonstrate safety and sanitation practices. (9.3.1) (9.3.2) (*14.4.2)
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5i.4.1 |
Enhance self-development throughout the life span.
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5i.4.1.1
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Examine the effect of self-esteem and self-image on relationships. (*13.2.3)
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5i.4.1.2
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Determine stress management strategies for family, work, and community settings. (*13.1.6)
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5i.4.1.3
|
Determine the roles of decision making and problem solving in reducing and managing conflict. (1.5.2) (*13.4.3)
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5i.4.1.4
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Choose healthful and responsible ways to express self.
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5i.4.3 |
Analyze the impact of family as a system on individuals and society. (1.4) (*6.0)
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5i.4.3.1
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Examine family as a basic unit of society as it transmits societal expectations. (*6.1.1) (*6.1.2)
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5i.4.3.2
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Examine global influences on the family in teaching culture and traditions. (1.4.1) (*6.1.3) (*6.1.4)
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5i.4.3.4
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Determine the impact of change and transitions over the life course. (1.4.3) (*6.1.6)
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5i.4.5 |
Analyze conditions that impact human development, roles, and responsibilities throughout the life span. (*12.2)
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5i.4.5.1
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Investigate the impact of heredity, gender, ethnicity, culture, and social forces on human development. (*12.2.1) (*12.2.2) (*12.2.3)
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5i.4.5.4
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Develop strategies for sharing ownership of responsibilities of managing family and work.
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5i.4.6 |
Analyze functions and expectations of constructive interpersonal relationships.
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5i.4.6.1
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Examine appropriate strategies to initiate, maintain, and end interpersonal relationships. (*13.1.1)
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5i.4.6.4
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Determine factors that contribute to healthy and unhealthy relationships. (*3.1.4)
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5i.5.1 |
Analyze roles and responsibilities of parenting. (*15.1)
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5i.5.1.1
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Examine parenting roles across the life span. (*15.1.1)
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5i.5.2 |
Evaluate parenting practices that maximize human growth and development. (*15.2)
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5i.5.2.1
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Choose nurturing practices that support human growth and development. (*15.2.1)
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5i.5.2.2
|
Practice communication strategies that promote positive self-esteem in family members. (*15.2.2)
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5i.5.5 |
Meet developmental needs of children and adolescents.
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5i.5.5.1
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Identify physical, emotional, social, intellectual, and ethical growth patterns and needs. (*12.1.1)
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5i.5.5.6
|
Create strategies to enhance development of children through plan and activities.
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5i.5.5.8
|
Plan strategies to provide for health and safety needs from conception through adolescence.
|
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|
9 |
Food Science |
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Integrate knowledge, skills, and practices required for careers and family in food science. |
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9.9.1 |
Analyze career paths within the food science industry.
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9.9.1.1
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Evaluate jobs and preparation requirements for food science careers within the food science industry. (*9.1.1) (CCK&S)
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9.9.1.2
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Assess personal qualifications, interests, values, and educational food science preparation for employment in the industry and application for the home. (*9.1.3) (CCK&S)
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9.9.2 |
Analyze the interrelationship of food, nutrition, and science. (*9.3)
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9.9.2.1
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Define the study of the science of food and nutrition. (CCK&S)
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9.9.2.2
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Analyze various guidelines for good nutrition that promote the health of individuals at home, work, and community. (*9.3.6)
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9.9.2.3
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Analyze and examine reliable sources of consumer food and nutrition information. (*9.3.2 and *9.3.4)
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9.9.3 |
Examine methods for use of the science laboratory to conduct and report results of food science experiments.
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9.9.3.1
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Apply proper safety techniques for the laboratory.
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9.9.3.2
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Practice good personal hygiene procedures. (*9.2.5)
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9.9.3.3
|
Identify the location and demonstrate the correct use of emergency equipment in the laboratory.
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9.9.3.4
|
Identify basic laboratory equipment, rules for usage, and performance techniques. (*9.5.4) (CCK&S)
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9.9.3.5
|
Demonstrate how to make accurate and precise laboratory measurements. (CCK&S)
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9.9.3.6
|
Demonstrate the use of the scientific method when participating in food science and consumer experiences. (CCK&S)
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9.9.4 |
Evaluate the causes and prevention of food contamination and spoilage in industry and home. (*9.2)
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9.9.4.1
|
Identify sources and symptoms of food borne illness. (*9.2.1)
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9.9.4.2
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Use the Hazard Analysis Critical Control Point during all food handling processes to minimize the risk of food borne illness. (*9.2.4) (CCK&S)
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9.9.4.3
|
Use time, temperature, date markings, cross contamination, hand washing, and personal hygiene as criteria for safe food preparation. (*9.6.9)
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9.9.4.5
|
Explore the agencies that regulate food quality, protect consumer rights, and handle consumer complaints.
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9.9.5 |
Analyze methods used in food product development and marketing.
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9.9.5.1
|
Examine the sensory factors that make up the sensory characteristics for tasting food. (*9.5.6)
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9.9.5.2
|
Demonstrate controlled sensory tasting and rating techniques. (*9.5.7)
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9.9.5.3
|
Evaluate food label information.
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9.9.5.4
|
Calculate food cost and examine price point in food product development and marketing.
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9.9.6 |
Apply knowledge of metabolism and digestion to establish life-long habits of good nutrition.
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9.9.6.1
|
Analyze the relationship between calories, food, and energy.
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9.9.6.2
|
Examine the digestive system and the role of enzymes in digestion and food preparation.
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9.9.7 |
Evaluate a variety of changes, including chemical and physical, that affect food product quality.
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9.9.7.1
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Relate differences in chemical and physical changes to the state of matter.
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9.9.7.2
|
Identify chemical symbols and use these symbols in writing chemical formulas and equations.
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9.9.7.3
|
Compare the process of heat transfer in cooking and baking processes.
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9.9.7.4
|
Demonstrate how the major leavening agents are used in foods and describe the actions observed.
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9.9.7.5
|
Demonstrate emulsification in food technology.
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|
9.9.7.6
|
Demonstrate the process of fermentation and explain the usage in food technology.
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|
9.9.7.7
|
Demonstrate the process of pasteurization and explain the usage in food technology.
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|
9.9.8 |
Apply science process skills when analyzing the structure and composition of food and their relationship to health and wellness.
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|
9.9.8.1
|
Explain the properties and functions of water.
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9.9.8.2
|
Analyze the structure and composition of carbohydrates and fiber.
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9.9.8.3
|
Analyze the properties and composition of lipids in relation to their function in food preparation and the body.
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|
9.9.8.4
|
Describe the chemical nature and molecular structure of protein and the functions of protein in food.
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|
9.9.8.5
|
Examine the types, functions, sources, and deficiencies of vitamins, minerals, and phytonutrients.
|
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|
9.9.8.6
|
Describe and analyze the impact of acids and bases in foods.
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|
9.9.9 |
Analyze methods used and factors involved in the scientific process of food. (CCK&S)
|
|
|
9.9.9.1
|
Examine the use of additives in food processing and preservation.
