A curriculum alignment chart is presented that translates mathematics goals/indicators into related vocational skills for the textiles course in the secondary vocational education curriculum. The chart contains three columns that correlate (1) vocational education performance indicators, (2) vocational education competency and mathematics…

The curriculum guide is organized around major concepts and generalizations on textiles and clothing considered educationally significant. The first major part of the document (15 pages) provides a detailed organizational outline of the behavioral outcomes and generalizations for the unit plans. The material is organized according to levels of…

The clothing and textiles guide, part of a consumer and homemaking education unit, was developed in a 3-week curriculum workshop at Winthrop College in June 1972. The identified objectives and learning experiences have been developed with basic reference to developmental tasks, needs, interests, capacities, and prior learning experiences of…

The clothing and textiles guide for a second level semester course for grades 10-12 identifies objectives and learning experiences with basic reference to developmental tasks, needs, interests, capacities, and prior learning experiences of students. It was developed for use with students who exhibited skill and a high degree of satisfaction from…

This publication is the sixth in a series of publications that explain the present curriculum planning process for home economics education for the schools of New York and provide resource materials to aid in course planning. The book is intended as an aid to home economics teachers on levels III, IV, and V (grades 9 through 12) in clothing and…

The purpose of the subject area guide is to present clothing and textiles in the perspective of family living and to relate clothing and textiles to a variety of life styles. Initial emphasis is placed on curriculum planning and the taxonomy of educational objectives. Skills in clothing construction are developed throughout the four homemaking…

The new guidelines constitute a supplement to the New York State Syllabus for a Comprehensive Program: Home Economics Education. This new approach provides guidelines for reorganizing the program for Grades 5 and 6 into four basic subject areas and six content emphases. The four subject areas are: human development; housing, furnishing and…

Chapter 1 of this document contains sets of statements adopted by either the Minnesota State Board of Education or the Minnesota State Legislature. They represent the hierarchy used by Department of Education staff as they develop model learner outcomes for each subject area. Contents include learner values, education system values, philosophy for…

This program guide presents the standard fashion production and management curriculum for technical institutes in Georgia. It is designed to relate primarily to the development of those skills needed to become a qualified alterationist, clothing design assistant, home textiles assistant, fashion management assistant, or tailoring assistant. A…

This curriculum guide for Levels I and II home economics teachers in New York State provides guidelines for developing instructional program content for grades 5-8. An introductory section describes the design of the homemaking-family living curriculum; presents procedures for utilizing modules in planning instruction with an example of plans for…

Designed to assist teachers and administrators in developing curricula for secondary vocational home economics programs, this publication provides materials for the two programs that comprise vocational home economics education--consumer and homemaking education (CHE) and home economics related occupations (HERO) programs. The CHE program is…