FASHION, TEXTILES,AND DESIGN PROGRAMCURRICULUM FRAMEWORKThis document was prepared by:Office of Career, Technical, and Adult EducationNevada Department of Education755 N. Roop Street, Suite 201Carson City, NV 89701The State of Nevada Department of Education is an equal opportunity/affirmative action agency and does notdiscriminate on the basis of race, color, religion, sex, sexual orientation, gender identity or expression, age, disability,or national origin.
NEVADA CTE CURRICULUM FRAMEWORK2013INTRODUCTIONThe Nevada CTE Curriculum Frameworks are a resource for Nevada’s public and charter schools to design,implement, and assess their CTE programs and curriculum. The content standards identified in this documentare listed as a model for the development of local district programs and curriculum. They represent rigorousand relevant expectations for student performance, knowledge, and skill attainment which have been validatedby industry representatives.The intent of this document is to provide a resource to districts as they develop and implement CTE programsand curricula.This program ensures the following thresholds are met: The CTE course and course sequence teaches the knowledge and skills required by industrythrough applied learning methodology and, where appropriate, work-based learningexperiences that prepare students for careers in high-wage, high-skill and/or high-demandfields. Regional and state economic development priorities shall play an important role indetermining program approval. Some courses also provide instruction focused on personaldevelopment.The CTE course and course sequence includes leadership and employability skills as anintegral part of the curriculum.The CTE course and course sequence are part of a rigorous program of study and includesufficient technical challenge to meet state and/or industry-standards.The CTE program components include the following items: Program of StudyState Skill StandardsEmployability Skills for Career Readiness StandardsCareer Technical Student Organizations (CTSO)Curriculum FrameworkCTE Assessments: Workplace Readiness Skills Assessment End-of-Program Technical AssessmentCertificate of Skill AttainmentCTE Endorsement on a High School DiplomaCTE College CreditRevised: 03/03/2015Fashion, Textiles, and Design1
NEVADA CTE CURRICULUM FRAMEWORK2013NEVADA DEPARTMENT OF EDUCATIONCURRICULUM FRAMEWORK FORFASHION, TEXTILES, AND DESIGNPROGRAM TITLE: FASHION, TEXTILES AND DESIGNSTATE SKILL STANDARDS: FASHION, TEXTILES AND DESIGNSTANDARDS REFERENCE CODE:FTDCAREER CLUSTER : ARTS, A/V TECHNOLOGY & COMMUNICATIONSCAREER PATHWAY: VISUAL ARTSPROGRAM LENGTH: 3 LEVELS (L1, L2, L3C)PROGRAM ASSESSMENTS: FASHION, TEXTILES, AND DESIGNWORKPLACE READINESS SKILLSCTSOS: FCCLA, DECAGRADE LEVEL: 9-12AVAILABLE INDUSTRYCERTIFICATIONS/LICENSESPROVIDERS:PROGRAM PURPOSEThe purpose of this program is to prepare students for postsecondary education and employment in Fashion,Textiles, and/or Design industries.The program includes the following state standards: Nevada CTE Skill Standards: Fashion, Textiles, and DesignEmployability Skills for Career ReadinessNevada Academic Content Standards (alignment shown in the Nevada CTE Skill Standards): Science (based on the Next Generation Science Standards) English Language Arts (based on the Common Core State Standards) Mathematics (based on the Common Core State Standards)Common Career Technical Core (alignment shown in the Nevada CTE Skill Standards)CAREER CLUSTERSThe National Career Clusters Framework provides a vital structure for organizing and delivering qualityCTE programs through learning and comprehensive programs of study (POS). In total, there are 16 CareerClusters in the National Career Clusters Framework, representing more than 79 Career Pathways to helpstudents navigate their way to greater success in college and career. As an organizing tool for curriculumdesign and instruction, Career Clusters provide the essential knowledge and skills for the 16 CareerClusters and their Career Pathways.**Cite: National Association of State Directors of Career Technical Education Consortium. (2012). Retrievedfrom areerclusters.htmlRevised: 03/03/2015Fashion, Textiles, and Design2
