Exploring Careers
Scope and Sequences
Cluster: Career Development: Middle School
Course Name: §127.3 Exploring Careers
Course Description: The career development process is unique to every person and evolves throughout one's life. Students will use decision-making and problem-solving skills for college and career planning. Students will explore valid, reliable educational and career information to learn more about themselves and their interests and abilities. Students integrate skills from academic subjects, information technology, and interpersonal communication to make informed decisions. This course is designed to guide students through the process of investigation and
the development of a college and career achievement plan. Students will use interest inventory software or other tools to explore areas of personal interest. Students will use this information to explore educational requirements for a variety of chosen career paths. Districts have the flexibility of offering career exploration knowledge and skills in a variety of instructional arrangements.
Course Requirements: This course is recommended for students in Grades 7-8. Students must have access to computers and the
Internet.
Equipment: None
Units of Study Knowledge and Skills Student Expectations Resources

I. World of Work

A. Introduction to career clusters

(1) The student explores personal interests and aptitudes as they relate to education and career planning.

(B) explore the career clusters as defined by the U.S. Department of
Education

• EC
• FSW
• LMCI/CAE
• LMCI/CCDVS
• LMCI/CIN
• LMCI/COC
• LMCI/CSN
• SWW
• TCYL
• Achieve Texas
www.achievetexas.org
• Career Clusters
www.careerclusters.org
• Vocational Information Center
www.khake.com/page2.html

B. Portfolio

(2) The student analyzes personal interests and aptitudes regarding education and career planning.

(A) create a personal career portfolio

• BLS
• CF
• LMCI/CIN
• LMCI/COC
• LMCI/CSN
• Quintessential Careers
www.quintcareers.com/job_search_
portfolio.html
• Teacher Tap
www.eduscapes.com/
tap/topic82.htm

(3) The student analyzes college and career opportunities.

(A) determine academic requirements for transition from one learning level to the next

C. Career awareness

(1) The student explores personal interests and aptitudes as they relate to education and career planning.

(B) explore the career clusters as defined by the U.S. Department of Education

• CF
• CSCC
• CSTIG
• CTSOs
• EC
• FSW
• LE
• LMCI/COC
• TCYL

 (4) The student evaluates skills for personal success.

(F) identify skills that can be transferable among a variety of careers

D. Decision

(4) The student evaluates skills for personal success.

(C) use a problem-solving model and critical-thinking skills to make informed decisions

• BLS
• CF
• CSCC
• CSTIG
• CTSOs
• EC
• FSW
• LE
• LMCI/COC
• LMCI/CIN
• LMCI/CSN
• SWW
• TCYL

 

(D) use effective time-management and goal-setting strategies

(2) The student analyzes personal interests and aptitudes regarding education and career planning.

(C) develop and analyze tables, charts, and graphs related to career interests

(3) The student analyzes college and career opportunities.

(A) determine academic requirements for transition from one learning level to the next

(E) demonstrate decision-making skills related to school and community issues, programs of study, and career planning

E. Workplace basic skills

(7) The student develops skills for professional success.

(E) explore and model characteristics necessary for professional success such as work ethics, integrity, dedication, perseverance, and the ability to interact with a diverse population

• CF
• CSCC
• CSTIG
• CTSOs
• EC
• LE
• LMCI/BNWB
• LMCI/COC
• LMCI/SW
• SWW
• The Career Key
www.careerkey.org/asp/career_
development/foundation_skills.asp
• Vocational Information Center -
Skills
www.khake.com/page3.html

F. How things have changed

 (2) The student analyzes personal interests and aptitudes regarding education and career planning.

(C) develop and analyze tables, charts, and graphs related to career interests

• CF
• EC
• LE
• LMCI/COC
• LMCI/STC
• LMCI/CSN
• LMCI/CIN
• LMCI/PPI
• SWW

(7) The student develops skills for professional success.

(A) demonstrate effective verbal, nonverbal, written, and electronic communication skills

G. Post-secondary options in high school

(3) The student analyzes college and career opportunities.

