Apparel and Textile Production I

266 Pages·2015·12.41 MB·English

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: [phone] :: Fax: [phone]
Visit us on the Web :: www.ncpublicschools.org M0415
HOW
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Worksheets
 in
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 workbook
 are
 labeled
 as
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 direct
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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

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 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
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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
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