(a) General requirements. This course is recommended
for students in Grades 10-12. Recommended prerequisite: Principles
of Human Services. Students shall be awarded one credit for successful
completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides
content aligned with challenging academic standards and relevant technical
knowledge and skills for students to further their education and succeed
in current or emerging professions.
(2) The Human Services Career Cluster focuses on preparing
individuals for employment in career pathways that relate to families
and human needs such as counseling and mental health services, family
and community services, personal care services, and consumer services.
(3) Family and Community Services is a laboratory-based
course designed to involve students in realistic and meaningful community-based
activities through direct service or service-learning experiences.
Students are provided opportunities to interact with and provide services
to individuals, families, and the community through community or volunteer
services. Emphasis is placed on developing and enhancing organizational
and leadership skills and characteristics.
(4) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations
and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability
skills as required by business and industry. The student is expected
to:
(A) apply interpersonal communication skills in business
and industry settings;
(B) explain and recognize the value of collaboration
within the workplace;
(C) examine the importance of time management to succeed
in the workforce;
(D) identify work ethics/professionalism in a job setting;
and
(E) develop problem-solving and critical-thinking skills.
(2) The student explores careers in family and community
services. The student is expected to:
(A) research family and community services such as
agencies, organizations, and faith-based services;
(B) investigate career options available that focus
on families and communities;
(C) analyze demographics that may affect community
needs;
(D) analyze future trends in family and community services;
and
(E) analyze the role socialization plays in human development
and behavior.
(3) The student demonstrates organizational and leadership
skills in a community service environment. The student is expected
to:
(A) demonstrate management practices to help an individual
assume multiple family, community, and wage-earner roles;
(B) identify personal leadership characteristics;
(C) develop a plan for enhancing personal leadership
characteristics;
(D) demonstrate positive interpersonal skills, including
conflict resolution, negotiation, teamwork, and leadership;
(E) identify and apply effective strategies and skills
necessary for collaborative relationships with others in community
service settings;
(F) plan and deliver family and community services
presentations; and
(G) practice leadership skills such as participation
in career and technical student organizations.
(4) The student develops and implements community and
service-learning activities. The student is expected to:
(A) identify service projects that benefit a community;
(B) integrate student interests, abilities, and skills
into community and service-learning projects;
(C) plan, develop, implement, and evaluate community
and service-learning activities that benefit individuals, families,
or the community;
(D) demonstrate safety practices when participating
in community service and service-learning activities;
(E) document personal development through participation
in community and service-learning activities;
(F) demonstrate appropriate grooming, appearance, and
etiquette for community and service-learning activities;
(G) demonstrate ethical practices when participating
in community service and service-learning activities; and
(H) design a public relations campaign promoting community
and service-learning activities.
|