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Everything I needed to know
I learned in
Family & Consumer Sciences!
Ludlowe
Warde
observational formative assessment
Tonight we will present:
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
performance-based
summative assessments
Regional American Cuisine
Introduction to Culinary Arts
Curriculum
Evaluation
Grade 8 Foods & Nutrition Elective
Grade 7 Foods
Grade 6 Foods
*prerequisite required
What will students know
and be able to do?
Culinary
The Revision Process:
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
1. Increase in overall FCS classes:
2011 2017
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
*prerequisite required
Human Development
Budget
Implications
Human Development Revisions
The district budget for 2017-2018 already includes:
Perkins Grant:
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
Interior
Design
CAD technology
Fashion
Merchandising 20
*Fashion
&
Design
30/40
Fashion Merchandising 10
within new format
*Fashion & Design: Fitting
*Fashion & Design: Redesign
Fashion & Design 10
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.
Grade 6 Fashion
Fashion & Textiles
Fashion
& Design
Thank You
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:
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