| |
|
Orientation to Life and Careers
updated September 2005
COURSE SPECIFICATIONS
| Grade Levels: |
Suggested for grade 9 and up |
CIP Code: 19.0000 |
| Length of Course: |
One semester or two semesters |
APC Funding Level: $250/student |
| Credits: |
One credit per semester |
|
| Prerequisites: |
None |
|
ORIENTATION TO LIFE AND CAREERS addresses essential knowledge, skills, and behaviors all students need
to live successfully in today'ss world. A project-based approach
that utilizes higher order thinking, communication, leadership, and
management processes is recommended in order to integrate suggested
topics into the study
of life and careers. The focus of the course is on the
impact of today's choices on tomorrow's possibilities. Topics to
be
addressed include higher order thinking, communication, leadership, and
management
processes; exploration of personal aptitudes, interests, principles,
and
goals; life and career exploration and planning; examining multiple
life
roles and responsibilities as individuals and family members; planning
and
building employability skills; transferring school skills to life and
work;
decision making and organizational skills; and managing personal
resources.
The opportunity for ninth graders to develop Four-Year Course Plans can
be
included, based on local curriculum needs. Four-Year Plans
should be developed with counselor participation.
Personal and career portfolios should be developed or upgraded with the
cooperation
of others, especially the business technologies and/or language arts
teachers.
This is a foundational course designed to teach knowledge and life
skills that are essential for ALL high school students regardless of
their career cluster or pathway.
- One-semester
or two-semester course, one credit per semester
- A Core 40 elective
course
- An elective course
for Academic Honors and Technical Honors Diplomas
-
Indiana Academic Standards for
English/Language Arts and Mathematics and National Standards for
Family and
Consumer Sciences have been integrated into this course.
- One
of the six FACS
courses from which students may choose three to fulfill the required
Health
and Safety credit - see State Rule 511 IAC 6-7-6 (6)
- One
of the two courses from which schools must choose one to teach a
minimum of once every year in order to qualify for state vocational
funding - see State Rule
511 IAC 6.1-5.1-10.1 (c)
- A
vocationally licensed (CTE) family and consumer sciences teacher must
teach this course.
- This
course generates state vocational funding (APC) for schools with
approved FACS programs.
COURSE
RATIONALE
Students who are in
their early years of high school are becoming increasingly independent,
assuming ever greater responsibility for their day-to-day lives. They
are on the verge of making many critical decisions about family,
career, and community roles. Students who develop awareness of their
personal principles, standards, needs, aptitudes, and goals
and who learn to make choices based on these characteristics will
experience
greater satisfaction and success from their choices. These
decision-making skills can help minimize expensive, time-consuming, and
often painful trail-and-error methods for making life decisions. As students begin
their high school careers, it is important
for them to recognize that today's choices will influence tomorrow's
possibilities<>. In the ORIENTATION TO LIFE AND
CAREERS course they gain essential
skills in communication,
leadership, thinking, and management processes. They build and use
these
process skills as they develop life and career plans and as they learn
to
use personal resources to meet daily responsibilities. These skills
provide
a strong foundation for becoming independent, contributing, and
responsible
students, employees, family members, and citizens.
ACADEMIC
CONTENT STANDARDS
revised April 2005
Crosswalk to 1998 Standards
The
following measurable exit standards define what students should know
and be able to do at the end of the course. Academic standards do not
define a specific sequence for teaching and learning. While all content
standards and competencies should be addressed in some way, teaching
order and areas of emphasis will vary according to local needs. Content
standard #1 and competencies 1.1
through 1.5 form the foundation for the project-based approach
recommended
for implementing the remaining standards. This checklist format
facilitates
use by teachers and/or students for planning and reflecting on
achievement
of competencies.
