College and Career Awareness

Instructional Guide 2025-2026

College and Career Awareness

Unit 1

Interest Aptitudes and Career Options

Suggested Pacing

One Month

Strands and Standards

Strand 1 Standards 1-5 Strand 4 Standard 3

Performance Objectives

●​ Career Assessment

Overarching Unit

Workplace Skills (Can be co-taught with WBL Facilitator and Counselor)

Suggested Pacing

Throughout the Course

Strands and Standards

Strand 2 Standards 1-5 Strand 4 Standard 3

Performance Objectives

●​ Insights and reflections related to the individual plan for College and Career Readiness (PCCR)

Unit 2

Career Clusters & Pathways

Suggested Pacing

a.​ Advanced Manufacturing & Engineering 5-8 Days b.​ Agriculture 3-5 Days c.​ Arts, Entertainment & Design 5-10 Days d.​ Business Management & Entrepreneurship 3-5 Days e.​ Construction 5-8 Days f.​ Digital Technology 5-10 Days

g.​ Education 3-5 Days h.​ Energy & Natural Resources 1-3 Days i.​ Financial Services 1-3 Days j.​ Health Science & Human Services 5-7 Days k.​ Hospitality, Events & Tourism 5-10 Days l.​ Marketing 3-5 Days m.​Public Service & Safety 1-3 Days n.​ Supply Chain & Transportation 3-5 Days

Strands and Standards

Strand 1 Standard 3

Performance Objectives

Minimum of: ●​ One Project-Based Learning Opportunity ●​ One Simulation ●​ Two Work-Based Learning Opportunities

Unit 3

CTSO

Suggested Pacing

Throughout Unit 2 2-4 Days for Simulated Competitive Event

Stands and Standards

Stand 3 Standards 1 & 2

Performance Objectives

●​ One Simulated CTSO Competitive Event ●​ Reflection on future impacts of participating in a CTSO

Unit 4

Plan for the Future (Co-Taught with Counselor)

Suggested Pacing

2-4 Days

Strands and Standards

Strand 4 Standards 1,2,3

Performance Objective

●​ Insights and Reflections for Plan for College and Career Readiness (PCCR)

DWSBA and Testing Window: (DWSBAs are found in the CSD CTE DWSBA Canvas Course) Pre-Assessment: Within the first two weeks of the semester. Post Assessment : Within the last two weeks of the semester. SALTA Extensions: ●​ Consider precision partnering or individualized work for PBL and simulation assignments. ●​ Allow a student to develop potential new projects for the cluster area lesson. ●​ Students develop lesson materials (graphic organizers, relevant articles, career brochures, etc.). ●​ Consider more involved projects: (for example) instead of the student making the pencil roll, allow the student to make a drawstring bag.

STRANDS AND STANDARDS COLLEGE AND CAREER AWARENESS

Learning that works for Utah CTE®

Course Description A course designed to increase awareness of college and career pathways through hands-on projects and Work Based Learning experiences such as career fairs, field studies, guest speakers, and/or job shadows. Based on interests, skills, and aptitudes, students will explore high school, postsecondary, and career opportunities to develop an individual Plan for College and Career Readiness (PCCR). Students will investigate high-skilled, in demand and/or emerging jobs in the Utah labor market while developing essential workplace skills for future academic and career goals.

Intended Grade Level

7 or 8

Core Code

39.01.00.00.001

License Area of Concentration

Elementary and/or Secondary Associate Level License Elementary and/or Secondary Professional Level License Must have one of the following endorsements:

Required Endorsement(s)

Endorsement 1 Endorsement 2 Endorsement 3 Endorsement 4 Endorsement 5 Endorsement 6 Endorsement 7 Endorsement 8 Endorsement 9 Endorsement 10 Endorsement 11

Agriculture (CTE/General)

Business & Marketing (CTE/General)

Business and Marketing, Basic

College and Career Awareness/Digital Literacy Family and Consumer Sciences (CTE/General) Family and Consumer Sciences, Basic Family and Consumer Sciences, Essentials

