2023-2024 Course Standards

Legend

Essential standards (highlighted in green below) are big, powerful ideas that are necessary and essential for students to know to be successful in a course. Essential standards identify the appropriate verb and cognitive process intended for the student to accomplish. Essential standards provide value throughout a student's career, in other courses, and translate to the next level of education or world of work.

Objectives/Indicators (rows not highlighted in green below) provide another level of detail for each Essential Standard.

Adapted or Adopted Course includes essential standards and, in many cases, specific objectives/indicators aligned with business and industry standards and/or criteria for credentials or certifications. The course standards are designed using the Revised Bloom's Taxonomy (RBT). If the POL is a CTE State Assessment, the course is written at the level of the ESSENTIAL STANDARD and assesses the intended outcome of the sum of its objectives/indicators.

The six NC Essential Employability Skills are Communication, Ethics, Problem Solving, Professionalism, Resource Management, and Teamwork. These skills are covered among the course essential standards and objectives/indicators as listed beside each. NC CTE curriculum provides and supports career awareness, career exploration, career development, technical skill development, and career readiness where six Essential Employability Skills are included in CTE Curriculum Standards. CTE builds a career and college ready workforce through the K-12 pipeline and provides a consistent and 'common language' for identification of the six Essential Employability Skills.

Career and Technical Education conducts all activities and procedures without regard to race, color, creed, national origin, gender, or disability. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.

This blueprint has been reviewed by business and industry representatives for technical content and appropriateness for the industry.

Column information

Standard/Obj #: The essential standard is denoted by the digits before the dot; objectives/indicators are indicated by the final 2 digits.
Standard: Essential standard and specific objective/indicator statements per essential standard. Each essential standard statement or specific objective/indicator begins with an action verb and makes a complete sentence when combined with The learner will be able to... Outcome behavior in each essential standard or objective/indicator statement is denoted by the verb plus its object.
Course Weight: Shows the relative importance of each essential standard or objective/indicator. Course weight is used to help determine the percentage of total class time that is spent on each objective/indicator.
RBT Designation: Classification of outcome behavior in essential standards and indicator statements in Dimensions according to the Revised Bloom's Taxonomy:
Cognitive Process Dimension: 1 Remember, 2 Understand, 3 Apply, 4 Analyze, 5 Evaluate, 6 Create.
Knowledge Dimension: A Factual Knowledge, B Conceptual Knowledge, C Procedural Knowledge.

FE11 Early Childhood Education I

Course Type: Adapted

Standard/Obj #	Standard/Objective	Course Weight	RBT Designation	Essential Employability Skills
1.00	Understand historical, theoretical, and philosophical foundations of the early childhood profession.	8%	B2 Conceptual Knowledge - Understand	Communication
1.01	Explain the history of early childhood education.	3%	B2 Conceptual Knowledge - Understand	Communication
1.02	Understand child development theories.	5%	B2 Conceptual Knowledge - Understand	Communication
2.00	Apply appropriate learning activities and teaching strategies to developmental domains in building curriculum.	38%	B3 Conceptual Knowledge - Apply	Professionalism Teamwork
2.01	Utilize observation methods.	10%	B3 Conceptual Knowledge - Apply	Professionalism
2.02	Examine how children learn.	10%	B3 Conceptual Knowledge - Apply	Professionalism
2.03	Implement developmentally appropriate practice.	8%	B3 Conceptual Knowledge - Apply	Professionalism
2.04	Construct curriculum activities that are developmentally appropriate.	10%	B3 Conceptual Knowledge - Apply	Professionalism Teamwork
3.00	Apply techniques for communicating expectations, setting limits, and guiding behavior.	18%	B3 Conceptual Knowledge - Apply	Professionalism Teamwork
3.01	Implement techniques for communicating expectations and setting limits.	10%	B3 Conceptual Knowledge - Apply	Professionalism
3.02	Utilize techniques for guiding behavior.	8%	B3 Conceptual Knowledge - Apply	Professionalism Teamwork
4.00	Apply concepts to create inclusive classroom environments.	20%	B3 Conceptual Knowledge - Apply	Professionalism Teamwork
4.01	Categorize the types of educational disabilities.	4%	B2 Conceptual Knowledge - Understand	Professionalism
4.02	Apply strategies to provide quality inclusive environments.	8%	B3 Conceptual Knowledge - Apply	Professionalism
4.03	Apply strategies for working with exceptional children with diverse needs.	8%	B3 Conceptual Knowledge - Apply	Professionalism Teamwork
5.00	Understand early childhood education foundational components.	9%	B2 Conceptual Knowledge - Understand	Communication
5.01	Compare types of early childhood education programs.	3%	B2 Conceptual Knowledge - Understand	Communication
5.02	Outline licensing requirements for early childhood education programs.	6%	B2 Conceptual Knowledge - Understand	Communication
6.00	Understand factors related to personal growth and the field of child development.	7%	B2 Conceptual Knowledge - Understand	Communication Professionalism Resource Management
6.01	Classify character traits, skills, and interests and their influences on personal growth.	4%	B2 Conceptual Knowledge - Understand	Communication Professionalism
6.02	Summarize careers and opportunities in early childhood education.	3%	B2 Conceptual Knowledge - Understand	Communication Professionalism Resource Management