•  New York State FACS Standards - Commencement Level
     
     

    Standard 1 - Personal Health and Fitness

     

    1. Students will use an understanding of the elements

    of good nutrition to plan appropriate diets for

    themselves and others. They will know and use the

    appropriate tools and technologies for safe and

    healthy food preparation.

    Students:

    • apply knowledge of food choices and menus to plan a

    balanced diet, use new technologies to plan and prepare

    nutritious meals for a variety of dietary needs

    • adjust their own diet to accommodate changing levels of

    activity or to meet their nutritional needs throughout the

    life cycle

    • identify ways to meet basic needs of all family members

    • take reasoned action toward reaching personal health

    goals.

    This is evident, for example, when students:

    _ plan and prepare meals that meet the nutritional needs and

    dietary restrictions of each family member (e.g., reduce sugar for

    a diabetic, reduce fat and sodium for those at risk for heart

    disease)

    _ create family menus taking into consideration budget,

    individual tastes, and family schedules over a period of time

    _ use current technology for diet analysis, meal planning, and food

    preparation

    _ are aware of and can access community resources available for

    helping with dietary needs

    _ practice communication skills that foster positive interpersonal

    relationships and optimum health for all family members

    _ apply decision making process to health-related situations.

     

     

     

     

    Standard 2 - Safe and Healthy Environment

     

    1. Students will know the basic principles of home and

    community safety. They can demonstrate the skills

    necessary to maintain their homes and workplaces in a

    safe and comfortable condition. They can provide a

    safe and nurturing environment for themselves and

    others.

    Students:

    • understand the stages of child development and apply

    this knowledge to activities designed to enrich the

    physical, social, mental, and emotional development of a

    young child

    • apply housing principles (e.g., design and safety) to meet

    the needs of family members of all ages and abilities

    • understand essential requirements for selecting and

    maintaining a home

    • apply basic rules of health and safety to a variety of

    home and work place situations.

    This is evident, for example, when students:

    _ plan a daily program of balanced activity for preschoolers based

    on knowledge and understanding of patterns of child growth and

    development

    _ describe effective ways of promoting positive behavior in

    children

    _ identify characteristics of a safe and nurturing home and work

    environment

    _ describe criteria for home selection (e.g., safety for children,

    access for handicapped family members, environmental

    concerns)

    _ identify safety risks in case studies related to the home and

    workplace

    _ identify ways in which to childproof a home.

     

     

     

     

    Standard 3 - Resource Management

     

    1. Students will understand and be able to manage

    personal resources of talent, time, energy, and money

    and make effective decisions in order to balance their

    obligations to work, family, and self. They will nurture

    and support positive relationships in their homes,

    workplaces, and communities. They will develop and

    use their abilities to contribute to society through

    pursuit of a career and commitment to long-range

    planning for their personal, professional, and

    academic futures. They will know and access

    community resources.

    Students:

    • analyze a wide range of factors related to managing

    personal resources to balance obligations to work, family,

    and self

    • understand the basics of an individual/family budget and

    plan to obtain, use, and protect money and assets

    • analyze abilities and interests in relation to careers, set

    long-term career goals, and develop a plan for

    progressing toward their goals

    • understand the concept of entrepreneurship as it exists

    in today’s economy

    • develop job skills (e.g., communication, effective time

    management, problem solving, and leadership).

    This is evident, for example, when students:

    _ describe the variety of banking services available and the

    procedures for acquiring and using a bank account

    _ identify consumer rights and responsibilities and consumer

    organizations and services available

    _ compare products before purchase (e.g., price, quality, efficiency, and

    warranties)

    _ demonstrate how to analyze purchased items for defects and

    how to make consumer complaints

    _ participate in work or volunteer experiences to explore career

    choices

    _ investigate and assess entrepreneurial career options (e.g., in

    early childhood, home design, fashion technology, food service)

    _ identify educational needs to prepare for a chosen career

    _ demonstrate skills necessary to obtain and keep a job

    _ develop a financial plan for a career interest including

    educational costs, supplies, transportation, and clothing

    _ adjust, adapt, and improvise personal resources in response to

    the work environment

Last Modified on February 11, 2008