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9.9.9.2
|
Explain the process and conduct methods of food dehydration.
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|
9.9.9.3
|
Examine the process of curing.
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|
9.9.9.4
|
Identify and apply the science of freezing foods.
|
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|
9.9.9.5
|
Explain how irradiation preserves foods.
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|
9.9.9.6
|
Explore the impact of storing conditions on staling, rancidity, and molding.
|
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|
|
|
6L1 |
Education, Early Childhood Education, and Human Services-Level 1 |
|
Integrate knowledge, skills, and practices required for careers in education, early childhood education, and human services. |
|
|
|
|
6L1.6.1 |
Explore career paths within education, early childhood education, and human services. (*4.1)
|
|
|
6L1.6.1.1
|
Investigate the roles and functions of individuals engaged in education, early childhood education, and human services. (*4.1.1) (FCCLA-Career Connection)
|
|
|
6L1.6.1.2
|
Explore opportunities for employment and entrepreneurial endeavors. (*4.1.2)
|
|
|
6L1.6.1.3
|
Examine educational prerequisites and training requirements and opportunities for career paths in education, early childhood education, and human services. (*4.1.3) (CCK&S) (FCCLA-Career Connection)
|
|
|
|
|
6L1.6.2 |
Utilize professionally accepted principles of developmentally appropriate practices to plan for education, early childhood education, and human services. (*4.2)
|
|
|
6L1.6.2.1
|
Examine developmental theories and their implications for educational and care practices. (*4.2.1) (ECP I-Level 3) (CCK&S)
|
|
|
6L1.6.2.4
|
Demonstrate an awareness of and a respect for special needs of individuals. (*4.2.4) (ECP I-Level 3) (CCK&S)
|
|
|
|
|
6L1.6.4 |
Demonstrate skills to create a safe and healthy learning environment. (*4.4)
|
|
|
6L1.6.4.1
|
Manage physical space to maintain a safe and healthy learning environment. (*4.4.1) (ECP V-Level 2) (CCK&S)
|
|
|
6L1.6.4.2
|
Apply safe and healthy practices that comply with state regulations. (*4.4.2) (ECP V-Level 1) (CCK&S)
|
|
|
6L1.6.4.4
|
Evaluate safe and healthy meals and snacks. (*4.4.4) (ECP V-Level 1) (FCCLA-Student Body)
|
|
|
6L1.6.4.5
|
Recognize symptoms of abuse and neglect and appropriate procedures to report suspected abuse or neglect to the designated authorities. (*4.4.5) (ECP V-Level 1)
|
|
|
6L1.6.4.6
|
Implement basic health practices and prevention procedures to protect workers and individuals. (*4.4.6) (ECP V-Level 1) (CCK&S)
|
|
|
6L1.6.4.7
|
Examine security and emergency procedures. (*4.4.7) (ECP V-Level 1 & V-Level 2)
|
|
|
|
|
6L1.6.6 |
Demonstrate professional practices and standards related to working with individuals and families. (*4.6)
|
|
|
6L1.6.6.4
|
Demonstrate commitment to program goals. (*4.6.4) (ECP VIII-Level 2) (CCK&S) (FCCLA-Leaders at Work)
|
|
|
6L1.6.6.8
|
Explore multi-generational interactions. (FCCLA-Families First)
|
|
|
6L1.6.6.9
|
Recognize opportunities for continuing training and education. (*4.6.1) (CCK&S) (FCCLA-Leaders at Work)
|
|
|
|
|
|
|
|
|
|
6L2 |
Education, Early Childhood Education, and Human Services-Level 2 |
|
Integrate knowledge, skills, and practices required for careers in education, early childhood education, and human services. |
|
|
|
|
6L2.6.1 |
Explore career paths within education, early childhood education, and human services. (*4.1)
|
|
|
6L2.6.1.1
|
Investigate the roles and functions of individuals engaged in education, early childhood education, and human services. (*4.1.1) (FCCLA-Career Connection)
|
|
|
6L2.6.1.2
|
Explore opportunities for employment and entrepreneurial endeavors. (*4.1.2)
|
|
|
6L2.6.1.3
|
Examine educational prerequisites and training requirements and opportunities for career paths in education, early childhood education, and human services. (*4.1.3) (CCK&S) (FCCLA-Career Connection)
|
|
|
6L2.6.1.4
|
Examine the impact of education, early childhood education, and human services careers on local, state, national, and global economies.
|
|
|
|
|
6L2.6.2 |
Utilize professionally accepted principles of developmentally appropriate practices to plan for education, early childhood education, and human services. (*4.2)
|
|
|
6L2.6.2.1
|
Examine developmentally theories and their implications for educational and care practices. (*4.2.1) (ECP I-Level 3) (CCK&S)
|
|
|
6L2.6.2.2
|
Examine a variety of assessment methods to observe and interpret individual growth and development. (*4.2.2) (ECP III-Level 3) (CCK&S)
|
|
|
6L2.6.2.3
|
Consider cultural and environmental influences when assessing human development. (*4.2.3) (ECP I-Level 3) (CCK&S)
|
|
|
6L2.6.2.4
|
Demonstrate an awareness of and a respect for special needs of individuals. (*4.2.4) (ECP I-Level 3) (CCK&S)
|
|
|
6L2.6.2.5
|
Implement effective strategies to promote growth and development. (*4.2.5) (ECP I-Level 3) (CCK&S)
|
|
|
|
|
6L2.6.3 |
Demonstrate use of professionally accepted curriculum and instructional methods to meet development lifespan needs and interests. (*4.3)
|
|
|
6L2.6.3.1
|
Examine a variety of curriculum and instructional methods. (*4.3.1) (ECP II-Level 3)
|
|
|
6L2.6.3.4
|
Demonstrate a variety of teaching methods to meet individual needs. (*4.3.2) (ECP II-Level 2) (CCK&S)
|
|
|
6L2.6.3.5
|
Design learning environments to provide for exploration, discovery, and development. (*4.3.5) (ECP II-Level 2) (CCK&S) (FCCLA-Early Childhood STAR Event)
|
|
|
|
|
6L2.6.4 |
Demonstrate skills to create a safe and healthy learning environment. (*4.4)
|
|
|
6L2.6.4.1
|
Manage physical space to maintain a safe and healthy learning environment. (*4.4.1) (ECP V-Level 2) (CCK&S)
|
|
|
6L2.6.4.2
|
Apply safe and healthy practices that comply with state regulations. (*4.4.2) (ECP V-LEvel1) (CCK&S)
|
|
|
6L2.6.4.4
|
Evaluate safe and healthy meals and snacks, (*4.4.4) (ECP V-Level 1) (FCCLA-Student Body)
|
|
|
6L2.6.4.5
|
Recognize symptoms of abuse and neglect and appropriate procedures to report suspected abuse of neglect to the designated authorities. (*4.4.5) (ECP V-Level 1)
|
|
|
6L2.6.4.6
|
Implement basic health practices and prevention procedures to protect workers and individuals. (*4.4.6) (ECP V-Level 1) (CCK&S)
|
|
|
6L2.6.4.7
|
Examine security and emergency procedures. (*4.4.7) (ECP V-Level 1 & V-Level 2)
|
|
|
6L2.6.4.8
|
Identify signs and symptoms of illness and communicable diseases. (*4.4.8) (ECP V-Level 1)
|
|
|
|
|
6L2.6.5 |
Demonstrate techniques to foster positive collaborative relationships with individuals and families. (*4.5)
|
|
|
6L2.6.5.1
|
Establish developmentally appropriate guidelines for behavior. (*4.5.1) (ECP VI-Level 2) (CCK&S)
|
|
|
6L2.6.5.6
|
Recognize the appropriate information to share with family members. (*4.5.5) (CCK&S)
|
|
|
6L2.6.5.8
|
Distinguish between guidance, discipline, and punishment.