NEVADA CTE CURRICULUM FRAMEWORK2013PROGRAM OF STUDYThe program of study illustrates the sequence of academic and career and technical education coursework that isnecessary for the student to successfully transition into postsecondary educational opportunities and employmentin their chosen career path. (NAC 389.803)PROGRAM STRUCTUREThe core course sequencing provided in the following table serves as a guide to schools for their programs ofstudy. Each course is listed in the order in which it should be taught and has a designated level. Completeprogram sequences are essential for the successful delivery of all state standards in each program area.FASHION, TEXTILES, AND DESIGNCore Course SequenceCOURSE NAMELEVELFashion, Design and Construction IFashion, Design and Construction IIFashion, Design and Construction IIIL1L2L3CThe core course sequencing with the complementary courses provided in the following table serves as a guideto schools for their programs of study. Each course is listed in the order in which it should be taught and hasa designated level. A program does not have to utilize all of the complementary courses in order for theirstudents to complete their program of study. Complete program sequences are essential for the successfuldelivery of all state standards in each program area.FASHION, TEXTILES, AND DESIGNCore Course Sequence with Complementary CoursesCOURSE NAMELEVELFashion, Design and Construction IFoundations of Design*Fashion, Design and Construction IIPattern Drafting*Fashion, Design and Construction IIIFashion, Design and Construction Advanced Studies**Complementary CoursesL1L1L2L3L3CASSTATE SKILL STANDARDSThe state skill standards are designed to clearly state what the student should know and be able to do uponcompletion of an advanced high school career and technical education (CTE) program. The standards aredesigned for the student to complete all standards through their completion of a program of study. Thestandards are designed to prepare the student for the end-of-program technical assessment directly aligned tothe standards. (Paragraph (a) of Subsection 1 of NAC 389.800)Revised: 03/03/2015Fashion, Textiles, and Design3
NEVADA CTE CURRICULUM FRAMEWORK2013EMPLOYABILITY SKILLS FOR CAREER READINESS STANDARDSEmployability skills, often referred to as “soft skills”, have for many years been a recognizable component ofthe standards and curriculum in career and technical education programs. The twenty-one standards areorganized into three areas: (1) Personal Qualities and People Skills; (2) Professional Knowledge and Skills;and (3) Technology Knowledge and Skills. The standards are designed to ensure students graduate highschool properly prepared with skills employers prioritize as the most important. Instruction on all twenty-onestandards must be part of each course of the CTE program. (Paragraph (d) of Subsection 1 of NAC 389.800)CURRICULUM FRAMEWORKThe Nevada CTE Curriculum Frameworks are organized utilizing the recommended course sequencing listedin the Program of Study and the CTE Course Catalog. The framework identifies the recommended contentstandards, performance standards, and performance indicators that should be taught in each course.CAREER AND TECHNICAL STUDENT ORGANIZATIONS (CTSOS)To further the development of leadership and technical skills, students must have opportunities to participatein one or more of the Career and Technical Student Organizations (CTSOs). CTSOs develop character,citizenship, and the technical, leadership and teamwork skills essential for the workforce and their furthereducation. Their activities are considered a part of the instructional day when they are directly related to thecompetencies and objectives in the course. (Paragraph (a) of Subsection 3 of NAC 389.800)WORKPLACE READINESS SKILLS ASSESSMENTThe Workplace Readiness Skills Assessment has been developed to align with the Nevada CTEEmployability Skills for Career Readiness Standards. This assessment provides a measurement of studentemployability skills attainment. Students who complete a program will be assessed on their skill attainmentduring the completion level course. Completion level courses are identified by the letter “C”.