FACS Education NYS Curriculum
The FACS Education Curriculum follows the New York State Standards 1, 2 & 3 for Health, Physical Education, FACS at the Intermediate learning Level.
Standard 1: Personal Health and Fitness
Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.
Standard 2: A Safe and Healthy Environment.
Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.
Standard 3: Resource Management.
Students will understand and be able to manage their personal and community resources.
Learning Standards for Health, Physical Education, and Family and Consumer Sciences.
- Lifespan Studies Core
- Food and Nutrition Core
- Clothing and Textiles Core
- Housing and Environment Core
Human Service and Family Studies
- Child Development and Psychology
- Early Childhood Education
- Adolescent Psychology
- Careers in Human Services
Foods and Nutrition
- Food Science
- Food Preparation and Nutrition
- Nutrition, Health, and Fitness
- Global and Gourmet Foods
- Commercial Food Program
Textiles and Design
Technology Education NYS Curriculum
The Technology Education Curriculum follows the New York State Standard 5: Technology Education
Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
Key idea: Engineering design is an iterative process involving modeling and optimization used to develop technological solutions to problems within given constraints.
Key idea: Technological tools, materials, and other resources should be selected on the basis of safety, cost, availability, appropriateness, and environmental impact; technological processes change energy, information, and material resources into more useful forms.
Key idea: Computers, as tools for design, modeling, information processing, communication, and system control, have greatly increased human productivity and knowledge.
Key idea: Technological systems are designed to achieve specific results and produce outputs, such as products, structures, services, energy, or other systems.
Key idea: Technology has been the driving force in the evolution of society from an agricultural to an industrial to an information base.
Key idea: Technology can have positive and negative impacts on individuals, society, and the environment and humans have the capability and responsibility to constrain or promote technological development.
Key idea: Project management is essential to ensuring that technological endeavors are profitable and that products and systems are of high quality and built safely, on schedule, and within budget.
The NYS Education Department states that, “Business and Marketing Education is a program of study whose purpose is to provide students with the skills, attitudes and competencies to be successful in post-secondary study, the workforce, and as adult consumers. Students begin to learn the knowledge and skills in finance, marketing, management, entrepreneurship, accounting, communications and business technology. A comprehensive business and marketing education program in conjunction with academic study will most effectively prepare a student for lifelong success.”
Business and Marketing Curriculum
The Business and Marketing Curriculum is dictated by the NYS Career Development and Occupational Studies (CDOS) Standards which outlines standards/performance indicators for programs of study in six different career cluster areas.
The specific standards/performance indicators for business/marketing careers are contained in CDOS Standard 3b: Career Majors – Business/Information Systems. New York State standards support the national standards for business education and marketing education developed by other organizations.