Health Science 6-8

Health Science, Introduction Medical Anatomy and Physiology

Technology

Updated: April 2025

COLLEGE AND CAREER AWARENESS

STRAND 1 Students will assess their interests and aptitudes and explore related career options based on current Career and Technical Education (CTE) Career Clusters and Pathways. (This strand will be incorporated throughout the course.) Standard 1 Explore the relationship of individual interests, skills, and aptitudes for future academic and career goals. • Complete an interest assessment to identify personal skill set (e.g. Keys to Success, YouScience) • Personal skill set is the combination of knowledge, personal qualities, and abilities developed through life experiences. • Identify individual interests, skills, and aptitudes in career selection. • Compare the relationship between education and training for future career options. • Investigate how career choices relate to aspirations and future standard of living. • Aspiration is hope of achieving something. • Standard of living is the degree of wealth or material comfort available to an individual. Standard 2 Explore and participate in the process of preparing to apply for an entry-level job in relation to future academic and career goals. • Entry-level job is a job that can be performed with minimal education or experience. • Career is a long-term job that requires advanced education or work experience that an individual builds towards over time. • Evaluate career availability based on the career outlook information (www.bls.gov, jobs.utah.gov, etc.) • Compare opportunities for traditional and nontraditional career choices. • Nontraditional careers are occupations for which individuals from one gender comprise less than 25% of the individuals employed in each such occupation (e.g. aviation, chefs, computer science, cosmetology, dental hygienist, engineering, welding, etc.) • Explain the impact of a digital footprint in job-seeking. • Digital footprint is the information about a particular person that exists on the Internet as a result of online activity. • Explore, participate, and explain job-seeking skills based on entry-level job requirements. • Evaluate a resume with effective elements. • Grammar/spelling error free • Appropriate contact information (name, email address, phone number) • Organized experience (job experience, community service, leadership, etc.) • Skills (workplace skills, computer skills, certifications, etc.) • Participate in a mock interview. • Mock interview is a practice interview that allows the interviewee to create effective responses, work on nonverbal communication skills, and become familiar with interview settings. • Research and prepare responses to common interview questions. • Prepare questions to ask the interviewer (e.g. position responsibilities, benefits, opportunities within company, company environment, etc.) • Research appropriate attire for mock interview. • Identify different interview settings (e.g. face-to-face, group, video conference, phone call, lunch/ dinner meeting, etc.) • Interest is wanting to know or learn about something. • Skills are a learned ability to do well in something. • Aptitude is a natural ability to do something.

2]Page

REVISED: MAY 2023

COLLEGE AND CAREER AWARENESS

• Explain the steps to take after an interview (e.g. write a thank you email, appropriate time to follow-up, etc.) • Participate in a variety of Work-Based Learning experiences (e.g. guest speakers, field studies, job shadows, and career fairs.) • Identify potential career opportunities offered with each Work-Based Learning experience. • Identify future Work-Based Learning opportunities that align to individual career interests (e.g. high school level courses, postsecondary level course, internships, apprenticeships, etc.) Standard 3 Explore the current Utah Career Clusters and Pathways using project-based learning and simulations and discuss academic content and skills required for specific career pathways. • Career cluster is a group of careers and industries that are related by skills or products. • Career pathway is a collection of corresponding courses that prepare students for a given career. • Investigate current Utah Career Clusters offered through Career and Technical Education (CTE). • Agriculture, Food & Natural Resources • Architecture & Construction • Arts, Audio/Visual Technology & Communication • Business, Finance, & Marketing • Computer Science & Information Technology • Education Training • Engineering & Technology • Health Science • Hospitality & Tourism • Human Services • Law, Public Safety, Correction & Security • Manufacturing • Transportation, Distribution & Logistics • Discuss academic content knowledge and skills related to career pathways. Standard 4 Identify the courses outlined on a career pathway and compare the requirements for a CTE pathway concentrator and a CTE pathway completer and identify pathways available to students. • Supporting courses are suggested courses to help students gain additional knowledge and skills within a pathway. • Explorer courses are courses designed for Grade 9 and 10 to allow students to find out what they like and dislike. • Concentrator courses are courses unique to a specific career pathway. • CTE pathway concentrator is a student who has completed at least two courses, with at least one concentrator course, in a specific CTE pathway. • CTE pathway completer is a student who has met all requirements of a CTE pathway by completing 3.0 credits with one course being a concentrator course. • Identify career pathway(s) available at local high school(s). • Identify supporting, concentrator, and completer courses for career pathway interests. Standard 5 Define and identify postsecondary education and training opportunities through Utah technical colleges, community colleges, universities, and industries in addition to high school offerings through Career and Technical Education (CTE) courses.