(B) explore opportunities for earning college credit in high school such as advanced placement courses, International Baccalaureate courses, dual credit, and local and statewide articulated credit

• LMCI/COC
• LMCI/CIN
• Local District Resources
• Local High School course catalog
• TechPrep www.techpreptexas.org

(E) demonstrate decision-making skills related to school and community issues, programs of study, and career planning

II. Personality, Interest, and Aptitude Assessments

A. Completion of personal assessments

(1) The student explores personal interests and aptitudes as they relate to education and career planning.

(A) complete, discuss, and analyze the results of personality, career interest, and aptitude assessments

• ASVAB Career Exploration
Program
www.asvabprogram.com
• TexasCARES
www.lmci.state.tx.us/shared/cares.a
sp
• Texas OSCAR - Occupation and
Skill Computer Assisted Researcher
www.ioscar.org/tx

B. Review of results

(1) The student explores personal interests and aptitudes as they relate to education and career planning.

(A) complete, discuss, and analyze the results of personality, career interest, and aptitude assessments

• ASVAB Career Exploration
Program
www.asvabprogram.com
• TexasCARES
www.lmci.state.tx.us/
shared/cares.asp
• Texas OSCAR - Occupation and
Skill Computer Assisted Researcher
www.ioscar.org/tx

 

(2) The student analyzes personal interests and aptitudes regarding education and career planning.

(C) develop and analyze tables, charts, and graphs related to career interests

C. Analysis of labor market information

(5) The student recognizes the impact of career choice on personal lifestyle.

(B) use appropriate resources to compare and contrast salaries and educational requirements of at least three careers in the student's interest area

• EC
• LMCI/CCDVS
• LMCI/LOACT
• Achieve Texas
www.achievetexas.org
• Career Clusters
www.careerclusters.org
• Labor Market and Career
Information
www.lmci.state.tx.us
• Occupational Outlook Handbook

(1) The student explores personal interests and aptitudes as they relate to education and career planning.

(C) summarize the career opportunities in a cluster of personal interest

• Career Clusters
www.careerclusters.org
• Labor Market and Career
Information
www.lmci.state.tx.us
• Occupational Outlook Handbook
www.bls.gov/oco
• O*Net online.onetcenter.org
• TexasCARES
www.lmci.state.tx.us/
shared/cares.asp
• Texas OSCAR - Occupation and
Skill Computer Assisted Researcher
www.ioscar.org/tx
• U.S. Bureau of Labor Statistics
www.bls.gov

(D) research current and emerging fields related to personal interest

(E) determine academic requirements in career fields related to personal interest areas

(F) explore how career choices impact the balance between personal and professional responsibilities

(G) research educational options and requirements using appropriate technology

D. Post-secondary assessments

(3) The student analyzes college and career opportunities.

(C) develop an awareness of financial aid, scholarships, and other sources of income to support postsecondary education

• LMCI/COC
• LMCI/CSN
• LMCI/CYC
• The ACT
www.actstudent.org/college/index.ht
ml
• ASVAB Career Exploration
Program
www.asvabprogram.com
• College Board
www.collegeboard.com
• TechPrep www.techpreptexas.org

(F) identify how performance on assessments such as the SAT®, ACT®, ASVAB®, and ACCUPLACER® impact personal academic and career goals