Standard
1
Students
will integrate processes of thinking,
communication, leadership, and management in school, family, career,
and
community settings. |
| ___ OLC-1.1 |
Demonstrate
components of critical thinking, creative thinking, and reasoning. |
| ___ OLC-1.2 |
Evaluate
effective communication processes in school, family, career,
and community settings. |
| ___ OLC-1.3 |
Demonstrate
leadership that encourages
participation and respect for the ideas, perspectives, and
contributions
of group members. |
| ___ OLC-1.4 |
Apply
management, decision-making, and problem solving processes
to accomplish tasks and fulfill responsibilities. |
| ___ OLC-1.5 |
Examine
the interrelationships among thinking, communication, leadership, and
management processes to address family, community, and workplace issues. |
Standard
2
Students
will evaluate the
impact of today's choices on their future success. |
| ___ OLC-2.1 |
Utilize career
information and resources to conduct self-assessment, career
exploration, and
career planning processes. |
| ___ OLC-2.2 |
Explore and
determine personal aptitudes, traits, interests, principles, values,
attitudes,
priorities, goals, and desired lifestyle. |
| ___ OLC-2.3 |
Analyze skills and
knowledge needed to
define and achieve personal, school, family, and career goals. |
| ___ OLC-2.4 |
Analyze
skills for successfully integrating multiple life roles in school,
family,
career, and community settings. |
Standard
3
Students
will analyze selected
career paths in relation to their own aptitudes, interests, principles,
and
desired lifestyle. |
| ___ OLC-3.1 |
Determine
roles, functions, education, and training requirements of various
options
within a career cluster and related career pathways.
|
| ___ OLC-3.2 |
Explore career
options and opportunities for employment and entrepreneurial endeavors
for
selected career clusters and career pathways. |
| ___ OLC-3.3 |
Evaluate
selected jobs and career pathways for working conditions, benefits, and
opportunities for growth and change. |
| ___ OLC-3.4 |
Create
flexible career plans that incorporate the changing nature of work;
evolving
trends in labor markets, technology, society, and the economy; and
needs for
lifelong learning. |
| ___ OLC-3.5 |
Examine the impact of
selected careers
on desired lifestyles. |
| ___ OLC-3.6 |
Evaluate
high school four-year course plans, postsecondary education and
training plans,
and career plans in light of decisions about career paths and options |
Standard 4
Students
will develop basic
skills, tools, and personal qualities needed for success in school,
family,
career, and community settings. |
| ___ OLC-4.1 |
Demonstrate
self-management qualities
related to responsibility and work ethic (for example: attendance,
punctuality,
completion of work on time, focus, initiative, perseverance, striving
to do
one’s best). |
| ___ OLC-4.2 |
Demonstrate
habits of mind (for example: taking responsible risks, thinking and
communicating with clarity and precision, questioning and posing
problems,
thinking independently, applying past knowledge to new situations,
remaining
open to continuous learning). |
| ___ OLC-4.3 |
Apply
study skills and skills in reading, writing, mathematics, listening,
speaking
using technology, and self-assessment of quality. |
| ___ OLC-4.4 |
Demonstrate
the ability to apply adaptive, transferable, and job-related skills and
personal qualities in school, family, career, and community settings. |
| ___ OLC-4.5 |
Demonstrate respect
for multiple diversities
with sensitivity to anti-bias and equity in gender, age, race, culture,
ethnicity, socio-economic status, and exceptionalities. |
| ___ OLC-4.6 |
Demonstrate ability to develop and
maintain
high quality career portfolios and other documents and processes
necessary to
gain employment (for example: successful interviewing, resumes, job
application
forms, related correspondence). |
| ___ OLC-4.7 |
Develop a personal/professional network
to
assist in career exploration through a variety of experiences (for
example: job
shadowing, career study tours, guest speakers, career fairs, electronic
communications). |
Standard
5
Students
will demonstrate
management of their own resources to become independent, contributing,
and
responsible students, employees, and family members. |
| ___ OLC-5.1 |
Examine needs,
wants, principles, goals, and economic resources and their relationship
to
personal resource management. |
| ___ OLC-5.2 |
Demonstrate
financial literacy and money management strategies in areas of
budgeting,
income, spending, credit, savings, and investing. |
| ___ OLC-5.3 |
Create time
management systems and strategies to achieve goals. |
| ___ OLC-5.4 |
Manage individual and
family resources
to set standards, make choices, satisfy needs and wants, and reach
goals. |
| ___ OLC-5.5 |
Establish
wellness goals to maximize present and future health and peak
performance in
school, family, career, and community settings. |
| ___ OLC-5.6 |
Determine
and assume responsibility for maintaining standards of personal
appearance,
attire, and etiquette appropriate for specific settings. |
OLC TEACHER RESOURCES
Alissa Roberts,
Columbia City High School-October 2007
Dennis
Swender, Eastern High School-October
2007
|
|
Home