3]Page

REVISED: MAY 2023

COLLEGE AND CAREER AWARENESS

Strand 1 Performance Objectives • Identify postsecondary education opportunities. • Technical college is a college that offer certificate programs to meet business and industry needs for technically skilled workers. • Community college is primarily a two-year public institution that grants certificates, diplomas, and associate degrees. • University is an institution that offers both undergraduate and graduate degrees. • Undergraduate degree is a degree at the first level of postsecondary education (e.g. Associate, Bachelor’s) • Graduate degree is an advanced academic degree in a specialized field of study (e.g. Masters, Doctorate) • Identify industry education opportunities. • Apprenticeship is an industry-driving, high-quality career pathway where employers can develop and prepare their future workforce and individuals can obtain paid work experience, classroom instruction, and a portable, nationally recognized credential. • Internship is high-quality experience where students are mentored by an employer for approximately 40 hours on site during one course to learn about a particular industry or occupation. • Job shadow is a structured career activity in which students follows an industry professional for a short time period to learn about a particular occupation or industry. • Identify the types of credentials earned at postsecondary and industry levels (e.g. certificate, license, Associate Degree, Bachelor’s Degree, Master’s Degree, Doctorate Degree). • Investigate postsecondary education and industry certification requirements for future career goals (e.g. apprenticeships, certifications, college degrees) • Students will participate in at least two Work-Based Learning opportunities (guest speakers, job shadows, career fairs, field studies) and provide an artifact for each experience. Artifact examples could include an oral presentation, webpage, job shadow reflection, interview, podcast, etc. (Utilize your LEA’s Work Based Learning Coordinator, if applicable, to help facilitate Work-Based Learning opportunities within the College and Career Awareness course.) STRAND 2 Students will develop, practice, and demonstrate academic content and workplace skills within the current Utah Career Clusters. (This strand will be incorporated throughout the course.) Standard 1 Reflect how developing workplace skills impacts academic and career success. • Identify the benefits of strong workplace skills. • Explain the negative consequences of underdeveloped workplace skills. Standard 2 • Identify, develop, and demonstrate personal characteristics that promote responsibility, dependability, productivity, high-quality work, and self-initiative. • Students will participate in at least one project-based learning opportunity to explore current Utah Career Clusters. (Project-based learning is where students learn by actively engaging in real-world and personally meaningful projects.) • Students will participate in at least one simulation opportunity to explore current Utah Career Clusters. (Simulation is a model that mimics the operation of an existing or proposed system, providing evidence for decision-making by being able to test different scenarios or process changes.)