III. Career Cluster Project
A. Research
(1) The student explores personal interests and aptitudes as they relate to education and career planning. (B) explore the career clusters as defined by the U.S. Department of Education
• EC
• FSW
• LMCI/CAE
• LMCI/CCDVS
• LMCI/CIN
• LMCI/COC
• LMCI/CSN
• SWW
• TCYL
• Achieve Texas www.achievetexas.org
• Career Clusters www.careercluster.org
• Occupational Outlook Handbook www.bls.gov/oco
• O*Net  online.onetcenter.org
• Entrepreneur.com www.entrepreneur.com
• Mind Tools  www.mindtools.com
• TexasCARES www.lmci.state.tx.us/ shared/cares.asp
• Texas OSCAR - Occupation and
(C)  summarize the career opportunities in a cluster of personal interest
(D) research current and emerging fields related to personal interest
(G) research educational options and requirements using appropriate technology
(2) The student analyzes personal interests and aptitudes regarding education and career planning. (C)  develop and analyze tables, charts, and graphs related to career interests
(E) identify entrepreneurial opportunities within a field of personal interest
(3) The student analyzes college and career opportunities. (A) determine academic requirements for transition from one learning level to the next
(E) demonstrate decision-making skills related to school and community issues, programs of study, and career planning Skill Computer Assisted Researcher
www.ioscar.org/tx
• Vocational Information Center www.khake.com/page2.html
(4) The student evaluates skills for personal success. (D) use effective time-management and goal-setting strategies
(5) The student recognizes the impact of career choice on personal lifestyle. (B) use appropriate resources to compare and contrast salaries and educational requirements of at least three careers in the student's interest area
(C)  evaluate at least three career interests based on budget and salary expectations
(7) The student develops skills for
professional success.
(F) complete activities using project- and time-management techniques
B. Presentations
(2) The student analyzes personal interests and aptitudes regarding education and career planning. (B) make oral presentations that fulfill specific purposes, using appropriate technology • Mind Tools
www.mindtools.com
(7) The student develops skills for professional success. (A) demonstrate effective verbal, nonverbal, written, and electronic communication skills
IV. Budget and Personal Money Management
A. Building a budget
(5) The student recognizes the impact of career choice on personal lifestyle. (A) prepare a personal budget reflecting the student's desired • EC
• FSW
• LE
• LMCI/COC
• SWW
• TCYL
• Dictionary of Occupational Titles www.occupationalinfo.org
• Occupational Outlook Handbook www.bls.gov/oco
• O*Net  online.onetcenter.org
(B) use appropriate resources to compare and contrast salaries and educational requirements of at least three careers in the student's interest area
(C)  evaluate at least three career interests based on budget and salary expectations
(1) The student explores personal interests and aptitudes as they relate to education and career planning. (F) explore how career choices impact the balance between personal and professional responsibilities • Reality Check www.lmci.state.tx.us/ realitycheck
(2) The student analyzes personal interests and aptitudes regarding education and career planning. (C)  develop and analyze tables, charts, and graphs related to career interests
B. Lifestyle goals
(5) The student recognizes the impact of career choice on personal lifestyle. (A) prepare a personal budget reflecting the student's desired lifestyle • CF
• EC
• FSW
• LE
• LMCI/COC
• TCYL
• SWW
• Reality Check www.lmci.state.tx.us/ realitycheck
(1) The student explores personal interests and aptitudes as they relate to education and career planning. (F) explore how career choices impact the balance between personal and professional responsibilities
C. Alternative career options
("Plan B")
(1) The student explores personal interests and aptitudes as they relate to education and career planning. (F) explore how career choices impact the balance between personal and professional responsibilities • EC
• LMCI/CIN
• LMCI/COC
• LMCI/CSN
• LMCI/LOACT
• LMCI/WST
• Dictionary of Occupational Titles www.occupationalinfo.org
• Labor Market and Career Information www.lmci.state.tx.us
• Occupational Outlook Handbook www.bls.gov/oco
• O*Net  online.onetcenter.org
• Texas CARES  www.lmci.state.tx. us/shared/cares.asp
(5) The student recognizes the impact of career choice on personal lifestyle. (B) use appropriate resources to compare and contrast salaries and educational requirements of at least three careers in the student's interest area
(C)  evaluate at least three career interests based on budget and salary expectations
D. Banking options
1. Savings
2. Checking
3. Money market Savings
4. 401K
5. College savings

