Standard 9: Career Education and Consumer, Family, and Life Skills

 

Standard 9.1:     (career AND TECHNICAL EDUCATION)     All Students will develop career awareness AND PLANNING, EMPLOYABILITY SKILLS, AND FOUNDATIONAL KNOWLEDGE NECESSARY FOR SUCCESS IN THE WORKPLACE. 

 

Descriptive Statement:  All students will explore career opportunities and make informed choices based on aptitudes and interests.  Students will identify and pursue career goals, apply communications skills in work-relevant situations, demonstrate the ability to combine ideas or information in new ways, make connections between unrelated ideas, organize and present information, and allocate financial and other resources efficiently and effectively.  Students will identify and use various print and non-print resources in the home, school, and community to seek and plan for employment.  They will be able to use the job application process, including resumes, forms, and interviews.

 

Career and technical education, formerly called practical arts, is the application of life, academic, and occupational skills demonstrated by student-centered experiences in courses related to the sixteen States’ Career Clusters.  The intent at the elementary and middle school levels is to prepare all students for the option of further study in career and technical education at the high school level.  These courses typically include business education, family and consumer sciences, and other courses related to careers and life skills. Career and technical education programs establish necessary pathways for secondary vocational-technical education programs, entering the world of work, continuing education (such as college, post secondary vocational-technical education, specialized certification and/or registered apprenticeships), and lifelong learning.

 

Those students electing courses in career and technical education should demonstrate both teamwork and problem-solving skills through a structured learning experience.  This could consist of an experiential, supervised educational activity designed to provide students with exposure to the requirements and responsibilities of specific job titles or job groupings, and to assist them in gaining employment skills and making career and educational choices.  The experience may be either paid or unpaid, depending on the type of activities in which the student is involved.   Examples include, but are not limited to:  apprenticeships, community service, cooperative education, internships, job shadowing, school-based experiences, vocational student organizations, paid employment, and volunteer activities.  Structured learning experiences must meet all state and federal child labor laws and regulations.

 

 

Cumulative Progress Indicators

 

By the end of Grade 4, students will:

 

A.     Career Awareness and Planning

 1.         Describe various life roles and work-related activities in the home, community, and school.

 2.         Identify abilities and skills associated with various careers.

 3.         Identify reasons people work and how work habits impact the quality of one’s work.

 

B.     Employability Skills

1.           Describe and demonstrate the importance of personal and interpersonal skills.

2.           Identify positive work habits and attitudes necessary for home, community, and school.

3.           Identify reasons for working as part of a team.

 

 

STANDARD 9.2 (CONSUMER, FAMILY, AND LIFE SKILLS) ALL STUDENTS WILL DEMONSTRATE CRITICAL LIFE SKILLS IN ORDER TO BE FUNCTIONAL  MEMBERS OF SOCIETY.

 

Descriptive Statement:  All students need to develop consumer, family, and life skills necessary to be functioning members of society.  All students will develop original thoughts and ideas, think creatively, develop habits of inquiry, and take intellectual and performance risks.  They will recognize problems, devise a variety of ways to solve these problems, analyze the potential advantages and disadvantages of each alternative, and evaluate the effectiveness of the method ultimately selected.  Students will understand the components of financial education and make economic choices. Students will demonstrate self-awareness and the ability to respond constructively to criticism and potential conflict.  In addition, students will work collaboratively with a variety of groups and demonstrate the essential components of character development and ethics, including trustworthiness, responsibility, respect, fairness, caring, and citizenship.  Students apply principles of resource management and skills that promote personal and professional well-being.  Wellness, nutrition, child development, and human relationships are an important part of consumer, family, and life skills.  However, wellness, nutrition, and human relationship cumulative progress indicators are not listed here as it would duplicate those in Comprehensive Health and Physical Education Standards. 

 

 

Cumulative Progress Indicators

 

By the end of Grade 4, students will: 

 

A.     Critical Thinking

 1.         Recognize and define a problem.

 2.         Plan and follow steps to make choices and decisions.

 3.         Identify and access print and non-print resources that can be used to help solve problems.

 4.         Demonstrate brainstorming skills.

 

B.     Self-Management

 1.         Demonstrate an understanding of the relationship between personal behavior and self-image.

 2.      Recognize and build upon personal strengths.

 3.         Accept criticism and respond constructively.

 4.         Recognize personal likes and dislikes.

 5.         Demonstrate steps to deal with stress and conflict.

 

C.     Interpersonal Communication

 1.         Develop positive social skills to interact with others.

 2.         Select and use language appropriate to the situation.

 3.         Develop skills for accepting self and others through awareness of different cultures, lifestyles, and attitudes.

 4.         Practice steps for effective conflict resolution.

 5.         Work cooperatively with others to accomplish a task.

 

D.    Character Development and Ethics

 1.         Demonstrate character traits that are important in day-to-day activities in the home, school, and community such as trust, responsibility, respect, fairness, caring, and citizenship.

 2.         Conduct a cooperative activity or project that addresses a character trait.

 3.         Identify ethical behaviors in the home, school, and community.

 4.         Explain a person’s responsibility to obey the laws and rules.

 

E.     Consumer and Personal Finance

 1.         Demonstrate a basic understanding of the value of money.

 2.         Identify various sources of money for personal spending.

 3.         Explore the relationship among wants, needs, and resources.

 4.         Understand that prices of goods and services can be compared to make decisions about purchases.

 5.         Explain how people can improve their ability to earn income by gaining new knowledge, skills, and experiences.

 6.         Describe how to earn and save money in order to purchase a desired item.

 

F.      Safety 

 1.         Identify common hazards associated with home, school, and community.

 2.         Explain how common hazards can be eliminated in the home, school, and community.

 3.         Describe and demonstrate the safe use of tools and equipment used at home and at school.

 

 

 

Link to Standard 9 Grade 5-8

 

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