|
|
|
|
|
6L2.6.6 |
Demonstrate professional practices and standards related to working with individuals and families. (*4.6)
|
|
|
6L2.6.6.2
|
Apply professional ethical standards as accepted by the recognized professional organizations.(*4.6.2) (ECP VIII-Level 2) (CCK&S) (FCCLA-Leaders at Work)
|
|
|
6L2.6.6.4
|
Demonstrate commitment to program goals. (*4.6.4) (ECP VIII-Level 2) (CCK&S) (FCCLA-Leaders at Work)
|
|
|
6L2.6.6.5
|
Explore business management skills to planning businesses in early childhood, education, and services. (*4.6.5) (ECP VIII-Level 1)
|
|
|
6L2.6.6.6
|
Demonstrate appropriate dress, grooming, and behavior in professional settings. (*4.6.6) (ECP VII-Level 2) (FCCLA-Leaders at Work)
|
|
|
6L2.6.6.8
|
Explore multi-generational interactions. (FCCLA-Families First)
|
|
|
6L2.6.6.9
|
Recognize opportunities for continuing training and education. (*4.6.1) (CCK&S) (FCCLA-Career Connection)
|
|
|
|
|
|
|
|
|
|
6L3 |
Education, Early Childhood Education, and Human Services-Level 3 |
|
Integrate knowledge, skills, and practices required for careers in education, early childhood education, and human services. |
|
|
|
|
6L3.6.1 |
Explore career paths within education, early childhood education, and human services. (*4.1)
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6L3.6.1.3
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Examine educational prerequisites and training requirements and opportunities for career paths in education, early childhood education, and human services. (*4.1.3) (CCK&S) (FCCLA-Career Connection)
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6L3.6.2 |
Utilize professionally accepted principles of developmentally appropriate practices to plan for education, early childhood education, and human services. (*4.2)
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6L3.6.2.1
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Examine developmental theories and their implications for educational and care practices. (*4.2.1) (ECP I-Level 3) (CCK&S)
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6L3.6.2.2
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Examine a variety of assessment methods to observe and interpret individual growth and development. (*4.2.2) (ECP III-Level 3) (CCK&S)
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6L3.6.2.3
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Consider cultural and environmental influences when assessing human development. (*4.2.3) (ECP I-Level 3) (CCK&S)
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6L3.6.2.4
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Demonstrate an awareness of and a respect for special needs of individuals. (*4.2.4) (ECP I-Level 3) (CCK&S)
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6L3.6.2.5
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Implement effective strategies to promote growth and development. (*4.2.5) (ECP I-Level 3) (CCK&S)
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6L3.6.3 |
Demonstrate use of professionally accepted curriculum and instructional methods to meet development lifespan needs and interests. (*4.3)
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6L3.6.3.2
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Establish and/or implement learning activities, routines, and transitions that address developmental needs. (*4.3.4) (ECP II-Level 3) (CCK&S)
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6L3.6.3.3
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Implement curriculum that incorporates home experiences and cultural values. (*4.5.6) (ECP II-Level 3) (CCK&S)
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6L3.6.3.4
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Demonstrate a variety of teaching methods to meet individuals needs. (*4.3.2) (ECP II-Level 2) (CCK&S)
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6L3.6.3.5
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Design learning environments to provide for exploration, discovery, and development. (*4.3.5) (ECP II-Level 2) (CCK&S) (FCCLA-Early Childhood STAR Event)
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6L3.6.4 |
Demonstrate skills to create a safe and healthy learning environment. (*4.4)
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6L3.6.4.1
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Manage physical space to maintain a safe and healthy learning environment. (*4.4.1) (ECP V-Level 2) (CCK&S)
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6L3.6.4.2
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Apply safe and healthy practices that comply with state regulations. (*4.4.2) (ECP V-Level 1) (CCK&S)
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6L3.6.4.3
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Implement strategies to teach health, safety, and sanitation habits. (*4.4.3) (ECP V-Level 2)
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6L3.6.4.4
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Evaluate safe and healthy meals and snacks. (*4.4.4) (ECP V-Level 1) (FCCLA-Student Body)
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6L3.6.4.5
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Recognize symptoms of abuse and neglect and appropriate procedures to report suspected abuse or neglect to the designated authorities. (*4.4.5) (ECP V-Level 1)
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6L3.6.4.6
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Implement basic health practices and prevention procedures to protect workers and individuals. (*4.4.6) (ECP V-Level 1) (CCK&S)
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6L3.6.4.7
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Examine security and emergency procedures. (*4.4.7) (ECP V-Level 1 & V-Level 2)
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6L3.6.4.8
|
Identify signs and symptoms of illness and communicable diseases. (*4.4.8) (ECP V-Level 1)
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6L3.6.5 |
Demonstrate techniques to foster positive collaborative relationships with individuals and families. (*4.5)
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6L3.6.5.1
|
Establish developmentally appropriate guidelines for behavior. (*4.5.1) (ECP VI-Level 2) (CCK&S)
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6L3.6.5.5
|
Demonstrate respect for cultural, environmental factors, and special needs when interacting with individuals and families. (*4.3.3) (ECP VI-Level 2) (CCK&S)
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6L3.6.5.6
|
Recognize the appropriate information to share with family members. (*4.5.5) (CCK&S)
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6L3.6.5.7
|
Examine factors affecting behavior of children.
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6L3.6.5.8
|
Distinguish between guidance, discipline, and punishment.
