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Apparel and Textile Production I PDF

266 Pages·2015·12.41 MB·English
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Apparel and Textile Production I FAMILY AND CONSUMER SCIENCES EDUCATION | Career and Technical Education FA31 PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction www.ncpublicschools.org STATE BOARD OF EDUCATION SBE VISION: Every public school student will graduate ready for post-secondary education and work, prepared to be a globally engaged and productive citizen. SBE MISSION: The State Board of Education has the constitutional authority to lead and uphold the system of public education in North Carolina. WILLIAM COBEY BECKY TAYLOR WAYNE MCDEVITT Chair :: Chapel Hill Greenville Asheville A.L. COLLINS REGINALD KENAN ERIC DAVIS Vice Chair :: Kernersville Rose Hill Charlotte DAN FOREST KEVIN D. HOWELL PATRICIA N. WILLOUGHBY Lieutenant Governor :: Raleigh Raleigh Raleigh JANET COWELL GREG ALCORN State Treasurer :: Raleigh Salisbury JUNE ST. CLAIR ATKINSON OLIVIA OXENDINE Secretary to the Board :: Raleigh Lumberton NC DEPARTMENT OF PUBLIC INSTRUCTION June St. Clair Atkinson, Ed.D., State Superintendent 301 N. Wilmington Street :: Raleigh, North Carolina 27601-2825 In compliance with federal law, the NC Department of Public Instruction administers all state-operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law. Inquiries or complaints regarding discrimination issues should be directed to: Dr. Rebecca Garland, Deputy State Superintendent :: 6368 Mail Service Center, Raleigh, NC 27699-6368 :: Telephone: (919) 807-3200 :: Fax: (919) 807-3388 Visit us on the Web :: www.ncpublicschools.org M0415 HOW  TO  USE  THIS  DOCUMENT Microso]  Excel  organizes  content  into  cells,  worksheets,  and  workbooks.    Cells  are  iden_fied  by  row  and   column  references.    Row  1,  Column  A  would  be  called  cell  A1.       This  document  is  a  workbook  containing  several  worksheets.    The  worksheets  are  accessible  by  clicking   on  a  tab  on  the  very  boaom  of  the  program  screen.    For  example,  this  worksheet  tab  is  labeled,  "How  to   Use  This  Document".    To  access  another  worksheet  (Adapted  CTE  Blueprint,  Ackowledgements,  etc.),   click  on  another  worksheet  tab  at  the  boaom  of  the  program  screen.    Addi_onally,  small  arrows  are  on   the  far  le],  lower  part  of  the  program  screen.    These  are  used  to  scroll  le]/right  in  the  event  the  tabs   are  hidden  while  using  the  program.   Worksheets  in  this  workbook  are  labeled  as  (click  for  direct  links): 1. Developed  CTE  Blueprint 2. Developed  CTE  Blueprint  Primer 3. Important  Policies 4. Acknowledgements 5. Assessment  and  Equipment Each  Blueprint  contains  the: 1. Official  course  number  and  title 2. Program  area 3. Course  description 4. Hours  of  instruction 5. Recommended  maximum  enrollment 6. Prerequisite  courses 7. Career  cluster  alignment  with  completers  noted  where  applicable 8. Essential  standard  and  indicator  numbers 9. Essential  standard  and  indicator  statements 10. Relative  course  weights  for  each  essential  standard  and  indicator  statements 11. RBT  Designation  for  each  essential  standard  and  indicator 12. Column  for  Local  Use 13. Integrated  Skill  Areas 14. Contact  information 15. Most  current  version  date Career  Cluster  Two-­‐letter  Abbreviations: 1. Agriculture,  Food,  &  Natural  Resources AG 2. Architecture  &  Construction AC 3. Arts,  A/V  Technology,  &  Communications AR 4. Business  Management    &  Administration BM 5. Education  &  Training ED 6. Finance FN 7. Government  &  Public  Administration GV 8. Health  Science HL 9. Hospitality  &  Tourism HT 10. Human  Services HU 11. Information  