Housing and Interior Design I
Course Syllabus
Course Description
Housing and Interior Design I is the beginning of a series of courses that help students integrate the knowledge, skills and practices for careers in the housing, interiors and furnishings industry. Students will be introduced to the areas of design and planning in the housing, interiors and furnishings industry.
This is a semester course for students in grades 10-12. It is an elective course for students interested in careers within the housing, interiors and furnishings industry. The course may be taken as partial fulfillment of the fine arts credit. There are no prerequisites for the course.
The topics covered in the course will include an overview of the housing, interiors and furnishings industry; job seeking skills, design and its relationship to housing decisions; and interior space planning.
Instructional Philosophy and Delivery
Students will be expected to meet all of the course goals listed in this syllabus and be able to demonstrate their understanding of the underlying concepts. The learning styles, interests, and areas of expertise of each student will help direct the design of the instruction.
Instructional delivery will engage the students in hands-on, real-world activities with a minimum of lecture. It will be delivered through interviews, simulations, videos, field trips, guest speakers, projects and workbased learning experiences.
Students will work independently and in teams to complete projects. In completing the projects, students will be able to explain the process and the reasons for each step of the process. During the course, students will need to draw on their academic skills in mathematics, science, language arts, social studies, and fine arts and apply them to real tasks performed in the housing, interiors and furnishings industry. FCCLA projects will be integrated into this course to enhance and promote the mastery level of competency for technical and academic standards. Students will be required to be members of the occupational chapter of FCCLA and participate in district competition.
The community will be used as an extended learning lab. Students will interview business, community and family members to obtain information for some course assignments. Since students will have limited access to all aspects of the industry, students will use the Internet community as part of the extended learning lab.
Students will be assessed on class participation and preparedness, daily work, written assignments, oral presentations, tests, portfolios, workbased learning activities, and projects. This assessment will include the thinking processes students follow and the alternatives they consider in arriving at solutions to problems and in developing projects they complete during the course, as well as the facts and knowledge they gain. All students will complete all course requirements at a minimum 80% level of specified quality to receive credit for the course. To help meet this requirement, students will learn how to evaluate personal and peer progress and make adjustments as needed throughout the course.
Course Goals
By completing this course, students will achieve the following family and consumer sciences national content standards at the specified level for this course.
11.111.1Analyze career paths within the housing, interiors and furnishings industry.
(11.1.1; 11.1.2; 11.1.3)
11.211.2Evaluate housing decisions in relation to available resources and options.
(11.2.1; 11.2.2; 11.2.3)
11.411.4 Demonstrate computer-aided drafting design, blueprint reading, and space
planning skills required for the housing, interiors and furnishings industry.
(11.4.2; 11.4.3; 11.4.4; 11.4.5; 11.4.6)
By completing this course, students will achieve the following academic standards at the specified level for this course.
Communication/Language Arts 9-12
Goal 1 – Reading
Indicator 1Use various reading cues/strategies to comprehend text, e.g., context,
semantic, syntactic, and graphophonic cues.
Indicator 3Interpret and respond to a diversity of works representative of a variety of cultures and time periods.
Indicator 4Access, synthesize, and evaluate information from a variety of
sources
Goal 2 – Writing
Indicator 1Use appropriate mechanics, usage, and conventions of language.
Indicator 2 Use appropriate style, organization, and form in technical,
transactional, creative, and personal writing.
Indicator 3Use various strategies and techniques to improve writing quality.
Indicator 4Write to clarify and enhance understanding of information.
Goal 3 – Listening and Viewing
Indicator 1Use various listening and viewing strategies in social, academic,
and occupational situations.
Indicator 3Use various strategies to retain/retrieve critical oral and visual information.
Goal 4 – Speaking
Indicator 1Use the appropriate structure and sequence to best express ideas and convey information
Indicator 2Use appropriate language and style for a variety of social,
occupational, formal and informal situations.
