Florida Department of Education
Curriculum Framework 

Program Title:	Family Dynamics
Program Type:	Non-Career Preparatory
Career Cluster:	Human Services

Secondary – Non-Career Preparatory	
Program Number	8500345	
CIP Number	09200116PA	
Grade Level	9-12	
Program Length	.5 credit 	
Teacher Certification	Refer to the Program Structure section.	
CTSO	FCCLA	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

Purpose 

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in the Human Services career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of the Human Services career cluster. 

The content includes but is not limited to: recognizing the role and importance of the family; formulating skills in preparation for successful adult and family life; studying the family life cycle; developing skills to build and maintain healthy family relationships; addressing current issues that create stress and conflict within the family unit; recognizing the importance of balancing work and family; and evaluating the impact of technological and social forces on the family - past, present, and future.

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Program Structure

To teach the course listed below, instructors must hold at least one of the teacher certifications indicated for that course.

The following table illustrates the secondary course structure:

Course Number	Course Title	Teacher Certification	Length	Level	Graduation Requirement	
8500345	Family Dynamics	FAM CON SC 1	.5	2	CT	
(Graduation Requirement Codes: CT=Career & Technical Education, EQ= Equally Rigorous Science, EC= Economics, MA=Mathematics, PL=Personal Financial Literacy)

Common Career Technical Core – Career Ready Practices

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students.  These practices are not exclusive to a Career Pathway, program of study, discipline or level of education.  Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. 

1. Act as a responsible and contributing citizen and employee. 

2. Apply appropriate academic and technical skills. 

3. Attend to personal health and financial well-being. 

4. Communicate clearly, effectively and with reason. 

5. Consider the environmental, social and economic impacts of decisions. 

6. Demonstrate creativity and innovation. 

7. Employ valid and reliable research strategies. 

8. Utilize critical thinking to make sense of problems and persevere in solving them. 

9. Model integrity, ethical leadership and effective management. 

10. Plan education and career path aligned to personal goals. 

11. Use technology to enhance productivity. 

12. Work productively in teams while using cultural/global competence.

Standards

After successfully completing this program, the student will be able to perform the following:

01.0	Identify concerns adolescents' face regarding their changing bodies as a part of human development, behavior and relationships.
02.0	Prepare for adult and family life.
03.0	Determine the role and significance of the family.
04.0	Examine the major phases in the family life cycle.
05.0	Identify recent trends/developments in brain research.
06.0	Build healthy family relationships.
07.0	Develop strategies for managing stress, conflict and crisis.
08.0	Assess the importance of balancing work and family.
09.0	Evaluate external forces that impact the family.
10.0	Demonstrate leadership and organizational skills.

Florida Department of Education
Student Performance Standards

Course Title: 		Family Dynamics 
Course Number: 	8500345
Course Credit:	.5

Course Description:

The purpose of this course is to prepare students for the roles, responsibilities and relationships essential to functional families and to understand the nature, function, and significance of human relationships within family and individual units.

CTE Standards and Benchmarks	
01.0	Identify concerns adolescents face regarding their changing bodies as a part of human development, behavior and relationships.  The student will be able to:	
01.01	Explain human development, behavior, and relationships.	
01.02	Define terminology associated with human sexuality.	
01.03	Explain the male and female reproductive systems.	
02.0	Prepare for adult and family life.  The student will be able to:	
02.01	Identify purposes and responsibilities of dating.	
02.02	Explore marriage laws and customs.	
02.03	Demonstrate knowledge of personal and professional etiquette.	
02.04	Evaluate the effects of values and goals on family life.	
02.05	Demonstrate respect for self and others.	
03.0	Determine the role and significance of the family.  The student will be able to:	
03.01	Generate a definition of family.	
03.02	Research multi-cultural influences on family life.	
03.03	Differentiate the strengths and weakness of diverse family structures.	
03.04	Evaluate the status of the family unit in today's society.	
03.05	Analyze the historical changes that have occurred within the family.	
04.0	Examine the major phases in the family life cycle.  The student will be able to:	
04.01	Recognize the stages of the family life cycle.	
04.02	Examine the impact of change in the family structure at each stage.	
04.03	Identify and describe family legacies and rituals.	
05.0	Identify recent trends/development in brain research.  The student will be able to: 	
05.01	Explain why the first three years of life are critical to a child’s Development.	
05.02	Describe adult-child interactions during infancy and early childhood that promote healthy emotional and social development. 	
05.03	Relate brain research findings to the care of children ages 0-3 by parents and other caregivers.	
05.04	Develop stimulation activities that are age appropriate for children ages 0-3.	
06.0	Build healthy family relationships.  The student will be able to:	
06.01	Demonstrate effective communication skills.	
06.02	Explain the importance of and cite examples of teamwork within the family.	
06.03	Plan family activities that encourage stability and interaction.	
06.04	Apply the decision making process to problem solving.	
06.05	Recognize the components of positive conflict resolution.	
06.06	Explore available resources for healthy family support within the community. 	
07.0	Develop strategies for managing stress, conflict and crisis.  The student will be able to:	
07.01	Analyze the positive and negative effects of divorce and remarriage on family members.	
07.02	Analyze and develop techniques for coping with aging, illness, death and dying.	
07.03	Plan ways of managing stress as it relates to time finances, and unemployment.	
07.04	Recognize and develop coping and prevention techniques for peer pressure, suicide, domestic violence, child abuse and neglect.	
07.05	Identify addictive and destructive behaviors and organize a plan for prevention and rehabilitation.	
08.0	Assess the importance of balancing work and family.  The student will be able to:	
08.01	Analyze the responsibilities of family members.	
08.02	Identify factors that endanger personal and family safety, and formulate preventive actions.	
08.03	Describe the needs and care requirements of elderly family members.	
08.04	Describe the needs and care requirements of children of working parents including latchkey children and childcare options.	
08.05	Research the availability of flexible work schedules and its benefits to the family.	
09.0	Evaluate external forces that impact the family.  The student will be able to:	
09.01	Compare, select and use current technology for the family. 	
09.02	Assess the positive and negative effects of the media as it relates to family life.	
09.03	Describe the interrelationship between school and family.	
09.04	Research current laws regarding the family and their effects on member's rights, privileges and responsibilities.	
09.05	Evaluate the cause and effect relationship of the economy on financial independence of families.	
09.06	Assess the impact of family mobility in today's society.	
10.0	Demonstrate leadership and organizational skills.  The student will be able to:	
10.01	Identify and utilize the FCCLA planning process. 	
10.02	Demonstrate leadership roles and organizational responsibilities.	
10.03	Identify roles, responsibilities of members of professional, community service organizations including career, and technical student organizations.	
10.04	Work cooperatively as a group member to achieve organizational goals.	
10.05	Discuss the establishment and history of the FCCLA organization.	

Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students.

Florida Standards for English Language Development (ELD)
English language learners communicate for social and instructional purposes within the school setting. ELD.K12.ELL.SI.1

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org .

Career and Technical Student Organization (CTSO)

Family, Career and Community Leaders of America (FCCLA) is the co-curricular career and technical student organization providing leadership training and reinforcing specific career and technical skills.  Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered.  

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program.  Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply. 

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access.  Accommodations change the way the student is instructed.  Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems.  Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs.  Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course.  Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular course or a modified course.  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete a Career and Technical Education (CTE) course.  The student should work on different competencies and new applications of competencies each year toward completion of the CTE course.  After achieving the competencies identified for the year, the student earns credit for the course.  It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.