(e.g., Level L3C) (Paragraph (d) of Subsection 1 of NAC 389.800)END-OF-PROGRAM TECHNICAL ASSESSMENTAn end-of-program technical assessment has been developed to align with the Nevada CTE Skill Standardsfor this program. This assessment provides a measurement of student technical skill attainment. Studentswho complete a program will be assessed on their skill attainment during the completion level course.Completion level courses are identified by the letter “C”. (e.g., Level L3C)(Paragraph (e) of Subsection 1 of NAC 389.800)CERTIFICATE OF SKILL ATTAINMENTEach student who completes a course of study must be awarded a certificate which states that they haveattained specific skills in the industry being studied and meets the following criteria: A student must maintaina 3.0 grade point average in their approved course of study, pass the Workplace Readiness Skills Assessment,and pass the end-of-program technical assessment. (Subsection 4 of NAC 389.800)CTE ENDORSEMENT ON A HIGH SCHOOL DIPLOMAA student qualifies for a CTE endorsement on their high school diploma after successfully completing thefollowing criteria: 1) successful completion of a CTE course of study in a program area, 2) successfulcompletion of academic requirements governing receipt of a standard diploma, and 3) meet all requirementsfor the issuance of the Certificate of Skill Attainment. (NAC 389.815)Revised: 03/03/2015Fashion, Textiles, and Design4
NEVADA CTE CURRICULUM FRAMEWORK2013CTE COLLEGE CREDITCTE College Credit is awarded to students based on articulation agreements established by each college forthe CTE program, where the colleges will determine the credit value of a full high school CTE program basedon course alignment. An articulation agreement will be established for each CTE program designating thenumber of articulated credits each college will award to students who complete the program.CTE College Credit is awarded to students who: (1) complete the CTE course sequence with a grade-pointaverage of 3.0 or higher; (2) pass the state end-of-program technical assessment for the program; and (3) passthe Workplace Readiness Assessment for employability skills.Pre-existing articulation agreements will be recognized until new agreements are established according tocurrent state policy and the criteria shown above.Please refer to the local high school’s course catalog or contact the local high school counselor for moreinformation. (Paragraph (b) of Subsection 3 of NAC 389.800)ACADEMIC CREDIT FOR CTE COURSEWORKCareer and technical education courses meet the credit requirements for high school graduation (1 unit of artsand humanities or career and technical education). Some career and technical education courses meetacademic credit for high school graduation. Please refer to the local high school’s course catalog or contactthe local high school counselor for more information. (NAC 389.672)Revised: 03/03/2015Fashion, Textiles, and Design5
NEVADA CTE CURRICULUM FRAMEWORK2013CORE COURSE:RECOMMENDED STUDENT PERFORMANCE STANDARDSCOURSE TITLE: Fashion, Design, and Construction IABBR. NAME: FASHION CONST ICREDITS:1LEVEL: L1CIP CODE: 50.0407PREREQUISITE: NoneCTSOS: FCCLA, DECACOURSE DESCRIPTIONThis course is designed to provide students with an understanding of the psychological and social aspects of clothing,and fundamental concepts of fashion design and construction. Areas of emphasis include fashion, textiles, clothingconstruction, merchandising, the use and care of sewing equipment and exploration of careers in the fashion industry.TECHNICAL STANDARDSCONTENT STANDARD 1.0 : CAREER EXPLORATIONPerformance Standard 1.1 : Analyze The Role of Professional Organizations in Fashion, Textile, and ApparelIndustriesPerformance Indicators : 1.1.2-1.1.3Performance Standard 1.2 : Analyze Opportunities for Employment and Entrepreneurial EndeavorsPerformance Indicators : 1.2.1-1.2.2, 1.2.7Performance Standard 1.3 : Summarize Education and Training Requirements for Career OpportunitiesPerformance Indicators : 1.3.1-1.3.2Performance Standard 1.4 : Analyze the Effects of Textile and Apparel Occupations on Local, State, National,and