4]Page

REVISED: MAY 2023

COLLEGE AND CAREER AWARENESS

• Identify personal characteristics. • Responsibility is being dependable, making good choices, and being accountable for your actions. • Dependability is consistently being on time, producing high-quality work, completing tasks on time, and doing what is right when unsupervised. • Productivity is effectively using time, energy, and attention to achieve a goal. • High-quality work is work that meets deadline requirements, completion of expectations, and presents accurate information. • Self-initiative is the ability to be independent, resourceful, and work without always being told what to do. • Develop personal characteristics. • Demonstrate regular and on-time attendance. • Meet deadlines and complete tasks on-time. • Exhibit self-motivation and self-discipline (i.e. can work and think independently). • Show respect for others (i.e. time, property, opinions, etc.) • Be responsible for own actions. • Demonstrate strong work ethic (i.e. grit, determination, dedication, perseverance, etc.) Standard 3 Explore different methods of communication. • Identify different methods of workplace communication. • Verbal (e.g. oral and written) • Nonverbal (e.g. body language, personal appearance, etc.) • Visual (e.g. charts, graphics, images, etc.) • Listening (e.g. active listening) • Compare personal and professional communication. • Evaluate the impact of technology on communication in the workplace. • Identify scenarios when different methods of communication would be used in the workplace (e.g. using video-conferencing instead of an in-person meeting for remote workers) • Compare how a technology method may be more effective depending on a situation (e.g. using a phone call to communicate over an email). • Practice technical reading and writing (e.g. diagrams, blueprints, how-to instructions or videos, documentation, etc.) Standard 4 Apply critical thinking and problem-solving techniques. • Apply critical thinking to solve a problem. • Understand the problem. • Identify the problem. • Explain what you know and what you need to know to create a solution. • Develop a problem statement. • Research the problem. • Gather relevant and accurate information from multiple sources and search engines. • Collaborate to share information and ideas. • Critically analyze possible solutions (e.g. consider multiple points of view) • Resolve the problem. • Determine the best solution. • Present the solution for feedback. • Evaluate the solution.

5]Page

REVISED: MAY 2023

COLLEGE AND CAREER AWARENESS

• Reflect on the process. • Identify improvements needed. • Summarize next steps. • Compare different types of problem-solving techniques (engineering design process, decision matrix, pros and cons, Define, Measure, Analyze, Improve and Control (DMAIC), etc.) Standard 5 Identify and demonstrate effective collaboration and teamwork skills. • Participate in different roles within a team (e.g. leader, administrative assistant, researcher, supplier, etc.) • Explain the benefits and drawbacks of working in a team. • Demonstrate collaboration skills (e.g. brainstorming, listening, constructive feedback, etc.) STRAND 3 Students will define, identify, and explore pathway connections of a variety of Career and Technical Student Organizations (CTSOs) including the benefits of CTSO membership. Standard 1 Students will identify the Utah approved CTSOs. • Career and Technical Student Organization (CTSO) is a student leadership organization that provides opportunities for students to learn and practice leadership, develop academic and technical skills, and community involvement. • Identify Utah approved CTSOs. (* indicates CTSO offers middle level events.) • DECA • Educators Rising* • FBLA* • FCCLA* • FFA* • HOSA* • SkillsUSA* • TSA* Standard 2 Students will identify the benefits of CTSO membership for progression in a future career pathway. • Identify which CTSO aligns to each Utah Career Pathway.

• Identify the benefits of participating in a CTSO. • Raises academic motivation and engagement • College opportunities and scholarships • Community service • Leadership and personal skill set development • Career networking and workplace skills • Resume enhancement • Travel

Strand 3 Performance Objectives

• Students will participate in at least one simulated CTSO competitive event. • Students will reflect on the process, experience, and future impacts of participating in a CTSO.