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6L3.6.5.9
|
Demonstrate principles of child guidance and behavior. (*4.5.3) (ECP VI-Level 2) (CCK&S)
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6L3.6.6 |
Demonstrate professional practices and standards related to working with individuals and families. (*4.6)
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6L3.6.6.2
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Apply professional ethical standards as accepted by the recognized professional organizations. (*4.6.2) (ECP VIII-Level 2) (CCK&S) (FCCLA-Leaders at Work)
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6L3.6.6.3
|
Practice federal, state, and local standards, policies, regulations, and laws which impact children, families, and programs. (*4.6.3) (ECP VIII-Level 2) (CCK&S)
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6L3.6.6.4
|
Demonstrate commitment to program goals. (*4.6.4) (ECP VIII-Level 2) (CCK&S) (FCCLA-Leaders at Work)
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6L3.6.6.6
|
Demonstrate appropriate dress, grooming, and behavior in professional settings. (*4.6.6) (ECP VII-Level 2) (FCCLA-Leaders at Work)
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6L3.6.6.7
|
Analyze past performance to assess personal growth of professional practices. (ECP VIII-Level 1) (CCK&S) (FCCLA-Leaders at Work)
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6L3.6.6.9
|
Recognize opportunities for continuing training and education. (*4.6.1) (CCK&S) (FCCLA-Career Connection)
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7L1 |
Fashion, Textiles, and Interiors Production and Services-Level 1 |
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Integrate knowledge, skills, and practices required for careers in fashion, apparel and/or interiors, production, and services. |
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7L1.7.1 |
Analyze career paths within fashion, textiles, and interior design industries. (*11.1) (*16.1)
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7L1.7.1.2
|
Explore opportunities for employment and entrepreneurial endeavors. (*11.1.2) (*16.1.2)
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7L1.7.1.3
|
Examine education, training requirements, and opportunities for career paths in fashion, apparel, & interior design services. (*11.1.3) (*16.1.3)
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7L1.7.2 |
Evaluate the use of products in meeting specific design needs. (*11.3)
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7L1.7.2.8
|
Apply measurement and estimation skills. (*11.3.3)
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7L1.7.3 |
Apply design and planning concepts using current technology for fashion, apparel, and/or interiors. (*11.4)
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7L1.7.3.2
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Apply design color theory to create visual effects. (*16.3.2)
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7L1.7.4 |
Demonstrate skills needed to produce, alter, or repair textile products. (*11.4)
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7L1.7.4.5
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Demonstrate basic skills for producing and altering textile products.
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7L1.7.5 |
Evaluate elements of textile, apparel, and/or interior design merchandising and demonstrate operational procedures required for business profitability. (*16.5)
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7L1.7.5.1
|
Review and critique marketing strategies for apparel, textile, and/or interior design products. (*16.5.1)
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7L1.7.8 |
Demonstrate design ideas through visual presentation. (*11.7)
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7L1.7.8.1
|
Select appropriate design and medium tools. (*11.7.1)
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7L2 |
Fashion, Textiles, and Interiors Production and Services-Level 2 |
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Integrate knowledge, skills, and practices required for careers in fashion, apparel and/or interiors, production, and services. |
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7L2.7.1 |
Analyze career paths within fashion, apparel, and/or interior design industries. (*11.1) (*16.1)
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7L2.7.1.2
|
Explore opportunities for employment and entrepreneurial endeavors. (*11.1.2) (*16.1.2)
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7L2.7.1.3
|
Examine education, training requirements, and opportunities for career paths in fashion, apparel, & interior design services. (*11.1.3) (*16.1.3)
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7L2.7.2 |
Evaluate the use of products in meeting specific design needs. (*11.3)
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7L2.7.2.1
|
Select appropriate terminology for identifying, comparing, and analyzing the most common generic textile fiber. (*16.2.1)
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7L2.7.2.2
|
Determine performance characteristics of fiber and textiles. (*16.2.2)
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7L2.7.2.3
|
Review textile legislation, standards, and core labeling in the global economy. (*16.2.3)
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7L2.7.2.4
|
Assess performance characteristics of textiles on design, construction, care, use and maintenance of products. (*16.2.4)
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7L2.7.2.5
|
Examine production processes for creating fibers, yarn, woven, and knit fabric, and non-woven textile products. (16.4.2)
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7L2.7.2.6
|
Research product information, as it applies to apparel, textile and/or interior design.
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7L2.7.2.7
|
Select manufacturers, products, and materials considering care, maintenance, safety, and environmental issues. (*11.3.2)
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7L2.7.2.8
|
Apply measurement and estimation skills. (*11.3.3)
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7L2.7.2.9
|
Demonstrate forecasting, ordering, purchasing, and pricing skills.
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7L2.7.3 |
Apply design and planning concepts using current technology for fashion, apparel and/or interiors. (*11.4)
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7L2.7.3.2
|
Apply design color theory to create visual effects. (*16.3.2)
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7L2.7.3.3
|
Utilize elements and principles of design in designing, constructing, and/or altering textile products.
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7L2.7.3.7
|
Draw an interior space to scale.
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7L2.7.3.8
|
Arrange furniture placement with reference to principles of design, traffic flow, activity, and existing architectural features. (*11.4.4)
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7L2.7.3.10
|
Create designs using industry computer software. (*11.4.6)
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7L2.7.4 |
Demonstrate skills needed to produce, alter, or repair textile products. (*11.4)
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7L2.7.4.1
|
Use a variety of equipment, tools, and supplies for textile construction, alternation, and repair.
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7L2.7.4.2
|
Examine production processes for creating fibers, yarn, woven, and knit fabric, and non-woven textile products. (*16.4.2)
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7L2.7.4.5
|
Demonstrate basic skills for producing and altering textile products.
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7L2.7.5 |
Evaluate elements of textile, apparel, and/or interior design merchandising and demonstrate operational procedures required for business profitability. (*16.5)
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7L2.7.5.1
|
Review and critique marketing strategies for apparel, textile, and/or interior design products. (*16.5.1)
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7L2.7.5.5
|
Critique varied methods for promoting apparel and textile products. (*16.5.5)
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7L2.7.5.11
|
Develop and present a business plan.
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7L2.7.6 |
Analyze influences on design and development.
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7L2.7.6.2
|
Research characteristics of textile, apparel, and/or interior design of various historical periods. (*11.5.1)
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7L2.7.6.4
|
Examine the development of architectural styles throughout history. (*11.5.3)
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7L2.7.6.6
|
Consider future trends in design and development of textile, apparel, and/or interior design. (*11.5.5)
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7L2.7.7 |
Evaluate client's needs, goals, and resources in creating design plans.