Technology IT 12. Law,  Public  Safety,  Corrections  &  Security LW 13. Manufacturing MN 14. Marketing MK 15. Science,  Technology,  Engineering,  &  Mathematics ST 16. Transportation,  Distribution  &  Logistics TD North  Carolina  Career  and  Technical  Education Developed  CTE  Course  Blueprint Family  and  Consumer  Sciences  Education FA31  Apparel  and  Textile  Production  I Summer  2015Course  Description:In  this  course  students  are  introduced  to  the  Apparel  and  Textile  industry  in  the  areas  of  design,  textiles  135-­‐180Hours  of  Instruction:and  apparel  engineering.    Emphasis  is  placed  on  students  applying  these  design  and  engineering  skills  to  create  and  produce  apparel  products.  Art,  literacy,  mathematics,  and  science  are  reinforced.  Work-­‐based  learning  strategies  20Recommended  Maximum  Enrollment:appropriate  for  this  course  include  service  learning  and  job  shadowing.  Apprenticeship  and  Cooperative  education  are  not  available  for  this  course.  Family,  Career  and  Community  Leaders  of  America  (FCCLA)  competitive  events,  community  NonePrerequisite:service,  and  leadership  activities  provide  the  opportunity  to  apply  essential  standards  and  workplace  readiness  skills  through  authentic  experiences.  Foundational:    AR,  MNCareer  Enhancement:Cluster(s):Completer:Aligned  Credential  or  Certification:Work-­‐Based  Workbased  Learning:  Service  Learning  and  Job  LearningShadowing ES  #Unit  Titles/Essential  Standards  and  Objective  StatementsCourse  RBT  Integrated  Skill  Local  UseObj  #(The  Learner  will  be  able  to:)WeightDesignationAreas100%Total  Course  Weight1.0027%B2A/E/CD/CS/SC/SSUnderstand  the  apparel  industry  and  design1.0112%A1A/E/SSRemember  the  apparel  industry1.0215%B2A/CD/CS/SCUnderstand  apparel  design 2.0020%B2A/CD/CS/SCUnderstand  textiles2.0115%B2A/CD/CS/SCUnderstand  fibers,  fabrics,  and  finishes2.025%B2A/CD/CS/CSUnderstand  care  of  textile  products 3.0053%B2A/E/CD/CS/SCUnderstand  apparel  engineering3.0118%B2A/CD/CSUnderstand  body  measurements,  sizing  and  patterns10%3.02B2A/CD/CS/SCUnderstand  tools  and  equipment25%3.03B2A/E/CD/CS/SCUnderstand  engineering  and  construction Contact  [email protected]    for  more  information Career  and  Technical  Student  Organizations  (CTSO)  are  an  integral  part  of  this  curriculum.    CTSOs  are  strategies  used  to  teach  course  content,  develop  leadership,  citizenship,  responsibility,  and  proficiencies  related  to  workplace  needs.  Career  and  Technical  Education  conducts  all  activities  and  procedures  without  regard  to  race,  color,  creed,  national  origin,  gender,  or  disability.  The  responsibility  to  adhere  to  safety  standards  and  best  professional  practices  is  the  duty  of  the  practitioners,  teachers,  students,  and/or  others  who  apply  the  contents  of  this  document. This  blueprint  has  been  reviewed  by  business  and  industry  representatives  for  technical  content  and  appropriateness  for  the  industry. Developed  CTE  Course  Blueprint A  course  blueprint  lays  out  the  framework  of  the  curriculum  for  a  given  course.   The  blueprint  includes  units  of  instrucaon,  essenaal  standards  in  each  unit,  and  the  specific  objecaves  for  each  essenaal  standard.  The  blueprint  illustrates  the  relaave  weight  of  the  units,  essenaal  standards,  and  objecaves  within  the  course.    Each  essenaal  standard  and  objecave  reflects  the  intended  level  of  learning  through  two  dimensions  that  reflect  the  Revised  Bloom’s  Taxonomy  (RBT).    The  Knowledge  Dimension  is  represented  with  leders  A-­‐D,  and  the  Cogniave  Process  Dimension  is  represented  by  numbers  1-­‐6.       