Florida Department of Education
Curriculum Framework 

Program Title: 	Family and Consumer Sciences (FACS) Essentials
Program Type: 	Non-Career Preparatory
Career Cluster: 	Human Services

Secondary – Non-Career Preparatory	
Program Number	8500365	
CIP Number	09200118PA	
Grade Level	9-12	
Program Length	1 credit 	
Teacher Certification	Refer to the Course 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 food preparation and nutrition, housing, consumer and personal finance, apparel selection and care, parenting skills, healthy relationships, leadership skills, and employability skills.

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

Course 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/program structure:

Course Number	Course Title	Teacher Certification	Length	Level	Graduation Requirement	
8500365	Family and Consumer Sciences (FACS) Essentials	FAM CON SCI
FASH TECH 7 G
INT DES 7 G
CULINARY 7 G
PRESCH ED L	1	2	CT	
(Graduation Requirement Codes: CT=Career & Technical Education, EQ= Equally Rigorous Science, EC= Economics, MA=Mathematics, PL=Personal Financial Literacy)

Florida’s Career Readiness Skills for CTE Programs

Employability Skills	
01.0	Apply academic skills to workplace scenarios.	
01.01	Use reading skills.	
01.02	Use writing skills.	
01.03	Use mathematical strategies and procedures.	
01.04	Use scientific principles and procedures.	
02.0	Design a solution to an industry problem.	
02.01	Use critical thinking.	
02.02	Use creativity.	
02.03	Make sound decisions.	
02.04	Solve problems.	
02.05	Reason. 	
02.06	Plan and organize.	
03.0	Manage resources within an industry project	
03.01	Manage time.	
03.02	Manage money or resources.	
03.03	Manage materials.	
03.04	Manage personnel.	
04.0	Oversee the subcomponents, operations and output of a technical or organizational system.	
04.01	Manage systems.	
04.02	Monitor systems.	
04.03	Improve systems.	
05.0	Use information for decision making.	
05.01	Locate information.	
05.02	Organize information.	
05.03	Use information.	
05.04	Analyze information.	
05.05	Communicate information.	
06.0	Apply relevant technology to workplace scenarios to aid productivity.	
06.01	Use technology.	
07.0	Interpret and express interpersonal communication.	
07.01	Communicate verbally.	
07.02	Listen actively.	
07.03	Comprehend written material.	
07.04	Convey information in writing.	
07.05	Communicate nonverbally.	
07.06	Interpret nonverbal communication.	
08.0	Interact with others to accomplish workplace goals.	
08.01	Collaborate with others in a team.	
08.02	Respond to customer needs.	
08.03	Exercise leadership.	
08.04	Negotiate to resolve conflict.	
08.05	Respect others.	
09.0	Manage personal behavior to maximize productivity and professional growth.	
09.01	Demonstrate responsibility and self-discipline.	
09.02	Adapt and show flexibility.	
09.03	Work independently.	
09.04	Demonstrate a willingness to learn.	
09.05	Demonstrate integrity.	
09.06	Demonstrate professionalism.	
09.07	Take initiative.	
09.08	Display positive attitude.	
09.09	Take responsibility for professional growth.	
Career Exploration & Planning 	
10.0	Explain career opportunities aligned with the regional economy and personal aspirations.	
10.01	Describe regional occupations that are high-demand, high-growth, high-wage and/or high-skill.	
10.02	Describe careers aligned with his or her interests, skills and values based on career assessment, experiential learning, career informational interviews, research and/or reflection.	
11.0	Explain postsecondary pathways aligned with his or her career aspirations.	
11.01	Compare and contrast postsecondary pathways, including education, employment, entrepreneurship and enlistment (the “Four Es”). 	
11.02	Compare and contrast regional postsecondary training provider options, including apprenticeships, technical colleges, state colleges, universities and industry-recognized certification providers. 	
11.03	Define postsecondary credentialing and stacking options, including industry-recognized certifications, apprenticeship certificates of completion, career certificates, licenses and associate or baccalaureate degrees. 	
11.04	Compare postsecondary training data for training programs of interest, such as total costs, average student loan debt, and median earnings and job placement rates after program completion.	
12.0	Develop a personalized career and academic plan.	
12.01	Prioritize an occupation, credential and postsecondary training provider for plan formation.	
12.02	Self-assess progress toward meeting graduation requirements and skill-development goals.	
12.03	Develop and complete a chronological checklist of steps and deadlines prior to postsecondary training or national service application that includes any required documentation to gather, writing prompts and examinations.	
12.04	Identify a variety of financial aid opportunities, including scholarships, grants, savings, work, work-study programs, private loans and federal loans.	
12.05	Develop a postsecondary training budget that is inclusive of living and school expenses.	
Job Attainment	
13.0	Find, assess and apply to job opportunities.	
13.01	Identify online job posts relevant to his or her career aspirations.	
13.02	Compare and contrast the job posts’ required qualifications, job duties, compensation, benefits and employers. 	
13.03	Define what information, documentation and writing prompts are required for the positions.	
14.0	Communicate personal competence, character and fit for a job opportunity.	
14.01	Develop a resume.	
14.02	Write a cover letter.	
14.03	Curate a professional portfolio that includes work products.	
14.04	Prepare for and experience a mock job interview.	
15.0	Cultivate and leverage relationships to professionally advance.	
15.01	Request a signed reference letter, letter of recommendation and/or an online skill/professionalism endorsement. 	
15.02	Develop a plan to cultivate a professional digital footprint.	
15.03	Develop a networking plan for a specific industry of interest.	