(6) The student demonstrates an
understanding of personal financial management.
(A) compare the advantages and disadvantages of different types of banking services • EC
• FSW
• LE
(B) simulate opening and maintaining different types of bank • LMCI/SW
• SWW
• Family Economics & Financial
Education  www.fefe.arizona.edu
• FDIC - Money Smart for Young Adults  www.fdic.gov/consumers/ consumer/moneysmart/young.html
• Hands On Banking Program www.handsonbanking.org/en
• Jump$tart  www.jumpstart.org
• NEFE High School Financial Planning Program hsfpp.nefe.org/home
(C)  simulate different methods of withdrawals and deposits
(D) reconcile bank statements, including fees and services
(3) The student analyzes college
and career opportunities.
(C)  develop an awareness of financial aid, scholarships, and other sources of income to support postsecondary education
E. Balancing a checkbook
(6) The student demonstrates an
understanding of personal financial management.
(C)  simulate different methods of withdrawals and deposits
(D) reconcile bank statements, including fees and services
F. Credit cards
(6) The student demonstrates an understanding of personal financial management. (A) compare the advantages and disadvantages of different types of banking services
(B) simulate opening and maintaining different types of bank
G. Retirement savings
(6) The student demonstrates an understanding of personal financial management. (A) compare the advantages and disadvantages of different types of banking services
V. Workplace Basics
A. Modeling workplace basics skills
(4) The student evaluates skills for personal success. (A) implement effective study skills for academic success • BLS
• BNWB
• CF
• CSCC
• CSTIG
• CTSOs
• EC
• FSW
• LE
• LMCI/COC
• LMCI/SW
• SWW
• The Career Key
(B) use interpersonal skills to facilitate effective teamwork
(C)  use a problem-solving model and critical-thinking skills to make informed decisions
(D) use effective time-management and goal-setting strategies
(E) effectively use information and communication technology tools
(F) identify skills that can be transferable among a variety of www.careerkey.org/
asp/career_development/foundation
_skills.asp
• Ethics Resource Center www.ethics.org
• FCCLA www.texasfccla.org
• Good Character.com www.goodcharacter.com/NFS/Scho olToWork.html
• How to Study  www.how-to- study.com
• How to Study www.howtostudy.org
• Mayo Clinic - Stress Management www.mayoclinic.com/health/stress- management/MY00435
• Mind Tools  www.mindtools.com
• Stress Management www.helpguide.org/mental/stress_ management_relief_coping.htm
• Stress Management Health Center www.webmd.com/balance/stress- management/stress-management- topic-overview
• Texas Work Prep LMS
www.texasworkprep.com
• Vocational Information Center - Skills www.khake.com/page3.html
(7) The student develops skills for professional success. (A) demonstrate effective verbal, nonverbal, written, and electronic communication skills
(C)  model characteristics of effective leadership, teamwork, and conflict management
(D) recognize the importance of a healthy lifestyle, including the ability to manage stress
(E) explore and model characteristics necessary for professional success such as work ethics, integrity, dedication, perseverance, and the ability to interact with a diverse population
B. Social networking
(7) The student develops skills for professional success. (B) evaluate the impact of positive and negative personal choices including use of electronic communications such as social networking sites
• CTSOs
• EC
• LE
• LMCI/COC
• LMCI/CSN
• LMCI/TJHG
• SWW
• Work in Texas www.workintexas.com
VI. Educational Planning
A. Exploring all levels of education
(1) The student explores personal interests and aptitudes as they relate to education and career planning. (G) research educational options and requirements using appropriate technology • CF
• EC
• LE
• LMCI/COC
• LMCI/CYC
• LMCI/CIN
• LMCI/CSN
• LMCI/STC
• LMCI/PPI
• SWW
• The ACT www.actstudent.org/college/index.h tml
• Local and District sources
• Off to College www.offtocollege.com/
• TechPrep  www.thecb.state.tx.us
• TexasCARES www.lmci.state.tx.us/shared/cares.a sp
• U.S. Community Colleges www.utexas.edu/world/comcol/state
/
• U.S. Universities www.utexas.edu/world/univ/state/
• Vocational Information Center www.khake.com/page2.html
(3) The student analyzes college and career opportunities. (A) determine academic requirements for transition from one learning level to the next
(B) explore opportunities for earning college credit in high school such as advanced placement courses, International Baccalaureate courses, dual credit, and local and statewide articulated credit