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7L2.7.7.2
|
Develop and exhibit the skills necessary for quality customer service. (*16.6.3)
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7L2.7.7.5
|
Assess community, family, and financial resources needed to achieve client's goals. (*11.6.2)
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7L2.7.7.6
|
Assess a variety of available resources for textile, apparel, and/or interior design. (*11.6.3)
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7L2.7.7.7
|
Critique design plans that address client's needs, goals, and resources. (*11.6.4)
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7L2.7.8 |
Demonstrate design ideas through visual presentation. (*11.7)
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7L2.7.8.1
|
Select appropriate design and medium tools. (*11.7.1)
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7L2.7.8.2
|
Prepare renderings, elevations, and sketches using appropriate media. (*11.7.2)
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7L2.7.8.4
|
Present designs utilizing a variety of visual presentation media such as digital imaging, video, computer application, and boards. (11.7.4)
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7L3 |
Fashion, Textiles, and Interiors Production and Services-Level 3 |
|
Integrate knowledge, skills, and practices required for careers in fashion, apparel and/or interiors, production, and services. |
|
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|
|
7L3.7.1 |
Analyze career paths within fashion, apparel, and/or interior design industries. (*11.1) (*16.1)
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|
|
7L3.7.1.2
|
Explore opportunities for employment and entrepreneurial endeavors. (*11.1.2) (*16.1.2)
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|
7L3.7.1.3
|
Examine education, training requirements, and opportunities for career paths in fashion, apparel, and interior design services. (*11.1.3) (*16.1.3)
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|
7L3.7.2 |
Evaluate the use of products in meeting specific design needs. (*11.3)
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7L3.7.2.8
|
Apply measurement and estimation skills. (*11.3.3)
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|
|
7L3.7.3 |
Apply design and planning concepts using current technology for fashion, apparel, and/or interiors. (*11.4)
|
|
|
7L3.7.3.10
|
Create designs using industry computer software. (*11.4.6)
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|
|
|
|
7L3.7.5 |
Evaluate elements of textile, apparel, and/or interior design merchandising and demonstrate operational procedures required for business profitability. (*16.5)
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|
7L3.7.5.8
|
Examine the effects of security and inventory control strategies, cash and credit transaction methods laws, and worksite policies on loss prevention and store profit.
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|
7L3.7.5.10
|
Examine operational costs such as mark ups, mark downs, cash flow, and other factors affecting profit.
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|
7L3.7.5.11
|
Develop and present a business plan.
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|
|
7L3.7.7 |
Evaluate client's needs, goals, and resources in creating design plans. (*11.6)
|
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|
7L3.7.7.2
|
Develop and exhibit the skills necessary for quality customer service. (*16.6.3)
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|
|
7L3.7.7.5
|
Assess community, family, and financial resources needed to achieve client's goals. (*16.6.2)
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|
7L3.7.7.6
|
Assess a variety of available resources for textile, apparel, and/or interior design. (*11.6.3)
|
|
|
7L3.7.7.7
|
Critique design plans that address client's needs, goals, and resources. (*11.6.4)
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|
|
|
|
7L3.7.8 |
Demonstrate design ideas through visual presentation. (*11.7)
|
|
|
7L3.7.8.1
|
Select appropriate design and medium tools. (*11.7.1)
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|
|
7L3.7.8.2
|
Prepare renderings, elevations, and sketches using appropriate media. (*11.7.2)
|
|
|
7L3.7.8.4
|
Present designs utilizing a variety of visual presentation media such as digital imaging, video, computer application, and boards. (*11.7.4)
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|
|
|
|
|
8L1 |
Culinary Arts and Hospitality Management-Level 1 |
|
Integrate knowledge, skills, and practices required for careers in the hospitality industry. |
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|
|
8L1.8.2 |
Demonstrate food safety and sanitation procedures. (3) (CCK&S) (*8.2)
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8L1.8.2.1
|
Complete a food safety and sanitation program. (*8.2.1) (3)
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|
8L1.8.2.2
|
Identify sources and symptoms of food borne illness.
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|
8L1.8.2.3
|
Use the Hazard Analysis Critical Control Point (HACCP) principles and procedures. (*8.2.3) (3) (4)
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8L1.8.2.4
|
Maintain implemented standards of personal grooming and hygiene. (*8.2.4) (3) (4) (5) (6)
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8L1.8.3 |
Demonstrate correct use and maintenance of food production equipment and tools. (3) (CCK&S) (*8.3)
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|
8L1.8.3.1
|
Operate tools and equipment following safety procedures and OSHA requirements. (*8.3.2) (1) (3) (4) (6)
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8L1.8.3.2
|
Demonstrate procedures for cleaning, sanitizing, and the storage of equipment and tools. (*8.3.2) (3)
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|
8L1.8.4 |
Demonstrate menu modification based on standardized recipes to meet consumer needs. (CCK&S) (*8.4)
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|
8L1.8.4.1
|
Understand and display knowledge of food allergens and special diets.
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|
8L1.8.4.2
|
Demonstrate an understanding of diversity and individuals with special needs. (*8.7.5)
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|
8L1.8.4.3
|
Examine food and equipment needed for menus and standardized recipes. (*8.4.3)
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8L1.8.4.4
|
Demonstrate portion control.
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8L1.8.5 |
Demonstrate preparation for all menu categories to produce a variety of food products. (CCK&S) (*8.5)
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8L1.8.5.1
|
Demonstrate skills in knife and hand tools. (*8.5.1) (3) (4) (6)
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8L1.8.5.2
|
Demonstrate a variety of cooking methods including emerging technologies. (*8.5.2) (3) (4)
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|
8L1.8.5.3
|
Apply scaling and measuring techniques. (*8.5.2) (3) (4)
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8L1.8.5.4
|
Apply the fundamentals of time and temperature to cooking, cooling, and reheating a variety of foods. (*8.5.4) (3) (5)
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|
8L1.8.5.5
|
Show knowledge of preparation of various meats. (*8.5.5) (3) (4)
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8L1.8.5.6
|
Show knowledge of preparation of various fish and seafood. (*8.5.5) (3) (4)
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|
8L1.8.5.7
|
Show knowledge of preparation of various poultry. (*8.5.5) (3) (4)
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8L1.8.5.8
|
Show knowledge of preparation of various stocks, soups, and sauces. (*8.5.6) (3) (4)
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|
8L1.8.5.9
|
Show knowledge of preparation of various fruits and vegetables. (*8.5.7) (3) (4)
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|
8L1.8.5.10
|
Show knowledge of preparation of various legumes and starches including potatoes, pasta, and rice. (*8.5.7) (3) (4)
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|
8L1.8.5.11
|
Show knowledge of preparation of various salads, dressing, and marinades. (*8.5.8) (3) (4)
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|
8L1.8.5.12
|
Show knowledge of preparation of various sandwiches, hors d oeuvres, and appetizers. (*8.5.9) (3) (4)
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|
8L1.8.5.13
|
Show knowledge of preparation of various baked goods and desserts. (*8.5.10) (3) (4)
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|
8L1.8.5.14
|
Show knowledge of use of herbs and spices. (*8.5.8) (3) (4)
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|
|
8L1.8.5.15
|
Show knowledge of preparation of breakfast foods. (*8.5.11) (3) (4)
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|
8L1.8.5.16
|
Prepare food for presentation and assessment. (*8.5.12) (3) (4)
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|
8L1.8.5.17
|
Prepare new products and convenience food items. (*8.5.13) (3) (4)
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|
|
8L1.8.6 |
Demonstrate implementation of management functions. (CCK&S) (*8.6)
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|
8L1.8.6.1
|
Apply principles of purchasing, receiving, and inventory procedures in the hospitality industry. (*8.6.1) (3) (4)
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|
8L1.8.6.2
|
Practice inventory procedures including first in/first out concept and date marking. (*8.6.2) (5)
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|
8L1.8.6.3
|
Understand emergency procedures. (*8.6.9)
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|
|
8L1.8.8 |
Evaluate nutrition principles, preparation techniques, and specialized dietary requirements. (CCK&S)
|
|
|
8L1.8.8.1
|
Determine nutrition requirements. (1) (2) (4)
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|
8L1.8.8.2
|
Understand nutrition labels. (1)
|
|
|
8L1.8.8.3
|
Demonstrate the understanding of preparing foods to maximize nutrition. (2) (4) (5)
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|
8L1.8.8.4
|
Assess the influence of an individual's environment as it relates to food and nutrition behavior. (*14.1.2) (2)
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|
|
8L1.8.8.5
|
Critique the selection of foods to promote a healthy lifestyle. (2)
|
|
|
8L1.8.8.6
|
Apply dietary guidelines to meet nutrition and wellness needs. (*14.3.1) (3)
|
|
|
8L1.8.8.7
|
Demonstrate the ability to select, store, prepare, and serve nutritious and aesthetically pleasing foods. (*14.3.3) (3)
|
|
|
8L1.8.8.8
|
Conduct evaluations of food including safety. (5)
|
|
|
8L1.8.8.9
|
Modify recipe formula proportions for nutritional food production. (2)
|
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|
|
|
8L1.8.9 |
Apply mathematical, reading, writing, and science skills to deliver food products and guest services.