The  blueprint  should  be  used  by  teachers  to  plan  the  course  of  work  for  the  year,  prepare  daily  lesson  plans,  and  construct  instrucaonally  valid  interim  assessments.    Statewide  assessments  are  aligned  directly  with  the  course  blueprint.  This  blueprint  and  other  aligned  curriculum  products  and  assessments  are  developed  using  the  Revised  Bloom’s  Taxonomy.    Reference:    Anderson,  Lorin  W.  (Ed.),  Krathwohl,  David  R.  (Ed.),  et  al.,  A  Taxonomy  for  Learning,  Teaching,  and  Assessing:    A  Revision  of  Bloom’s  Taxonomy  of  Educaaonal  Objecaves,  Addison  Wesley  Longman,  Inc.,  New  York,  2001.   Column  HeadingColumn  information ES#  ES=Essential  standard  number  (two  digits);  Obj.=Objective  number  (unique  course  identifier  plus  essential  standard  number  and  two-­‐digit  objective  number).Obj.# Statements  of  unit  titles,  essential  standards  per  unit,  and  specific  objectives  per  essential  standard.  Each  essential  standard  statement  or  specific  objective  begins  with  an  action  verb  and  makes  a  Essential  Standard  and  complete  sentence  when  combined  with  the  stem  “The  learner  will  be  able  to.  .  .”  (The  stem  appears  once  in  Column  2.)  Outcome  behavior  in  each  essential  standard/objective  statement  is  Objective  Statementsdenoted  by  the  verb  plus  its  object. Local  UseSpace  for  use  by  Local  Education  Agencies. Course  WeightShows  the  relative  importance  of  each  objective,  essential  standard,  and  unit.  Course  weight  is  used  to  help  determine  the  percentage  of  total  class  time  that  is  spent  on  each  objective.     Classification  of  outcome  behavior  in  essential  standards  and  objective  statements  in  Dimensions  according  to  the  Revised  Bloom’s  Taxonomy.  (Cognitive  Process  Dimension:    1  Remember,RBT  Designation2  Understand,  3  Apply,  4  Analyze,  5  Evaluate,  6  Create)    (Knowledge  Dimension:  A  Factual  Knowledge,  B  Conceptual  Knowledge,  C  Procedural  Knowledge). Shows  links  to  other  academic  areas.  Integrated  skills  codes:  A=Arts;  E=English  Language  Arts;  CD=Career  Development;  CS=Information/Computer  Skills;  H=Healthful  Living;  M=Math;  SC=Science;  Integrated  Skill  AreaSS=Social  Studies. Disclaimer  StatementContributions  of  many  individuals  and  from  many  written  resources  have  collectively  made  this  curriculum  guide  possible.  The  major  authors,  however,  do  not  claim  or  guarantee  that  its  contents  will  eliminate  acts  of  malpractice  or  negligence.  The  responsibility  to  adhere  to  safety  standards  and  best  professional  practices  is  the  duty  of  the  practitioners,  teachers,  students,  and/or  others  who  apply  the  contents  of  this  document. This  guide  was  developed  with  federal  CARL  D.  PERKINS  Career  and  Technical  Education  ACT  of  2006  funds. All  materials  in  this  guide  may  be  reproduced  for  educational  purposes  only. Internet  PolicyCareer  and  Technical  Education  curricula  and  21st  Century  Skills  require  students  to  use  many  technologies,  including  the  Internet.  Each  school  should  have  an  Internet  use  policy,  and  all  students  should  sign  the  school  Internet  policy  prior  to  beginning  any  class  that  uses  such  technologies.  Students  who  violate  the  school’s  Internet  policy  must  be  held  accountable  for  his/her  actions  and  face  appropriate  consequences  deemed  necessary  by  the  school  in  accordance  with  the  school’s  policies.      Teachers  must  use  extreme  caution  when  assigning  Internet  activities  to  students.  Teachers  must  preview  sites,  which  can  change  daily,  prior  to  ANY  activity.  