(D) discuss the impact of effective college and career planning
(E) demonstrate decision-making skills related to school and community issues, programs of study, and career planning
B. Financial aid
(3) The student analyzes college and career opportunities. (C)  develop an awareness of financial aid, scholarships, and other sources of income to support postsecondary education • EC
• LMCI/CIN
• LMCI/COC
• LMCI/STC
(6) The student demonstrates an understanding of personal financial management. (A) compare the advantages and disadvantages of different types of banking services
• Federal Student Aid www.fafsa.ed.gov
• Off to College www.offtocollege.com
• Smart Money www.smartmoney.com/personal- finance/college-planning/
• U.S. Department of Education www.ed.gov
C. Post-secondary goals
(1) The student explores personal interests and aptitudes as they relate to education and career planning. (G) research educational options and requirements using appropriate technology • EC
• LMCI/CIN
• LMCI/COC
• LMCI/CSN
• LMCI/CYC
• LMCI/PPI
• LMCI/STC
• The ACT www.actstudent.org/
college/index.html
• ASVAB Career Exploration Program www.asvabprogram.com
• CollegeBoard www.collegeboard.com www.collegeboard.com/student/testi ng/accuplacer
• Off to College www.offtocollege.com/
• TexasCARES www.lmci.state.tx.us/shared/cares.a sp
• U.S. Community Colleges www.utexas.edu/world/comcol/state
/
• U.S. Universities www.utexas.edu/world/univ/state/
(3) The student analyzes college and career opportunities. (A) determine academic requirements for transition from one learning level to the next
(F) identify how performance on assessments such as the SAT®, ACT®, ASVAB®, and ACCUPLACER® impact personal academic and career goals
(4) The student evaluates skills for personal success. (C)  use a problem-solving model and critical-thinking skills to make informed decisions
(D) use effective time-management and goal-setting strategies
(7) The student develops skills for professional success. (B) evaluate the impact of positive and negative personal choices including use of electronic communications such as social networking sites
(F) complete activities using project- and time-management techniques
D. High school graduation plan
(2) The student analyzes personal interests and aptitudes regarding education and career planning. (C)  develop and analyze tables, charts, and graphs related to career interests • EC
• LMCI/CIN
• LMCI/COC
• LMCI/CSN
• LMCI/STC
• High School Counselors
• Local and District Course
Catalogs
• TexasCARES www.lmci.state.tx.us/shared/cares.a sp
• Texas Higher Education Coordinating Board www.thecb.state.tx.us
(3) The student analyzes college and career opportunities. (A) determine academic requirements for transition from one learning level to the next
(B) explore opportunities for earning college credit in high school such as advanced placement courses, International Baccalaureate courses, dual credit, and local and statewide articulated credit
(4) The student evaluates skills for personal success. (C)  use a problem-solving model and critical-thinking skills to make informed decisions
(D) use effective time-management and goal-setting strategies
(7) The student develops skills for professional success. (D) recognize the importance of a healthy lifestyle, including the ability to manage stress
(F) complete activities using project- and time-management techniques
VII. Technology
A. Importance of technology within occupations (2) The student analyzes personal interests and aptitudes regarding education and career planning. (C)  develop and analyze tables, charts, and graphs related to career interests
• CF
• EC
• FSW
• LE
• LMCI/COC
• LMCI/CSN
• SWW
• Technical Career Skills jobsearchtech.about.com/od/techca reersskills/tp/TechSkills.htm
(D) determine the impact of technology on careers of personal
(4) The student evaluates skills for personal success. (E) effectively use information and communication technology tools
(F) identify skills that can be transferable among a variety of
(8) The student identifies and explores technical skills essential to careers in multiple occupations, including those that are high-skill, high-wage, or high-demand. (A) complete actual or virtual labs to simulate the technical skills required in various occupations
B. Relationship between occupations Examples: School system is more than teachers
1. Nurse
2. Computer technologist
3. Grounds keepers
4. Custodians
5. Maintenance workers
6. Cafeteria workers