|
|
|
8L1.8.9.1
|
Convert recipes.
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|
|
8L1.8.9.2
|
Calculate recipe costs.
|
|
|
8L1.8.9.3
|
Read, write, and comprehend recipes, menus, correspondence, and equipment materials.
|
|
|
8L1.8.9.4
|
Explore science as it relates to the food industry.
|
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|
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|
|
|
8L2 |
Culinary Arts and Hospitality Management-Level 2 |
|
Integrate knowledge, skills, and practices required for careers in the hospitality industry. |
|
|
|
|
8L2.8.1 |
Summarize steps needed to obtain a position in the hospitality industry.
|
|
|
8L2.8.1.1
|
Identify roles and functions of various positions in the hospitality industry.
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8L2.8.1.2
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Identify educational and training requirements for various hospitality careers.
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8L2.8.1.3
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Identify methods of obtaining job opportunities.
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8L2.8.1.4
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Create a resume.
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8L2.8.1.5
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Create a portfolio.
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8L2.8.1.5
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Complete a job application.
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8L2.8.1.6
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List steps for an effective job interview including follow up steps.
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8L2.8.1 |
Develop computer skills for the hospitality industry.
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8L2.8.1.1
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Demonstrate computer application including inventory, financial statements, etc.
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8L2.8.1.2
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Identify current technical resources for the hospitality industry.
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8L2.8.2 |
Demonstrate food safety and sanitation procedures. (3) (CCK&S) (*8.2)
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8L2.8.2.1
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Complete a food safety and sanitation program. (*8.2.1) (3)
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8L2.8.2.2
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Identify sources and symptoms of food borne illness.
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8L2.8.2.3
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Use the Hazard Analysis Critical Control Point (HACCP) principles and procedures. (*8.2.3) (3) (4)
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8L2.8.2.4
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Maintain implemented standards of personal grooming and hygiene. (*8.2.4) (3) (4) (5) (6)
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8L2.8.3 |
Demonstrate correct use and maintenance of food production equipment and tools. (3) (CCK&S) (*8.3)
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8L2.8.3.1
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Operate tools and equipment following safety procedures and OSHA requirements. (*8.3.1) (1) (3) (4) (6)
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8L2.8.3.2
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Demonstrate procedures for cleaning, sanitizing, and the storage of equipment and tools. (*8.3.2) (3)
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8L2.8.4 |
Demonstrate menu modifications based on standardized recipes to meet consumer needs. (CC) (*8.4)
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8L2.8.4.1
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Understand and display knowledge of food allergens and special diets.
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8L2.8.4.2
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Demonstrate an understanding of diversity and individuals with special needs. (*8.7.5)
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8L2.8.4.3
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Examine food and equipment needed for menus and standardized recipes. (*8.4.3)
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8L2.8.4.4
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Complete menu layout and design. (*8.4.4)
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8L2.8.4.5
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Understand requisitions for food production requirements. (*8.4.5)
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8L2.8.4.6
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Record and analyze the performance of menu items. (*8.4.6)
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8L2.8.4.7
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Research various countries and their native foods.
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8L2.8.5 |
Demonstrate preparation for all menu categories to produce a variety of food products. (CCK&S) (*8.5)
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8L2.8.5.1
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Demonstrate skills in knife and hand tools. (*8.5.1) (3) (4) (6)
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8L2.8.5.2
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Demonstrate a variety of cooking methods including emerging technologies. (*8.5.2) (3) (4)
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8L2.8.5.3
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Apply scaling and measuring techniques. (*8.5.2) (3) (4)
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8L2.8.5.4
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Apply the fundamentals of time and temperature to cooking, cooling, and reheating a variety of foods. (*8.5.4) (3) (5)
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8L2.8.5.5
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Show knowledge of preparation of various meats. (*8.5.5) (3) (4)
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8L2.8.5.6
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Show knowledge of preparation of various fish and seafood. (*8.5.5) (3) (4)
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8L2.8.5.7
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Show knowledge of preparation of various poultry. (*8.5.5) (3) (4)
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8L2.8.5.8
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Show knowledge of preparation of various stocks, soups, and sauces. (*8.5.6) (3) (4)
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8L2.8.5.9
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Show knowledge of preparation of various fruits and vegetables. (*8.5.7) (3) (4)
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8L2.8.5.10
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Show knowledge of preparation of various legumes and starches including potatoes, pasta, and rice. (*8.5.7) (3) (4)
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8L2.8.5.11
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Show knowledge of preparation of various salads, dressing, and marinades. (*8.5.8) (3) (4)
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8L2.8.5.12
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Show knowledge of preparation of various sandwiches, hors d oeuvres, and appetizers. (*8.5.9) (3) (4)
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8L2.8.5.13
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Show knowledge of preparation of various baked goods and desserts. (*8.5.10) (3) (4)
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8L2.8.5.14
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Show knowledge of use of herbs and spices. (*8.5.8) (3) (4)
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8L2.8.5.15
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Show knowledge of preparation of breakfast foods. (*8.5.11) (3) (4)
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8L2.8.5.16
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Prepare food for presentation and assessment. (*8.5.12) (3) (4)
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8L2.8.5.17
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Prepare new products and convenience food items. (*8.5.13) (3) (4)
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8L2.8.6 |
Demonstrate implementation of management functions. (CC) (*8.6)
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8L2.8.6.1
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Apply principles of purchasing, receiving, and inventory procedures in the hospitality industry. (*8.6.1) (3) (4)
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8L2.8.6.2
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Practice inventory procedures including first in/first out concept and date marking. (*8.6.2) (5)
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8L2.8.6.3
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Understand emergency procedures. (*8.6.9)
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8L2.8.6.4
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Create a constant awareness in the areas of legal liability within the hospitality industry. (*8.6.4)
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8L2.8.6.5
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Understand the procedures involved in staff planning, recruiting, interviewing, selecting, and scheduling of employees. (*8.6.6)
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8L2.8.7 |
Demonstrate internal and external customer service. (*8.7)
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8L2.8.7.1
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Demonstrate quality service to meet the expectations of consumers. (*8.7.1) (3)
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8L2.8.7.2
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Implement strategies for preventing and resolving complaints.