Indicator 3Use various presentation strategies to enhance oral communication,
e.g., non-verbal techniques, visual aids, physical settings/
environments.
Math 6-8
Goal 2 – Geometry
Indicator 2Analyze geometric figures from a variety of perspectives
Goal 3 – Measurement
Indicator 1Use various units of measure within a system of measurement.
Indicator 2Apply measurement concepts in practical applications.
Goal 4 – Number Sense
Indicator 2 Apply number operations with real numbers and other number systems.
Goal 5 – Patterns, Relationships & Functions
Indicator 2Apply relations and functions to complex problem solving situations.
By completing this course, students will demonstrate the following transferable work skills.
Foundation Skills
Basic Skills: Reading, writing, mathematics, speaking, listening
Thinking Skills: Ability to learn, to reason, to think creatively, to make decisions, to solve problems
Personal Qualities: Individual responsibility, self-management, integrity, sociability
Competencies
Resources: Allocates time, money, materials, space, and staff
Interpersonal Skills: Works on teams, teaches others, serves customers, leads
Information: Acquires and evaluations information, organizes and maintains information, interprets and communicates information, uses computers to process information.
Systems: Understands systems, monitors and corrects performance, designs or improves systems
Technology: Selects technology, applies technology to specific tasks
Major Course Projects
Students will demonstrate their skills by completing the following projects.
- Create a portfolio of best work and materials.
- Investigate housing, interiors, and furnishings careers and prepare an oral presentation.
- Create a booklet that illustrates the use of the elements and principles of design in the housing, interiors and furnishings industry.
- Plan, carry out, and evaluate an individual and/or group community volunteer service project.
- Create and evaluate a furniture arrangement for a specific room
- Draw and evaluate the floor plan of a home in the community in relation to circulation, space planning, and furniture arrangement.
- Use computer technology to design living space for a specific situation.
- Draw the interior space of a dormitory room, a student’s first apartment or an elderly assisted living apartment to scale and evaluate circulation and arrangement of space.
Assessment Plan
Grades for the course will be based on the following levels of performance.
GradePerformance Standard
AIndependent Learner
Did research, designed and planned; needed little help from teacher; applied academic skills;
evaluated work and made adjustments; produced quality projects; sought out and found research independently; learned from other students and contributed to learning of other students; demonstrated knowledge with a grade of 95% or higher; produced quality portfolios.
BSemi-independent Learner
Did research, designed and planned; needed some help from teacher and other students to develop a plan or design; did quality work with few flaws; needed feedback from teacher and other students to realize work did not meet standards; redid work to meet standards; made limited contribution of ideas to the work team and was slow to seek out and learn from other students; demonstrated knowledge of 87-94%; produced better-than-average portfolios.
CSemi-dependent Learner
Needed help to research, design and plan; relied on teacher and other students; must be given procedures for performing tasks; required help from teacher and other students to produce a quality product; needed help to evaluate product; final product still not up to standards; demonstrated knowledge with a grade of 80-86%; produced average portfolios.
FFailure
Did not complete projects; if projects were completed, they were of such low quality that they did not pass; failed to document procedures followed; did not show criteria for determining quality; demonstrated knowledge with a grade below 80%; produced poor portfolios or none at all.
The grading scale for the course is as follows:
100100A+92-94B+85-86 C+
101101A89-91B82-84 C
95-96A-87-88B-80-81C-
Students will be assessed as follows:
Classroom Assessment StrategyDescriptionPercent
Daily ParticipationAttendance, class behavior, participation in class work5
and general attitude
Daily WorkQuality of self and group evaluations, reactions, 15
explanations of processes, and other daily assignments
ProjectsQuality of written and oral presentations; projects related25
to worksite and/or classroom activities
Tests/QuizzesQuality of concept knowledge through end-of-unit and20
end-of-project tests and periodic quizzes
Final ProjectQuality of portfolio of best work (creativity, project, content,20
presentation, knowledge)
Final AssessmentQuality of concept knowledge through end of quarter15
and end of year assessment