6]Page

REVISED: MAY 2023

COLLEGE AND CAREER AWARENESS

STRAND 4 Students will demonstrate stress management strategies, create a plan of study that leads to rigorous course taking patterns, and understand educational and financial opportunities and risks for future academic and career goals. (This strand would be appropriate for teacher/counselor collaboration.) Standard 1 Students will identify a variety of positive stress management strategies. • Stress is the physical, mental, or emotional response to life challenges, pressures, and changes. • Stressors are things or events that cause an individual stress. • Identify triggers and personal pressure that increase individual stress (e.g. family and friends, media and technology, school and work, extracurricular activities, etc.) • Stress management is using positive coping strategies to respond to physical and emotional stressors. • Demonstrate stress management strategies in variety of situations (e.g. group work, individual projects, etc.) Standard 2 Students will strengthen an individual Plan for College and Career Readiness (PCCR) connected to academic and career interests. • Complete a career assessment to identify potential career options related to interest assessment results (e.g. Keys to Success, YouScience). Please refer to Strand 1 Standard 1. • Create a rigorous program of study for middle/junior high school, high school, and one, two, or four-year postsecondary opportunities based on results from the individual career assessment. • Program of study is academic and career and technical content that prepares a student to make a successful transition to postsecondary and the workplace. • Evaluate the relationship between the individual Plan for College and Career Readiness (PCCR) and personal skill set identified in the career assessment results. • Personal skill set as the combination of knowledge, personal qualities, and abilities developed through life experiences. • Explore postsecondary admissions processes needed for future academic and career goals. • Identify requirements for admissions and scholarship applications (e.g. record of leadership roles, community service hours, extracurricular activities, academic achievements and awards). • Identify academic goals in relationship to Plan for College and Career Readiness (PCCR). Standard 3 Students will explore various financial opportunities and risks associated with future academic and career goals. • Savings is money an individual keeps to pay for things in the future. • Debt is spending more money than an individual has. • Tuition is the cost of postsecondary education. • Financial aid is money to help pay for postsecondary education including scholarships, grants, student loans, and work study. • Scholarships are money awarded based on academic and other achievements. • Grants are money given that does not have to be paid back. • Student loans are money borrowed by the student that must be paid back. • Work study is a way for students to earn money to pay for school by working part-time jobs. • Explore ways to avoid student loan debt. • Start saving as early as possible (e.g. Education Savings Account ESA, my529 Plan) • Apply for financial aid by completing the FAFSA (Free Application for Federal Student Aid) • Apply for scholarships

7]Page

REVISED: MAY 2023

COLLEGE AND CAREER AWARENESS

• Determine cost of future academic and career goals • Take courses with college credit (e.g. AP, IB, Concurrent Enrollment (CE), etc.) • Discuss the long-term impact of student loan debt. • Ability to purchase large items (e.g. house or car) • Personal relationships • Stress level Strand 4 Performance Objectives Students will begin to create a portfolio that includes: • A career assessment

• Insights and reflections (positive and negative) related to the individual process of middle/junior high school, high school, postsecondary, and career preparation aligned to individual Plan for College and Career Readiness (PCCR). Vocabulary List Strand 1 Strand 2

personal skill set

responsibility dependability productivity

interests

skills

aptitude aspiration

high-quality work

self-initiative

standard of living entry-level job

Strand 3

Career and Technical Student

career

Organization (CTSO)

nontraditional careers digital footprint mock interview career cluster career pathway supporting courses explorer courses concentrator courses CTE pathway concentrator CTE pathway completer Work-Based Learning (WBL)

Strand 4

stress

stressors

coping strategies stress management work-life balance program of study personal skill set

savings

debt

technical college community college

tuition

financial aid scholarship student loan work study grant

university

undergraduate degree

graduate degree

8]Page

REVISED: MAY 2023

Overarching Unit

Workplace Skills

PACING

KEY LANGUAGE USE(S)

●​ Throughout the course

INFORM EXPLAIN NARRATE

KEY STANDARD(S) Strand 2 : Students will develop, practice, and demonstrate academic content and workplace skills within the current Utah Career Clusters. Standard 1 : Reflect on how developing workplace skills impacts academic and career success. ● Identify the benefits of strong workplace skills. ● Explain the negative consequences of underdeveloped workplace skills. Standard 2 : Identify, develop, and demonstrate personal characteristics that promote responsibility, dependability, productivity, high-quality work, and self-initiative. ● Identify personal characteristics. ○ Responsibilit y is being dependable, making good choices, and being accountable for your actions. ○ Dependability is consistently being on time, producing high-quality work, completing tasks on time, and doing what is right when unsupervised. ○ Productivity is effectively using time, energy, and attention to achieve a goal. ○ High-quality work is work that meets deadline requirements, completes expectations, and presents accurate information. ○ Self-initiative is the ability to be independent, resourceful, and work without always being told what to do. ● Develop personal characteristics.