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8L2.8.7.3
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Identify ethnicities and their dining habits and customs.
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8L2.8.8 |
Evaluate nutrition principles, preparation techniques, and specialized dietary requirements. (CCK&S)
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8L2.8.8.1
|
Determine nutrition requirements. (1) (2) (4)
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8L2.8.8.2
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Understand nutrition labels. (1)
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8L2.8.8.3
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Demonstrate the understanding of preparing foods to maximize nutrition. (2) (4) (5)
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8L2.8.8.4
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Assess the influence of an individual's environment as it relates to food and nutrition behavior. (*14.1.2) (2)
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8L2.8.8.5
|
Critique the selection of foods to promote a healthy lifestyle. (2)
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8L2.8.8.6
|
Apply dietary guidelines to meet nutrition and wellness needs. (*14.3.1) (3)
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8L2.8.8.7
|
Demonstrate the ability to select, store, prepare, and serve nutritious and aesthetically pleasing foods. (*14.3.3) (3)
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8L2.8.8.8
|
Conduct evaluations of food including safety. (5)
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8L2.8.8.9
|
Modify recipe formula proportions for nutritional food production. (2)
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8L2.8.9 |
Apply mathematical, reading, writing, and science skills to correctly deliver food products and guest services.
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8L2.8.9.1
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Convert recipes.
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8L2.8.9.2
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Calculate recipe costs.
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8L2.8.9.3
|
Read, write, and comprehend recipes, menus, correspondence, and equipment materials.
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8L2.8.9.4
|
Explore science as it relates to the food industry.
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8L2.8.11 |
Identify costs, pricing, and market trends in the hospitality industry.
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8L2.8.11.1
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Calculate food cost and determine ways to meet goals.
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8L2.8.11.2
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Calculate labor cost and determine ways to meet goals.
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8L2.8.11.3
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Determine and calculate the value of inventory.
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8L2.8.11.4
|
Determine menu prices.
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8L2.8.11.5
|
Demonstrate portion control.
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|
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8L2.8.11.6
|
Exposure to monetary systems including cash, credit cards, and checks. ($) (H-G)
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|
|
|
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8L2.8.12 |
Examine marketing and advertising methods in the hospitality industry.
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|
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8L2.8.12.1
|
Develop promotional materials.
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8L2.8.12.2
|
Apply marketing methods.
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|
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8L2.8.13 |
Examine various industry sectors.
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8L2.8.13.1
|
List various types of food service operations and opportunities such as chain, independent, and entrepreneurial.
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8L2.8.13.2
|
List advantages/disadvantages of different sectors of food service operation.
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|
|
|
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8L2.8.14 |
Summarize steps needed to retain a job in the hospitality industry.
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|
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8L2.8.14.1
|
Demonstrate an understanding of workplace rules and regulations.
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|
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8L2.8.14.2
|
Identify and display positive work attitudes.
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8L2.8.14.3
|
Describe and display qualities of professional employees.
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8L3 |
Culinary Arts and Hospitality Management-Level 3 |
|
Integrate knowledge, skills, and practices required for careers in the hospitality industry. |
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8L3.8.1 |
Summarize steps needed to obtain a position in the hospitality industry.
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|
|
8L3.8.1.1
|
Identify roles and functions of various positions in the hospitality industry.
|
|
|
8L3.8.1.2
|
Identify educational and training requirements for various hospitality careers.
|
|
|
8L3.8.1.3
|
Identify methods of obtaining job opportunities.
|
|
|
8L3.8.1.4
|
Create a resume.
|
|
|
8L3.8.1.5
|
Create a portfolio.
|
|
|
8L3.8.1.5
|
Complete a job application.
|
|
|
8L3.8.1.6
|
List steps for an effective job interview including follow up steps.
|
|
|
|
|
8L3.8.1 |
Develop computer skills for the hospitality industry.
|
|
|
8L3.8.1.1
|
Demonstrate computer applications including inventory, financial statements, etc.
|
|
|
8L3.8.1.2
|
Identify current technical resources for the hospitality industry.
|
|
|
8L3.8.1.3
|
Awareness of the point of sale systems.
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|
|
8L3.8.1.4
|
Identify computer programs used by the hospitality industry.
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8L3.8.1.5
|
Identify backup systems for computer and/or technology failures.
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8L3.8.1.6
|
Identify security systems for the hospitality industry.
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|
|
|
|
8L3.8.2 |
Demonstrate food safety and sanitation procedures. (3) (CCK&S) (*8.2)
|
|
|
8L3.8.2.1
|
Complete a food safety and sanitation program. (*8.2.1) (3)
|
|
|
8L3.8.2.2
|
Identify sources and symptoms of food borne illness.
|
|
|
8L3.8.2.3
|
Use the Hazard Analysis Critical Control Point (HACCP) principles and procedures. (*8.2.30 (3) (4)
|
|
|
8L3.8.2.4
|
Maintain implemented standards of personal grooming and hygiene. (*8.2.4) (3) (4) (5) (6)
|
|
|
|
|
8L3.8.3 |
Demonstrate correct use and maintenance of food production equipment and tools. (3) (CCK&S) (*8.3)
|
|
|
8L3.8.3.1
|
Operate tools and equipment following safety procedures and OSHA requirements. (*8.3.1) (1) (3) (4) (6)
|
|
|
8L3.8.3.2
|
Demonstrate procedures for cleaning, sanitizing, and the storage of equipment and tools. (*8.3.2) (3)
|
|
|
|
|
8L3.8.4 |
Demonstrate menu modifications based on standardized recipes to meet consumer needs. (CCK&S) (*8.4)
|
|
|
8L3.8.4.1
|
Understand and display knowledge of food allergens and special diets.
|
|
|
8L3.8.4.2
|
Demonstrate an understanding of diversity and individuals with special needs. (*8.7.5)
|
|
|
8L3.8.4.3
|
Examine food and equipment needed for menus and standardized recipes. (*8.4.3)
|
|
|
8L3.8.4.4
|
Complete menu layout and design. (*8.4.4)
|
|
|
8L3.8.4.5
|
Understand requisitions for food production requirements. (*8.4.5)
|
|
|
8L3.8.4.6
|
Record and analyze the performance of menu items. (*8.4.6)
|
|
|
8L3.8.4.7
|
Research various countries and their native foods.
