| Big Ideas |
Reflecting on our preferences and skills helps us identify the steps we need to take to achieve our career goals. |
Career Education 8 |
No CCG |
|
| Content |
Life and Career Plan- graduation requirements
- role of mentors, family, community, school, and personal network in decision making
- influence of technology in learning and working
- workplace safety
- hazard evaluation and control
- rights and responsibilities of the worker
- emergency procedures
- role of community, school, personal network, and mentorship in career planning
|
Career Education 8 |
No CCG |
|
| Content |
Connections to Community- local and global needs and opportunities
- cultural and social awareness
- factors affecting types of jobs in the community
- career value of volunteering
|
Career Education 8 |
No CCG |
| Keyword: local and global needs and opportunities |
Elaboration: social justice, environmental stewardship, sustainability, effective use of resources, etc. |
|
| Content |
Personal Development- goal-setting strategies
- self-assessment for career research
- reflection
- project management
|
Career Education 8 |
No CCG |
| Keyword: self-assessment |
Elaboration: includes inventories of preferences, skills, personal attitudes values, and interests |
| Keyword: project management |
Elaboration: taking an idea, creating a plan (including timeline and resources), putting the plan into action, and reflecting on the process |
|
| Curricular Competency |
Apply decision-making strategies to a life, work, or community problem and adjust the strategies to adapt to new situations |
Career Education 8 |
No CCG |
|
| Curricular Competency |
Explore volunteer and other new learning experiences that stimulate entrepreneurial and innovative thinking |
Career Education 8 |
No CCG |
| Keyword: entrepreneurial |
Elaboration: taking risks in order to create opportunities |
| Keyword: innovative |
Elaboration: original, creative; taking an existing idea and making it better |
|
| Curricular Competency |
Apply a variety of research skills to expand their knowledge of diverse career possibilities and understand career clusters |
Career Education 8 |
No CCG |
| Keyword: research skills |
Elaboration: interviewing, investigating, exploring, experiencing, etc.; learning can come from memory, history, and story |
| Keyword: career clusters |
Elaboration: a group of careers that share common skills and training |
|
| Curricular Competency |
Question self and others about the role of family expectations and traditions, and of community needs in career choices |
Career Education 8 |
No CCG |
|
| Curricular Competency |
Appreciate the value of a network of resources and mentors to assist with career exploration |
Career Education 8 |
No CCG |
| Keyword: mentors |
Elaboration: include parents, teachers, elders, coaches, extended family, other adults, or peers |
|
| Curricular Competency |
Recognize the influence of curriculum choices and co-curricular activities on career paths |
Career Education 8 |
No CCG |
| Keyword: career paths |
Elaboration: include direct to work, apprenticeships, college, or university |
|
| Curricular Competency |
Set and achieve realistic learning goals with perseverance and resilience |
Career Education 8 |
No CCG |
|
| Curricular Competency |
Demonstrate safety skills and appreciate the importance of workplace safety |
Career Education 8 |
No CCG |
|
| Curricular Competency |
Recognize and explore diverse perspectives on how work contributes to our community and society |
Career Education 8 |
No CCG |
| Keyword: explore diverse perspectives |
Elaboration: question and challenge career perceptions and possible career paths and analyze the relationships between work, society, and the economy |
|
| Curricular Competency |
Demonstrate respect, collaboration, and inclusivity in working with others to solve problems |
Career Education 8 |
No CCG |
|
| Curricular Competency |
Recognize the impact of personal public identity in the world of work |
Career Education 8 |
No CCG |
| Keyword: personal public identity |
Elaboration: digital presence/footprint, diction, body language, representing self and communities |
|