|
Adult Roles and Responsibilities
updated September 2005
| Grade
Levels: |
Suggested
for grades 11 & 12
|
DOE Code: 5330
|
| Length
of Course: |
One
semester or two semesters |
CIP code:
19.0401 |
| Credits: |
One
credit per semester |
APC
funding level: $250 per student |
| Prerequisites: |
None |
|
| Internet
Resources |
|
Teacher
Resources
|
COURSE
DESCRIPTION
ADULT
ROLES AND RESPONSIBILITIES builds knowledge,
skills, attitudes, and behaviors students will need as they prepare to
take the next steps toward adulthood in today's ever-changing society.
A project-based approach that utilizes higher order thinking,
communication, leadership, and management processes is recommended in
order to integrate suggested topics into the study of individual and
family issues. The focus is on becoming independent, contributing, and
responsible participants in family, community, and career settings.
Topics include living independently and family formation; analysis of
personal standards, needs, aptitudes and goals; integration of family,
community, and career responsibilities; consumer choices and decision
making related to nutrition and wellness, clothing,
housing, and transportation; financial management; relationship of
technology
and environmental issues to family and consumer resources; and
community
roles and responsibilities of families and individuals. Applications
through
authentic settings such as volunteer experiences, internships, and
service
learning are encouraged.
This course
is designed for students who may not have had other FACS classes and
recommended for all students regardless of their career cluster or
pathway, in order to build skills
needed for assuming the roles and responsibilities they will encounter
as
they prepare to complete high school and enter the adult world.
- One-semester or
two-semester course, one credit per semester
- An elective (Career
Acacemic Sequence) and directed elective course for Core 40, Core 40 with
Academic Honors, and Core 40 with Technical Honors Diplomas
- Counts toward the 8-10
Career-Technical credits required for Core 40 with Technical Honors
Diplomas
- Counts toward Career
Academic Sequence and Flex Credit requirements for the General Diploma
-
Indiana
Academic Standards for
English/Language Arts and Mathematics and National Standards for
Family and
Consumer Sciences have been integrated into this course.
- A
vocationally licensed (CTE) family and consumer sciences teacher must
teach this course.
- One of the six FACS
courses from which students may choose three to fulfill the required
Health
and Safety credit. See State Rule 511 IAC 6-7-6 (6)
- One of the seven
courses from which schools must select four to teach a minimum of once
every other year in order to qualify for state vocational funding
- This
course generates state vocational funding (APC) for schools with
approved FACS programs.
COURSE
RATIONALE
Adult life carries a
multitude of roles and responsibilities. Students who are juniors and
seniors in high school are becoming increasingly independent, and
assuming ever greater responsibility for their own day-to-day lives.
Students who gain a clear awareness of their personal principles,
standards, needs, aptitudes, and goals and how these impact family,
career, and community roles and responsibilities will have a strong
foundation on which to base life decisions. As students learn to make
choices based on their own principles, standards, and goals, they will
experience greater satisfaction and success from their choices.
Through
integrated, project-based learning founded on real-life situations and
issues, the ADULT ROLES AND
RESPONSIBILITIES course helps students gain confidence in setting
and achieving personal goals,
in examining career options, in handling their current and future jobs
and
careers, in meeting basic needs, and in managing finances. They will
learn
to use skills in critical and creative thinking, management,
communication, and leadership to solve problems and make decisions.
These are important
developmental tasks toward independence, and this course helps students
achieve
these tasks in positive, responsible ways. Students who successfully
develop
the knowledge, skills, attitudes, and behaviors outlined for this
course
become independent, contributing, and responsible participants in
family,
community, and career settings. They and their future families will
become
more satisfied, more productive, and more self-sufficient, thereby
strengthening
society as a whole.
ACADEMIC STANDARDS
updated September 2005
The following
measurable exit standards define what students should know and be able
to do at the end of the course. Academic standards do not define a
specific sequence for teaching and learning. While all content
standards and competencies should be addressed in some way, teaching
order and areas of emphasis will vary according to local needs. Content
standard #1 and competencies 1.1
through 1.5 form the foundation for the project-based approach
recommended
for implementing the remaining standards. This checklist format
facilitates
use by teachers and/or students for planning and reflecting on
achievement
of competencies.
