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 FACS Issues and Applications updated September 2005
COURSE DESCRIPTION FAMILY AND CONSUMER
SCIENCES (FACS) ISSUES
AND APPLICATIONS is an advanced-level, project-based course
in which students integrate higher order thinking, communication,
leadership,
and management processes to conduct investigations in family and
community
services at the local, state, national, or global/world level. Each
student will create a vision statement, establish standards
and goals, design and implement an action plan and timeline, reflect on
their accomplishments, and evaluate results. Authentic, independent
application
through FCCLA student-directed programs or projects, internship,
community based study, or in-depth laboratory experience
is required. Research and development; interdisciplinary projects;
and/or
collaboration with postsecondary faculty, community agencies or
organizations, or student organizations
are appropriate approaches. Service learning experiences are highly
recommended.
Achievement of applicable FACS, academic, and employability
competencies
will be documented through a required student portfolio. This
course is recommended for all students who are ready to pursue
in-depth, independent study of FACS and/or FCCLA in the context of
family and community
services. It is especially appropriate for students with interest in
human
services, education, and other "helping" professions.
- Students are provided with opportunities to work toward achieving higher standards and to build their abilities to conduct in-depth study and investigation of authentic situations. - Course format provides a structure in which students build skills in critical elements of life long learning, such as self-directed learning and interdisciplinary linkages. - Students are empowered to be pro-active in meeting family and community needs by building linkages with agencies, organizations, and other resources in their communities. - Course format enables students to investigate multiple pathways in a rapidly growing career field and provides a springboard to higher education and career opportunities. - Students are provided with opportunities to integrate and apply the elements of character education and good citizenship with development of family and consumer sciences knowledge and abilities. updated in September 2005
The
following measurable exit standards
define what students should know and be able to do at the end of the
course. Academic content standards do not define a
specific sequence for teaching and learning. While all content
standards should be addressed in some way, teaching order and
areas
of emphasis will vary according to local needs and resources. Content
Standard 1 and 1.1 through 1.8 extend students' ability to utilize
process skills that 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 standards.Standard 1 Students will integrate processes of thinking, communication, leadership, and management to address problems and make decisions in family and community service settings. Every student addresses each of these competencies: ___ FIA-1.1 Apply critical thinking processes such as: to assess source, reliability, and adequacy of information; to classify, compare, and contrast ideas; to identify premises and conclusions; to distinguish among opinion, reasoned judgment, and fact; and to recognize underlying assumption, biases, and values. ___ FIA-1.2 Apply creative thinking processes, such as: lateral and vertical thinking; generation and exploration of ideas; selecting relevant information; networking or webbing; redefining the problem; and identifying multiple solutions. ___ FIA-1.3 Apply components of "best practices" in communication, such as: verbal and nonverbal behaviors and attitudes; listening and feedback techniques, applications of technology, and impacts of interpersonal roles, functions, and styles. ___ FIA-1.4 Demonstrate communication and leadership processes that reflects ethical principles and sensitivity to the diverse perspectives and needs of others. ___ FIA-1.5 Create an environment that encourages and respects the ideas, perspectives, and contributions of all participants. ___ FIA-1.6 Demonstrate collaborative leadership processes in which participants identify a common vision, cooperate with each other to achieve that vision, and share responsibility for achieving and evaluating results. ___ FIA-1.7 Choose responsible actions using established standards, such as: aesthetic, health and safety, environmental, economics, and/or ethical standards. ___ FIA-1.8 Apply management and decision-making processes: 1) Analyze a situation and identify recurring and evolving concerns facing families and communities.Stnadard 2 Students will evaluate recurring and evolving concerns and conditions that impact local, state, national, international, or global needs for family and community services. Every student addresses each of these competencies: ___ FIA-2.1 Assess individual and family concerns related to family and community services issues such as: health, wellness, and safety; managing the work of the family; community resources; national/internationla and/or global issues; living environments; various disadvantaging conditions. ___ FIA-2.2 Analyze global, environmental, economic, and other trends and issues that impact needs for family and community services. ___ FIA-2.3 Examine situations that require education for personal intervention compared to those that require more extensive intervention from human service professionals. Standard 3 Students will analyze family and community services that are available to address the needs of individuals and families. Every student addresses each of these competencies: ___ FIA-3.1 Examine local, state, national, international, or global agencies and organizations and other resources that provide services to individuals and families. ___ FIA-3.2 Examine strategies used to assist individuals and families in overcoming diverse challenges. ___ FIA-3.3 Examine laws and regulations that impact service providers and their participants. ___ FIA-3.4 Determine professional, ethical, legal, and safety issues that confront human services providers. Standard 4 Students will plan, provide, and assess services that meet individual, family, and/or community needs at the local, state, national, international, or global level. With the guidance and approval of the teacher, each student designs and conducts an in-depth project to accomplish one or more of the following competencies, or designs a project of their own that develops competencies with equal or greater merit: ___ FIA-4.1 Evaluate or develop products that meet human service needs of individuals, families, or communities, accounting for ecological, environmental, sociological, psychological, technical, and/or economic considerations. ___ FIA-4.2 Demonstrate ability to secure community resources that contribute to the well-being of individuals and families.
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Indiana Department of Education |