Global EconomiesPerformance Indicators : 1.4.1, 1.4.3Performance Standard 1.5 : Create a Professional PortfolioPerformance Indicators : 1.5.1CONTENT STANDARD 2.0 : DESIGN – DEMONSTRATE FASHION AND COSTUME DESIGN SKILLSPerformance Standard 2.1 : Utilize Elements and Principles of Designing, Constructing, and/or Altering EndProductsPerformance Indicators : 2.1.1-2.1.3Performance Standard 2.2 : Use Proper Illustration TechniquesPerformance Indicators : 2.2.2-2.2.3Performance Standard 2.3 : Develop Design InspirationPerformance Indicators : 2.3.4Performance Standard 2.4 : Demonstrate Knowledge of Design SkillsPerformance Indicators : 2.4.1-2.4.2Performance Standard 2.5 : Demonstrate Design Presentation SkillsPerformance Indicators : 2.5.4 . continue on next pageRevised: 03/03/2015Fashion, Textiles, and Design6
NEVADA CTE CURRICULUM FRAMEWORK2013CONTENT STANDARD 3.0 : TEXTILES – ANALYZE FIBER AND FABRIC PRODUCTS ANDMATERIALSPerformance Standard 3.1 : Evaluate Performance Characteristics of Fibers, Fabrics, and FinishesPerformance Indicators : 3.1.1-3.1.3Performance Standard 3.2 : Examine Processes for Creating Fibers, Yarns, and FabricsPerformance Indicators : 3.2.1-3.2.2, 3.2.4Performance Standard 3.3 : Analyze the Effects of Textile Characteristics on the Design, Construction, Care, Use,Maintenance, and Preservation of ProductsPerformance Indicators : 3.3.1-3.3.5Performance Standard 3.4 : Summarize Textile Legislation, Standards, and LabelingPerformance Indicators : 3.4.1CONTENT STANDARD 4.0 : CONSTRUCTION – DEMONSTRATE THE SKILLS NEEDED TOPRODUCE, ALTER, AND REPAIR FASHION, TEXTILE, APPAREL, ANDCOSTUME PRODUCTSPerformance Standard 4.1 : Demonstrate Skills Using Industry-Standard Equipment, Tools, Notions, and SuppliesPerformance Indicators : 4.1.1-4.1.3, 4.1.6Performance Standard 4.2 : Demonstrate the Skills Required for Pattern and Fabric Selection and PreparationPerformance Indicators : 4.2.1-4.2.6Performance Standard 4.3 : Demonstrate Skills for Constructing, Altering, and RepairingPerformance Indicators : 4.3.1-4.3.4, 4.3.6-4.3.8CONTENT STANDARD 5.0 : FASHION MERCHANDISINGPerformance Standard 5.1 : Apply Marketing Strategies for Fashion, Textile, and Apparel ProductsPerformance Indicators : 5.1.3-5.1.4Performance Standard 5.5 : Implement Research Methods, including Forecasting Techniques, for MarketingTextile and Apparel ProductsPerformance Indicators : 5.5.2-5.5.6EMPLOYABILITY SKILLS FOR CAREER READINESS STANDARDSCONTENT STANDARD 1.0 :Performance Standard 1.1 :Performance Indicators :Performance Standard 1.2 :Performance Indicators :Performance Standard 1.3 :Performance Indicators :DEMONSTRATE EMPLOYABILITY SKILLS FOR CAREER READINESSDemonstrate Personal Qualities and People Skills1.1.1-1.1.7Demonstrate Professional Knowledge and Skills1.2.1-1.2.10Demonstrate Technology Knowledge and Skills1.3.1-1.3.4ALIGNMENT TO THE NEVADA ACADEMIC CONTENT STANDARDS*English Language Arts: Reading Standards for Literacy in Science and Technical SubjectsWriting Standards for Literacy in Science and Technical SubjectsSpeaking and ListeningMathematics: Mathematical PracticesScience: Nature of Science* Refer to the Fashion, Textiles, and Design Standards for alignment by performance indicatorRevised: 03/03/2015Fashion, Textiles, and Design7
NEVADA CTE CURRICULUM FRAMEWORK2013CORE COURSE:RECOMMENDED STUDENT PERFORMANCE STANDARDSCOURSE TITLE: Fashion, Design, and Construction IIABBR. NAME: FASHION CONST IICREDITS:1LEVEL: L2CIP CODE: 50.0407PREREQUISITE: Fashion, Design, and Construction ICTSOS: FCCLA, DECACOURSE DESCRIPTIONThis course is a continuation of Fashion, Design, and Construction I. This course allows intermediate students to buildon fundamental skills developed in Fashion, Design, and Construction I. This course will provide more in-depthexperiences with fashion, textiles, design, and construction. Areas of emphasis are comprised of design andillustration, performance characteristics of textile components, commercial production processes, and merchandising,marketing and customer service concepts. The appropriate use of technology and industry-standard equipment is anintegral part of this course.TECHNICAL STANDARDSCONTENT