Standard 1
Students will integrate processes of thinking,
communication, leadership, and management in order to apply
interpersonal
relationships knowledge and skills. |
| __ ARR-1.1. |
Demonstrate components of
critical thinking, creative thinking, and reasoning. |
| __ ARR-1.2. |
Evaluate effective
communication processes in school, family, career, and community
settings. |
| __ ARR-1.3. |
Demonstrate leadership
that encourages
participation and respect for the ideas, perspectives, and
contributions
of group members. |
| __ ARR-1.4. |
Apply management,
decision-making, and problem solving processes
to accomplish tasks and fulfill responsibilities. |
| __ ARR-1.5. |
Examine the
interrelationships among thinking, communication, leadership, and
management processes to address family, community, and workplace issues. |
Standard 2
Students
will analyze personal standards, needs, aptitudes, and goals and their
impact on family, career, and community interactions. |
| __ ARR-2.1. |
Examine effects of
self-esteem and self-image on family relationships, community service,
success in the workplace, and personal fulfillment. |
| __ ARR-2.2. |
Determine personal
standards and their effects on life choices. |
| __ ARR-2.3. |
Examine impacts of needs
and aptitudes on family and
community interactions, choices, and personal fulfillment. |
| __ ARR-2.4. |
Demonstrate strategies
for goal setting and goal achievement. |
Standard 3
Students
will integrate multiple life roles and responsibilities in family,
career, and community settings. |
| __ ARR-3.1. |
Demonstrate
communication, leadership, and teamwork skills. |
| __ ARR-3.2. |
Analyze impacts of
multiple life roles and responsibilities on various types of
relationships. |
| __ ARR-3.3. |
Evaluate responsible ways
of behaving and relating to others in family, career, and community
settings. |
| __ ARR-3.4. |
Analyze
interrelationships among family, career, and community roles and
responsibilities. |
| __ ARR-3.5. |
Evaluate career paths in
relation to personal aptitudes, interests, standards, and desired
lifestyle. |
Standard 4
Students
will demonstrate management of individual and family resources,
including food, clothing, shelter, and transportation. |
| __ ARR-4.1. |
Demonstrate processes
used to set standards, make choices, and satisfy needs and wants for
nutrition and wellness, clothing, housing, and transportation. |
| __ ARR-4.2. |
Apply management and
planning skills and processes to organize tasks and fulfill
responsibilities. |
| __ ARR-4.3. |
Demonstrate skills in
seeking consumer information, taking consumer responsibility, and
exercising consumer rights. |
| __ ARR-4.4. |
Evaluate features,
prices, and performance of consumer goods in light of personal
standards, goals, and resources. |
| __ ARR-4.5. |
Determine individual and
family responsibilities in conserving, reusing, and recycling resources
to maintain the environment. |
| __ ARR-4.6. |
Assess the use of
technology and its impact on quality of life and family resources. |
Standard 5
Students
will demonstrate management of financial resources to meet goals of
individuals and families across the life span. |
| __ ARR-5.1. |
Demonstrate financial
planning strategies that reflect needs, wants, standards, goals, and
economic resources. |
| __ ARR-5.2. |
Determine financial
practices that foster economic self-sufficiency for individuals and
families. |
| __ ARR-5.3. |
Apply decision making
processes to financial planning, budgeting, banking, and record keeping. |
| __ ARR-5.4. |
Analyze costs and
benefits of required and optional payroll deductions. |
| __ ARR-5.5. |
Demonstrate strategies
for preparing tax reports. |
| __ ARR-5.6. |
Evaluate types and
sources of credit and their impacts on the financial well-being of
individuals and families. |
| __ ARR-5.7. |
Determine the effects of
various risk management strategies on long-term financial well-being,
including savings, investments, and insurance. |
Grade
10 ISTEP+ Language Arts Proficiency Content Standards
Grade
10 ISTEP+ Mathematics Proficiency Content Standards
Greensburg
High School Curriculum Online January 2008
|
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