|
|
|
|
|
8L3.8.5 |
Demonstrate preparation for all menu categories to produce a variety of food products. (CCK&S) (*8.5)
|
|
|
8L3.8.5.1
|
Demonstrate skills in knife and hand tools. (*8.5.1) (3) (4) (6)
|
|
|
8L3.8.5.2
|
Demonstrate a variety of cooking methods including emerging technologies. (*8.5.2) (3) (4)
|
|
|
8L3.8.5.3
|
Apply scaling and measuring techniques. (*8.5.2) (3) (4)
|
|
|
8L3.8.5.4
|
Apply the fundamentals of time and temperature to cooking, cooling, and reheating a variety of foods. (*8.5.4) (3) (5)
|
|
|
8L3.8.5.5
|
Show knowledge of preparation of various meats. (*8.5.5) (3) (4)
|
|
|
8L3.8.5.6
|
Show knowledge of preparation of various fish and seafood. (*8.5.5) (3) (4)
|
|
|
8L3.8.5.7
|
Show knowledge of preparation of various poultry. (*8.5.5) (3) (4)
|
|
|
8L3.8.5.8
|
Show knowledge of preparation of various stocks, soups, and sauces.(*8.5.6) (3) (4)
|
|
|
8L3.8.5.9
|
Show knowledge of preparation of various fruits and vegetables. (*8.5.7) (3) (4)
|
|
|
8L3.8.5.10
|
Show knowledge of preparation of various legumes and starches including potatoes, pasta, and rice. (*8.5.7) (3) (4)
|
|
|
8L3.8.5.11
|
Show knowledge of preparation of various salads, dressing, and marinades. (*8.5.8) (3) (4)
|
|
|
8L3.8.5.12
|
Show knowledge of preparation of various sandwiches, hors d oeuvres, and appetizers. (*8.5.9) (3) (4)
|
|
|
8L3.8.5.13
|
Show knowledge of preparation of various baked goods and desserts. (*8.5.10) (3) (4)
|
|
|
8L3.8.5.14
|
Show knowledge of use of herbs and spices. (*8.5.8) (3) (4)
|
|
|
8L3.8.5.15
|
Show knowledge of preparation of breakfast foods. (*8.5.11) (3) (4)
|
|
|
8L3.8.5.16
|
Prepare food for presentation and assessment. (*8.5.12) (3) (4)
|
|
|
8L3.8.5.17
|
Prepare new products and convenience food items. (*8.5.13) (3) (4)
|
|
|
|
|
8L3.8.6 |
Demonstrate implementation of management functions. (CCK&S) (*8.6)
|
|
|
8L3.8.6.1
|
Apply principles of purchasing, receiving, and inventory procedures in the hospitality industry. (*8.6.1) (3)(4)
|
|
|
8L3.8.6.2
|
Practice inventory procedures including first in/first out concept and date marking. (*8.6.2) (5)
|
|
|
8L3.8.6.3
|
Understand emergency procedures. (*8.6.9)
|
|
|
8L3.8.6.4
|
Create a constant awareness in the areas of legal liability within the hospitality industry. (*8.6.4)
|
|
|
8L3.8.6.5
|
Understand the procedures involved in staff planning, recruiting, interviewing, selecting, and scheduling of employees. (*8.6.6)
|
|
|
|
|
8L3.8.7 |
Demonstrate internal and external customer service. (*8.7)
|
|
|
8L3.8.7.1
|
Demonstrate quality service to meet the expectations of consumers. (*8.7.1) (3)
|
|
|
8L3.8.7.2
|
Implement strategies for preventing and resolving complaints.
|
|
|
8L3.8.7.3
|
Identify ethnicities and their dining habits and customs.
|
|
|
|
|
8L3.8.8 |
Evaluate nutrition principles, preparation techniques, and specialized dietary requirements. (CCK&S)
|
|
|
8L3.8.8.1
|
Determine nutrition requirements. (1) (2) (4)
|
|
|
8L3.8.8.2
|
Understand nutrition labels. (1)
|
|
|
8L3.8.8.3
|
Demonstrate the understanding of preparing foods to maximize nutrition. (2) (4) (5)
|
|
|
8L3.8.8.4
|
Assess the influence of an individual's environment as it relates to food and nutrition behavior. (*14.1.2)
|
|
|
8L3.8.8.5
|
Critique the selection of foods to promote a healthy lifestyle. (2)
|
|
|
8L3.8.8.6
|
Apply dietary guidelines to meet nutrition and wellness needs. (*14.3.1) (3)
|
|
|
8L3.8.8.7
|
Demonstrate the ability to select, store, prepare, and serve nutritious and aesthetically pleasing foods. (*14.3.3) (3)
|
|
|
8L3.8.8.8
|
Conduct evaluations of food including safety. (5)
|
|
|
8L3.8.8.9
|
Modify recipe formula proportions for nutritional food production. (2)
|
|
|
|
|
8L3.8.9 |
Apply mathematical, reading, writing, and science skills to correctly deliver food products and guest services.
|
|
|
8L3.8.9.1
|
Convert recipes.
|
|
|
8L3.8.9.2
|
Calculate recipe costs.
|
|
|
8L3.8.9.3
|
Read, write, and comprehend recipes, menus, correspondence, and equipment materials.
|
|
|
8L3.8.9.4
|
Explore science as it relates to the food industry.
|
|
|
|
|
8L3.8.11 |
Identify costs, pricing, and market trends in the hospitality industry.
|
|
|
8L3.8.11.1
|
Calculate labor cost and determine ways to meet goals.
|
|
|
8L3.8.11.2
|
Calculate labor cost and determine ways to meet goals.
|
|
|
8L3.8.11.3
|
Determine and calculate the value of inventory.
|
|
|
8L3.8.11.4
|
Determine menu prices.
|
|
|
8L3.8.11.5
|
Demonstrate portion control.
|
|
|
8L3.8.11.6
|
Exposure to monetary systems including cash, credit cards, and checks. ($) (H-G)
|
|
|
|
|
8L3.8.12 |
Examine marketing and advertising methods in the hospitality industry.
|
|
|
8L3.8.12.1
|
Develop promotional materials.
|
|
|
8L3.8.12.2
|
Apply marketing methods.
|
|
|
|
|
8L3.8.13 |
Examine various industry sectors.
|
|
|
8L3.8.13.1
|
List various types of food service operations and opportunities such as chain, independent, and entrepreneurial.
|
|
|
8L3.8.13.2
|
List advantages/disadvantages of different sectors of food service operation.
|
|
|
|
|
8L3.8.14 |
Summarize steps needed to retain a job in the hospitality industry.
|
|
|
8L3.8.14.1
|
Demonstrate an understanding of workplace rules and regulations. (H-G)
|
|
|
8L3.8.14.2
|
Identify and display positive work attitudes.
|
|
|
8L3.8.14.3
|
Describe and display qualities of professional employees.
|
|
|
8L3.8.14.4
|
Identify hierarchy within the hospitality organization.
|
|
|
|
|
|
|
|
|
|