STANDARD 1.0 : CAREER EXPLORATIONPerformance Standard 1.1 : Analyze The Role of Professional Organizations in Fashion, Textile, and ApparelIndustriesPerformance Indicators : 1.1.1Performance Standard 1.2 : Analyze Opportunities for Employment and Entrepreneurial EndeavorsPerformance Indicators : 1.2.3, 1.2.8Performance Standard 1.4 : Analyze the Effects of Textile and Apparel Occupations on Local, State, National,and Global EconomiesPerformance Indicators : 1.4.4Performance Standard 1.5 : Create a Professional PortfolioPerformance Indicators : 1.5.3-1.5.4CONTENT STANDARD 2.0 : DESIGN – DEMONSTRATE FASHION AND COSTUME DESIGN SKILLSPerformance Standard 2.2 : Use Proper Illustration TechniquesPerformance Indicators : 2.2.1, 2.2.4-2.2.6Performance Standard 2.3 : Develop Design InspirationPerformance Indicators : 2.3.1-2.3.3Performance Standard 2.4 : Demonstrate Knowledge of Design SkillsPerformance Indicators : 2.4.3, 2.4.5Performance Standard 2.5 : Demonstrate Design Presentation SkillsPerformance Indicators : 2.5.1CONTENT STANDARD 3.0 : TEXTILES – ANALYZE FIBER AND FABRIC PRODUCTS ANDMATERIALSPerformance Standard 3.1 : Evaluate Performance Characteristics of Fibers, Fabrics, and FinishesPerformance Indicators : 3.1.4Performance Standard 3.2 : Examine Processes for Creating Fibers, Yarns, and FabricsPerformance Indicators : 3.2.3, 3.2.5 . continue on next pageRevised: 03/03/2015Fashion, Textiles, and Design8
NEVADA CTE CURRICULUM FRAMEWORK2013Performance Standard 3.3 : Analyze the Effects of Textile Characteristics on the Design, Construction, Care, Use,Maintenance, and Preservation of ProductsPerformance Indicators : 3.3.6CONTENT STANDARD 4.0 : CONSTRUCTION – DEMONSTRATE THE SKILLS NEEDED TOPRODUCE, ALTER, AND REPAIR FASHION, TEXTILE, APPAREL, ANDCOSTUME PRODUCTSPerformance Standard 4.1 : Demonstrate Skills Using Industry-Standard Equipment, Tools, Notions, and SuppliesPerformance Indicators : 4.1.4-4.1.5Performance Standard 4.2 : Demonstrate the Skills Required for Pattern and Fabric Selection and PreparationPerformance Indicators : 4.2.7-4.2.8Performance Standard 4.3 : Demonstrate Skills for Constructing, Altering, and RepairingPerformance Indicators : 4.3.5, 4.3.9-4.3.10CONTENT STANDARD 5.0 : FASHION MERCHANDISINGPerformance Standard 5.1 : Apply Marketing Strategies for Fashion, Textile, and Apparel ProductsPerformance Indicators : 5.1.5-5.1.6Performance Standard 5.2 : Apply Skills and Knowledge Required in the Retail IndustryPerformance Indicators : 5.2.4-5.2.5Performance Standard 5.4 : Apply Methods for Promoting Textile and Apparel ProductsPerformance Indicators : 5.4.7Performance Standard 5.5 : Implement Research Methods, including Forecasting Techniques, for MarketingTextile and Apparel ProductsPerformance Indicators : 5.5.1, 5.5.7-5.5.8Performance Standard 5.6 : Evaluate the Components of Customer ServicePerformance Indicators : 5.6.1-5.6.5Performance Standard 5.7 : Demonstrate General Operational Procedures Required for Business Profitability andCareer SuccessPerformance Indicators : 5.7.4EMPLOYABILITY SKILLS FOR CAREER READINESS STANDARDSCONTENT STANDA
Fashion, Design and Construction I L1 Fashion, Design and Construction II L2 Fashion, Design and Construction III L3C The core course sequencing with the complementary courses provided in the following table serves as a guide to schools for their programs of study. Each course is
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XIIIth International Izmir Textile and Apparel Symposium April 2-5, 2014 591 DRAPING IN TEXTILE AND FASHION DESIGN EDUCATION Zeynep Kaya1, Assistant Professor Miyase Çağdaş2. 1 Selçuk University, Faculty of Art and Design, Fashion Design Department. Selçuklu, Konya, Turkey 2 Selçuk University, Faculty of Art and D
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1.2.3 Analyze the future employment outlook in fashion, textile, and/or design industries 1.2.4 Develop personal professional goals 1.2.5 Perform different jobs or tasks in fashion, textile, and design industries 1.2.6 Determine preparation requirements for various levels of employment in a variety of fashion
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