Apparel and Textile Production I PDF
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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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