Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions.
Key ideas are
identified by numbers (1).
Performance indicators are identified by bullets.
Sample tasks are identified by triangles (s).
1. Students will learn about the changing nature of the workplace, the value of work to society, and the connection of work to the achievement of personal goals.
Students:
This is evident,
for example, when students:
s classify hobbies, favorite
school subjects, interests, and special talents with their
relationship to working with people, information, or things*
s identify favorite school
subjects and special talents and relate them to specific
occupations*
s explain reasons why people
work, describe different occupations in their community,
including those in public service, and how
these occupations benefit others (e.g., firefighter, police
officer, pharmacist, attorney, teacher)
s identify long-range
personal goals and relate their attainment to successful
employment*
s identify common skills that
would be important for success in the workplace and relate them
to personal strengths and areas in need of improvement*
s describe nontraditional
career options and provide examples of how the roles of men and
women are changing in the home, workplace, and community (e.g.,
women in law enforcement and men in nursing)
s explain how global
competition and technology have changed three specific
occupations
s relate the negative impact
of unemployment to the health of the individual and the economy
in general.
Sample tasks appropriate for inclusion in a student’s career plan are followed by (*).
1. Students will learn about the changing nature of the workplace, the value of work to society, and the connection of work to the achievement of personal goals.
Students:
This is evident,
for example, when students:
s identify characteristics
and educational requirements of three career options, including
those considered nontraditional*
s reassess personal interests
and abilities and match them to career options*
s contrast the advantages and
disadvantages of working for someone else with owning a business
s reevaluate long-range
personal goals, including employment priorities such as salary,
working conditions, and status*
s explain the importance of
punctuality, dependability, integrity, and getting along with
others for success in a work environment
s work cooperatively in group
situations and analyze the importance of using collective
abilities in achieving group goals and objectives*
s explain through example how
work can influence an individual’s life style.
Sample tasks appropriate for inclusion in a student’s career plan are followed by (*).
1. Students will learn about the changing nature of the workplace, the value of work to society, and the connection of work to the achievement of personal goals.
Students:
This is evident,
for example, when students:
s reevaluate long-range
personal goals and match them to a career option*
s prepare a personal balance
sheet showing an inventory of acquired skills, qualities, and
experiences needed for successful employment in a career option*
s prepare a research paper
that contains:
-details of three specific jobs within the career option
-the education and/or training level and qualifications necessary
for entry-level/career-sustaining employment
-the number of job openings in the career option
-list of three postsecondary programs offering advanced
study/training in the career option
-entrepreneurial possibilities*
s develop resumes and letters
of application and demonstrate effective interviewing techniques
that could be used to gain entry into a career option*
s design a personal
school-to-work plan containing specific steps/activities toward
attainment of a career goal.*
Sample tasks appropriate for inclusion in a student’s career plan are followed by (*).