Standards

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

01.0	Demonstrate leadership skills.
02.0	Demonstrate food preparation and nutrition knowledge and skills.
03.0	Examine trends in consumer and personal finance.
04.0	Demonstrate ways to create, design, and manage a comfortable living space. 
05.0	Analyze apparel decisions for individuals and families.
06.0	Demonstrate an understanding of relationships throughout the life cycle.
07.0	Analyze parenting roles across the life span.
08.0	Demonstrate employability skills as they relate to careers. 
09.0	

Florida Department of Education
Student Performance Standards

Course Title: 		Family and Consumer Sciences (FACS) Essentials 
Course Number: 	8500365
Course Credit: 	1

Course Description:

The purpose of this course is to prepare students for life through leadership roles, positive relationships, managing living spaces, financial literacy, nutrition, meal planning and preparation, parenting responsibilities, personal and professional etiquette and dress, and employability skills.  By the end of this course, students will have the knowledge needed to be an independent and productive world citizen.  

CTE Standards and Benchmarks	
01.0	Demonstrate leadership skills.  The student will be able to:	
01.01	Identify roles and responsibilities of members of professional and community service organizations, including career and technical student organizations.	
01.02	Work cooperatively as a group member to achieve organizational goals.	
01.03	Demonstrate leadership roles and organizational responsibilities.	
01.04	Identify and utilize the FCCLA planning process.	
01.05	Discuss the establishment and history of the FCCLA organization.	
02.0	Demonstrate food preparation and nutrition knowledge and skills.  The student will be able to:	
02.01	Analyze the need for meal planning on the basis of a changing lifestyle.  	
02.02	Practice the basic concepts of meal planning and food preparation.  	
02.03	Practice proper measurement techniques. 	
02.04	Identify and apply safety and sanitation procedures utilized in the kitchen. 	
02.05	Use comparative shopping techniques to plan a meal. 	
02.06	Differentiate the trends in food sources related to the social and economic aspects of the family and community.	
02.07	Identify nutrient deficiencies and/or excesses and the impact on personal wellness.	
02.08	Interpret current USDA dietary guidelines and food nutrition labels to plan daily food choices and maintain wellness.	
02.09	Assess current technology dealing with meal planning and the purchasing of food.	
02.10	Identify and evaluate food preparation tools and equipment on the basis of function, convenience, safety, and cost.	
02.11	Design and create a two-dimensional image or three-dimensional model representing knowledge of meal planning and food preparation.	
03.0	Examine trends in consumer and personal finance.  The student will be able to:	
03.01	Identify needs versus wants.	
03.02	Explore current technology in the banking industry, such as record keeping, managing resources, and electronic money transactions. 	
03.03	Identify services, functions and fees of financial institutions.	
03.04	Prepare a budget using financial literacy and money management strategies.	
03.05	Identify the components of a paycheck and explain payroll deductions. 	
03.06	Explain the difference between gross and net income.	
03.07	Analyze the concept of identity theft, fraud and privacy issues with on-line banking, purchasing and various forms of solicitation.	
03.08	Differentiate the types, sources and uses of credit and its impact on credit scores.	
03.09	Explain the basic principles of taxation and forms.	
03.10	Evaluate the cost of various transportation options.	
03.11	Research the various types of insurance needs (e.g., home, rental, auto, life, medical, etc.).	
04.0	Demonstrate ways to create, design, and manage a comfortable living space.  The student will be able to:	
04.01	Identify, compare and contrast a variety of available housing options.	
04.02	Demonstrate ecological awareness by recycling, reusing, and reducing supplies and materials.	
04.03	Demonstrate responsible decision-making strategies when purchasing new or used technology and energy efficient resource.	
04.04	Compare obligations of renting versus owning.	
04.05	Recognize and design a preventative maintenance plan.	
04.06	Design, create, and present a project using the knowledge of elements and principles of design.	
05.0	Analyze apparel decisions for individuals and families.  The student will be able to:	
05.01	 Evaluate textiles and fabrics, including natural and manufactured fibers	
05.02	Analyze the various methods of shopping and purchasing for personal needs.	
05.03	Demonstrate knowledge in selecting appropriate wardrobe for various occasions.	
05.04	Identify and practice various techniques for clothing care.	
05.05	Analyze and design a personal wardrobe using elements and principles of design. 	
06.0	Demonstrate an understanding of relationships throughout the life cycle.  The student will be able to:	
06.01	Distinguish between the types of communication, i.e., social media, texting, nonverbal, etc.	
06.02	Demonstrate effective communication skills that promote positive self-esteem.	
06.03	Analyze the impact of technology on family and peer relationships.	
06.04	Recognize signs of unhealthy relationships and identify community resources for assistance. 	
06.05	Identify the purposes and responsibilities of dating.	
06.06	Recognize the components of positive conflict resolution.	
06.07	Demonstrate coping techniques for stress management.	
07.0	Analyze parenting roles across the life span.  The student will be able to:	
07.01	Define parenting and discuss the expectations of parenthood.	
07.02	Analyze and evaluate parenting responsibilities. 	
07.03	Determine strategies for a successful work-life balance. 	
07.04	Explain cultural difference of parenting.	
07.05	Identify criteria for selecting care and services for children.	
08.0	Demonstrate employability skills as they relate to careers.  The student will be able to:	
08.01	Research a job, create a resume, complete an application and write a follow-up letter.	
08.02	Practice professional etiquette and soft skills, using a positive work ethic.	
08.03	Demonstrate effective interviewing skills.	
08.04	Identify the benefits of managing time.	
08.05	Design a plan to achieve short and long-term personal goals. 	
08.06	Demonstrate decision-making and problem solving processes and techniques used in the workplace.	
08.07	Research and construct a visual presentation of a career choice. 	

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)

CTSOs are co-curricular career and technical student organizations 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. Other CTSOs not listed in this curriculum framework or recognized by the Florida Department of Education are permissible provided they support student mastery over the standards and benchmarks of this curriculum framework.

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.