If  the  teacher  determines  a  website  used  in  an  activity  is  inappropriate,  or  students  are  not  mature  enough  to  behave  properly  and  according  to  the  school’s  Internet  policy,  the  teacher  should  make  alternate  arrangements  for  completing  the  activity. Course  Guide  and  Assessment  Item  PolicyClassroom  test  item  banks  and  course  guides  developed  under  the  leadership  of  the  North  Carolina  Department  of  Public  Instruction  are  owned  by  the  NCDPI.    Classroom  test  item  banks  and  course  guides  are  provided  for  the  use  of  North  Carolina  public  school  teachers  and  agencies.    It  is  a  violation  of  this  policy  for  anyone  to  post  or  use  any  classroom  test  item  banks,  individual  test  items,  or  course  guides  on  the  Internet  unless  they  are  in  an  area  that  is  password  protected.  The  password  must  be  unique  so  that  it  cannot  be  easily  guessed  by  unauthorized  users.  Teachers  who  post  classroom  test  item  banks,  individual  test  items,  or  course  guides  for  classroom  use  can  share  the  password  only  with  students  within  their  classrooms  and  with  other  North  Carolina  school  systems’  teachers  in  Career  and  Technical  Education. a c ri e ements  and  Special  Thanks wing  educators  who  developed  this  blueprint: Heritage High SchoolSouth Caldwell High School Lee County High SchoolApex High SchoolMountain Heritage High SchoolHarnett Central High SchoolWest Rowan High SchoolEast Carteret High School Editor owing  business  and  industry  representatives the  development  of  this  blueprint: Fashion SummitDesignerFashion Merchandising and Design, Meredith CollegePresident and CEO, TC2College of Textiles, NC State UniversityVice President of Sourcing, Design and Operations, BelkMerchandise Manager, VF Corporation Project  Director Consultant, Family and Consumer Sciences Education ily  and  Consumer  Sciences  Education Consultant, Family and Consumer Sciences EducationConsultant, Family and Consumer Sciences EducationState Advisor, Family, Career and Community Leaders of AmSpecial Assistant for Curriculum Development, CTESecton Chief for Curriculum, CTEDirector, CTE   m g o ll n d oll fo d  i Fa e f e   e r   owl o  the   to  th assist aff  fo n t s     t k ks   nk ho s e  S Ac Special  than Beth Bell Ph.D Kimberly Clark Lisa Harrington Dawn Harrison Malena Robinson Kim Smith Traci SteeleSusan P. Way Anna Blancett Special  tha w April Bushgi Kormous EdwardDr. Diane EllisDr. Mike FralixDr. Cynthia IstookMike RestainoHolly Woodruff Sherry P. Williams Stat Reno PalombitSherry P. WilliamsJanet JohnsonTrey Michael, PMPCarol ShortJoAnne Honeycutt Gi h  st   eacn  te or  he ed  fts,  t kc ca pas  f na ud   nt  ke ntepac on m.   c  cs  u Management  Syste bjective  and  specifixample,  if  content  in  the  procedure. /cte/equipment/  aringhouse.org   Post-­‐Assessment  Specifications e  a  100-­‐item  multiple  choice  test  administered  through  the  NC  Instructional   onomy  (RBT).    Subsequently,  the  post-­‐assessment  is  aligned  directly  to  the  oobjective  and  the  reflective  manner  in  which  the  content  is  organized.    For  eal  information.    If  a  procedure  is  unpacked,  then  test  items  will  assess  steps  i uipment  List  and  DPI  Facilities  GuidelinesE  Equipment  List  document  may  be  found  here:http://www.ctpnc.orgThe  DPI  facilities  guidelines  may  be  found  here:http://www.schoolcle post-­‐assessment  will  b he  Revised  Bloom’s  Taxto  the  RBT  level  of  the  items  will  assess  factu EqThe  CT he   g  ted   T nn sig ed  uy  ali ntl urse  is  desige.    It  is  direc e  coectiv Thbj o 1 . 0 1

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