○ Demonstrate regular and on-time attendance. ○ Meet deadlines and complete tasks on time. ○ Exhibit self-motivation and self-discipline (i.e., can work and think independently). ○ Show respect for others (i.e., time, property, opinions, etc.) ○ Be responsible for your actions. ○ Demonstrate a strong work ethic (i.e,. grit, determination, dedication, perseverance, etc.)

Standard 3 : Explore different methods of communication.

● Identify different methods of workplace communication. ○ Verbal (e.g,. oral and written)

○ Nonverbal (e.g, body language, personal appearance, etc.) ○ Visual (e.g., charts, graphics, images, etc.) ○ Listening (e.g., active listening)

● Compare personal and professional communication. ● Evaluate the impact of technology on communication in the workplace. ○ Identify scenarios when different methods of communication would

be used in the workplace (e.g., using video-conferencing instead of an in-person meeting for remote workers) ○ Compare how a technology method may be more effective depending on a situation (e.g,. using a phone call to communicate over email). ○ Practice technical reading and writing (e.g., diagrams, blueprints, how-to instructions or videos, documentation, etc.)

Standard 4 : Apply critical thinking and problem-solving techniques. ● Apply critical thinking to solve a problem. ○ Understand the problem. ●​ Identify the problem.

●​ Explain what you know and what you need to know to create a solution. ●​ Develop a problem statement. ○ Research the problem. ●​ Gather relevant and accurate information from multiple sources and search engines. ●​ Collaborate to share information and ideas. ●​ Critically analyze possible solutions (e.g., consider multiple points of view) ○ Resolve the problem.

●​ Determine the best solution. ●​ Present the feedback solution. ○ Evaluate the solution. END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS I can identify the benefits of strong workplace skills. I can explain the negative consequences of underdeveloped workplace skills. I can identify and explain essential personal characteristics for the workplace. I can explain the different methods of communication. I can narrate how to use critical thinking and problem-solving skills to solve a problem. Performance Objective(s): Students will begin to create a portfolio that includes: ● A career assessment. ● Insights and reflections (positive and negative) related to the individual process of middle/junior high school, postsecondary, and career preparation aligned to the individual Plan for College and Career Readiness PCCR). SCAFFOLDING IN ACTION Skill Building ● Provide a graphic organizer ●​ Use a sequence chart to model the steps in solving a workplace conflict. ●​ Provide a claim-evidence-reasoning (CER) graphic organizer for students to write about why dependability is essential in the workplace, citing examples. ● Provide word banks ●​ Provide a word bank with workplace vocabulary (e.g., "initiative," "punctual," "feedback," "collaborate").

●​ Students use these terms in mock interviews or job shadowing reflections. ●​ Offer sentence starters like: "One example of dependability is..." or "A professional way to communicate is..." ● Provide an Annotated Model for Extended Writing/Speaking ●​ Give students a sample problem-solving response with annotations

highlighting how to introduce a problem, describe a solution, and evaluate outcomes. ●​ Highlight language features (e.g., transition words, formal tone) in professional emails or workplace memos for students to emulate. ● Allow students to use a mix of their home language and English. ●​ Allow students to brainstorm personal strengths in their home language before translating key ideas into English for a resume or personal statement. ●​ Use bilingual glossaries or paired discussions to bridge vocabulary across languages during critical thinking tasks. ● Provide discussion supports with sentence frames and word banks. ●​ Use sentence frames in class discussions, such as: ○​ “I believe _____ is important in the workplace because…” ○​ “One solution might be _____ because…” ●​ Encourage peer feedback using prompts like: “Can you explain why that’s a good solution?” ● Provide visual vocabulary cards to build content knowledge. ●​ Use image-supported flashcards to define traits like "productivity" or "self-initiative." ●​ Display cards with icons for verbal/nonverbal/visual/listening communication modes as reference tools during discussions or group work. ● Mock Interview: Engage the student in more student-teacher conversation or group the student with other advanced learners ready for more challenging dialogue. ● Job Shadow: Students lead discussions or ask questions about the job they are shadowing. ● Real World Problem-Solving Scenario: Have students provide extended responses/more detail s.

