Introducing 

Prezi AI.

Your new presentation assistant.

Refine, enhance, and tailor your content, source relevant images, and edit visuals quicker than ever before.

Loading…
Transcript

Fairfield Public Schools

Family & Consumer Sciences

Curriculum Revision

March 2017

Everything I needed to know

I learned in

Family & Consumer Sciences!

Ludlowe

Warde

observational formative assessment

Tonight we will present:

  • the reasoning behind FCS revisions

  • FCS Curriculum revisions

  • curriculum evaluation methods

  • budget implications

Career Path

district wide alignment

90% of people end up working in the Culinary & Hospitality Industry at some point in time!

CIA Textbook

*Food

Services

20/30

*Food Services

20

Global 20

Baking & Pastry 20

  • level 20
  • increased depth
  • public performance based assessments
  • level 20
  • removed American content
  • renamed course
  • more global cuisine exploration

performance-based

summative assessments

Regional American Cuisine

  • increased depth into origins of American cuisine
  • revised in accordance with trends and innovations

Introduction to Culinary Arts

Curriculum

Evaluation

  • mandatory level 10 class
  • revised goals of independent cooking skills
  • moved some content into Baking & Pastry

Grade 8 Foods & Nutrition Elective

  • increased flexibility with ingredients and equipment to allow for trends and innovations.

Grade 7 Foods

  • skills build in a purposeful sequence

Grade 6 Foods

  • increased skill based performances

*prerequisite required

What will students know

and be able to do?

Culinary

The Revision Process:

clear & concise learning goals

Connecticut Technical Education

Standardized Assessment

" ...FCS's original premises — that producing good, nutritious food is profoundly important, that it takes study and practice, and that it can and should be taught through the public school system — could help us in the fight against obesity and chronic disease today. "

1. researched current trends and innovations

2. visited other school districts

3. aligned with Fairfield Public School's curriculum directives and academic expectations

4. aligned with newer FCS National Standards and Connecticut Career and Technical Education Standards

5. created a skills flow chart

6. wrote curriculum drafts to present to parent review committee

7. posted curriculum drafts to district website for review

8. final edits

The Opinion Pages

OP-ED CONTRIBUTOR

Time to Revive Home Ec

By HELEN ZOE VEIT

SEPT. 5, 2011

Our High schools rank

#1 in the State for Textiles

and

#5 in the state overall."

*Individual

&

Family

Development

Culinary Revisions

University of Connecticut

Early College Experience

3 College Credits upon Successful Completion

Why revise?

Overall -> increased depth & breadth

-> focus on healthier eating based on current research and trends

-> created more content selection in accordance with the high

schools's new block scheduing and student demand

-> increased skills based performance assesments

*Early Childhood Education 40

  • increased performance based assessments

1. Increase in overall FCS classes:

2011 2017

  • FLHS: 428 students -> 522
  • FWHS: 406 students -> 559

2. Students continually request additional choices for semester courses versus year long courses, due to the new block scheduling.

3. This revision brings our courses into alignment with educational requirements, academic expectations, and recommendations at state and national levels.

4. To align with new innovations, trends and technology representative of 21st century learning.

Child Development 30

  • updated in accordance with the latest human development research

*prerequisite required

Human Development

Budget

Implications

2017

FCS

Curriculum

Revisions

Human Development Revisions

The district budget for 2017-2018 already includes:

  • $ 814 for writing implementation guides
  • $3600 for Culinary Professional Development
  • $2100 for Fashion and Design Professional Development

Perkins Grant:

  • $60,000 (approximately) is allotted and shared between Family & Consumer Sciences, Technical Education and Business.

Overall -> realigned with educational requirements,

academic expectations, and recommendations

at state and national levels.

-> updated formatting for clarity.

What will students know and

be able to do.

Fashion & Textiles

Human Development

Fashion & Design Revisions

We are part of the FPS's

wide range of electives,

a NEASC directive,

and a primary reason people

choose to live in Fairfield and send

their children to the public schools.

Overall -> realigned with educational requirements, academic expectations,

and recommendations at state and national levels

-> realigned performance based assessments

Culinary Arts

Career Path

According to the U.S. Bureau of Labor Statistics (BLS, www.bls.gov), career opportunities in child development were expected to increase from 2014 to 2024 for all positions at average rates or faster.

Interior

Design

  • updated with

CAD technology

Fashion

Merchandising 20

  • developed a level 20 Fashion Merchandising course to accomodate block scheduling and student demand

*Fashion

&

Design

30/40

Fashion Merchandising 10

  • realigned to current standards
  • realigned to standards

within new format

*Fashion & Design: Fitting

*Fashion & Design: Redesign

  • split Fashion 20 into two semester long courses to accomodate block semester and student requests

Fashion & Design 10

  • focus on performance based assessments

We Are

Family &

Consumer Sciences!

FCS's electives directly support

FPS's Mission Statement:

"...to ensure that every student acquires the knowledge and skills needed to be a lifelong learner, responsible citizen, and successful participant...through a comprehensive educational program."

Grade 8 Fashion Elective

Grade 7 Fashion

Students graduate from FCS

courses with the necessary life

skills to take on everyday living.

  • performance based project assessment
  • focus on reading instructional materials

Grade 6 Fashion

  • increased skills based assessments
  • skills build in purposeful sequence

Fashion & Textiles

Fashion

& Design

Thank You

  • $1.2 trillion global industry
  • 250 billion spent annually in U.S.
  • employs 1.9 million people in U.S.
  • NYC & LA-largest fashion hubs in U.S.

Fashion & Design 30/40

A special thank you goes to the

writing team for their vision

in updating this document, as we acknowledge the

time, talents, and expertise

of all who contributed to the development of this course.

https://maloney.house.gov/sites/maloney.house.gov/files/documents/The%20Economic%20Impact%20of%20the%20Fashion%20Industry%20--%20JEC%20report%20FINAL.pdf

Unit: Draping & Pattern Drafting

Essential Questions:

Central Understandings

Skill Objectives:

FPS has an obligation to provide

the highest level of pre-professional

career training.

We specialize in Performance Based Learning

Students will understand:

  • construction techniques necessary to get a well fitted garment (Fashion 30) or lined jacket (Fashion 40).
  • use of easing and /or gathering for setting in a sleeve.
  • advanced sewing skills that enhance the professional/tailored look of a garment.

How are patterns made through the pattern drafting method of design? (30)

How are patterns made through the draping method of design? (40)

How are the proper uses of grain line and darts important to an accurate sloper?

What are the skills needed to execute your own designs?

Students will be able to:

• use measurements to produce a pattern sloper.

• properly use pattern drafting design equipment. (30)

• properly use draping design equipment. (40)

• identify and use key design parts of the mannequin. (40)

• distinguish between a sloper and a pattern.

• design a clothing collection using the pattern drafting or draping method of design.

Audra Allen

Martha Becker

Amy Bien

Michelle Flashman

Vicki Hastings

Donna Huber

Rachel Keleher

Lori Kempton

Kathleen Mason

Linda Mushala

Brian Neumeyer

Mary Ellen O'Connor

Beverly Reynolds

Jen Savador

Laurie Warfield

Greg Hatzis, Headmaster FLHS

Learn more about creating dynamic, engaging presentations with Prezi