(8) The student identifies and explores technical skills essential to careers in multiple occupations, including those that are high-skill, high-wage, or high-demand.
(B) analyze the relationship between various occupations, such as the relationship between interior design, architectural design, manufacturing, and construction on the industry of home building or the multiple occupations required for hospital administration • LMCI/COC
• Achieve Texas www.achievetexas.org
• Career Clusters www.careerclusters.org
• Occupational Outlook Handbook www.bls.gov/oco
• O*Net  online.onetcenter.org
• Vocational Information Center - Skills www.khake.com/page3.html
C. Case Studies Example: "What if nurses no longer existed?"
 
Resources: Books
BL
Building Life Skills, Goodheart-Willcox Company, 2003                                 1566378850
CF
Careers in Focus, Goodheart-Willcox, 2003   1566378826
CSCC Career Studies, Curriculum Caddy, CEV Multimedia, Ltd., 2004  1569186499
CSTIG Career Studies Teacher’s Instructional Guide, Curriculum Center for FCS, 2001  
CTSOs Career and Technical Student Organizations: Resources, Programs, and Projects  
EC Exploring Careers, Glencoe/McGraw-Hill Division,  2004     78456444
FSW From School to Work, Goodheart-Willcox Company, 2006   9781590705599
LE Learning for Earning, Goodheart-Willcox Company, 2006     9781590705513
LMCI Labor Market and Career Information
     LMCI/BNWB Beyond the Numbers: Workplace Basics
     LMCI/CAE Careers Are Everywhere
     LMCI/CCDVS Career Clusters Digital Video Show
     LMCI/CIN Career Investigation Newspaper
     LMCI/COC Career Orientation Curriculum
     LMCI/CSN Career Success Newspaper
SWW
Succeeding in the World of Work, Glencoe/McGraw-Hill Division, 2003 78280338
TCYL
Take Charge of Your Life!, Goodheart-Willcox Company, 2004  156637927X
   
Resources: Web Sites  
Achieve Texas http://www.achievetexas.org  
ASVAB Career Exploration Program http://www.asvabprogram.com  
Career Clusters http://www.careerclusters.org  
CollegeBoard http://www.collegeboard.com  
Dictionary of Occupational Titles http://www.occupationalinfo.org  
Entrepreneur.com http://www.entrepreneur.com  
Ethics Resource Center http://www.ethics.org  
Family Economics & Financial Education http://www.fefe.arizona.edu  
FCCLA http://www.texasfccla.org  
FDIC - Money Smart for Young Adults http://www.fdic.gov/consumers/consumer/moneysmart/young.html  
Federal Student Aid http://www.fafsa.ed.gov  
Good Character.com http://www.goodcharacter.com/NFS/SchoolToWork.html  
Hands On Banking Program http://www.handsonbanking.org/en  
How to Study http://http://www.how-to-study.com  
How to Study http://www.howtostudy.org  
Jump$tart http://www.jumpstart.org  
Labor Market and Career Information http://www.lmci.state.tx.us  
Mayo Clinic - Stress Management http://www.mayoclinic.com/health/stress-management/MY00435  
Mind Tools http://www.mindtools.com  
NEFE High School Financial Planning Program http://hsfpp.nefe.org/home  
O*Net http://online.onetcenter.org  
Occupational Outlook Handbook http://www.bls.gov/oco
Off to College http://www.offtocollege.com
Quintessential Careers http://www.quintcareers.com/job_search_portfolio.html
Reality Check http://www.lmci.state.tx.us/realitycheck
Smart Money http://www.smartmoney.com/personal-finance/college-planning
Stress Management http://www.helpguide.org/mental/stress_management_relief_coping.htm
Stress Management Health Center http://www.webmd.com/balance/stress-management/stress-management-topic-overview
Teacher Tap http://www.eduscapes.com/tap/topic82.htm
Technical Career Skills http://jobsearchtech.about.com/od/techcareersskills/tp/TechSkills.htm
TechPrep http://www.techpreptexas.org
Texas Higher Education Coordinating Board http://www.thecb.state.tx.us
Texas OSCAR - Occupation and Skill Computer Assisted Researcher http://www.ioscar.org/tx
Texas Work Prep LMS http://www.texasworkprep.com
TexasCARES http://www.lmci.state.tx.us/shared/cares.asp
The ACT http://www.actstudent.org/college/index.html
The Career Key http://www.careerkey.org/asp/career_development/foundation_skills.asp
U.S. Bureau of Labor Statistics http://www.bls.gov
U.S. Community Colleges http://www.utexas.edu/world/comcol/state
U.S. Department of Education http://www.ed.gov
U.S. Universities http://www.utexas.edu/world/univ/state
Vocational Information Center Career Exploration http://www.workintexas.comwww.khake.com/page2.html
Vocational Information Center Skills for Today's Workforce http://www.khake.com/page3.html
Work in Texas http://www.workintexas.com

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