Extension

RESOURCES ●​ Mock Interviews- work with your work-based learning facilitator to bring in industry partners to mock interview the students using the district mock Interview questions. ●​ Job Shadow- have students shadow a relative for an hour and complete a reflection assignment that highlights the essential workplace skills required for the job. ●​ STEM Problem-Solving Projects: Have students develop solutions to real-world problems using the problem-solving steps. Suggested real-world problems could include, but are not limited to:

○​ Preventing soil erosion ○​ Growing food in a flood ○​ Overpopulation in a local city ○​ Creating Clean Water ○​ Cleaning up an oil spill ○​ Earthquake-resistant structures ○​ Creating a solar oven ○​ Stopping apple oxidation

* To plan a work-based learning experience for your students, contact your work-based learning facilitator.* VOCABULARY

●​ Responsibility ●​ Dependability

●​ Productivity ●​ High-Quality Work ●​ Self-Initiative

Interest Aptitudes and Career Options

Unit 1

PACING

KEY LANGUAGE USE(S)

●​ One Month

INFORM EXPLAIN

KEY STANDARD(S) Strand 1 : Students will assess their interests and aptitudes and explore related career options based on current Career and Technical (CTE) Career Clusters and Pathways. (This strand will be incorporated throughout the course.) Standard 1 : Explore the relationship of individual interests, skills, and aptitudes for future academic and career goals. ○​ Complete an interest assessment to identify your personal skill set (e.g., Keys to Success, You Science) ●​ A personal skill set is the combination of knowledge, personal qualities, and abilities developed through life experiences. ○​ Identify individual interests, skills, and aptitudes for career selection. ●​ Interest is wanting to know or learn about something. ●​ Skills are learned abilities to do well in something. ●​ Aptitude is a natural ability to do something. ○​ Compare the relationship between education and training for future career options. ○​ Investigate how career choices relate to aspirations and future standard of living. ●​ Aspiration is the hope of achieving something. ●​ The standard of living is the degree of wealth or material comfort available to an individual. Standard 2 : Explore and participate in the process of preparing to apply for an entry-level job, including future academic and career goals. ○​ An entry-level job is a job that can be performed with minimal education or experience. ○​ A career is a long-term job that requires advanced education or work experience that an individual builds towards over time. ○​ Evaluate career ability based on the career outlook information. (www.bls.gov.jobs.utah.gov, etc.) ○​ Compare opportunities for traditional and non-traditional career choices. ●​ Nontraditional careers are occupations for which individuals from one gender comprise less than 25% of the individuals employed in each such occupation (e.g. aviation, chefs, computer science, cosmetology, dental hygienist, engineering, welding, etc.) ●​ A digital footprint is the information about a particular person that exists on the internet as a result of online activity. ○​ Explore, participate, and explain job-seeking skills based on entry-level job requirements. ○​ Explain the impact of a digital footprint in job seeking.

●​ Evaluate a resume with effective elements. ○​ Grammar/spelling error-free

○​ Appropriate contact information (name, email address, phone number) ○​ Organized experience (job experience, community service, leadership, etc.) ○​ Skills (workplace skills, computer skills, certifications, etc.) ○​ A mock interview is a practice interview that allows the interviewee to create effective responses, work on nonverbal communication skills, and become familiar with interview settings. ○​ Research and prepare responses to common interview questions. ○​ Prepare questions to ask the interviewer (e.g., position responsibilities, benefits, opportunities with the company, company environment, etc.) ○​ Research appropriate attire for mock interviews. ○​ Identify different interview settings (e.g. face to face, group, video conference, phone call, lunch/dinner meeting, etc.) ●​ Explain the steps to take after an interview (e.g., write a thank you email, the appropriate time to follow up, etc.) ●​ Participate in a variety of Work Based Learning Experiences (e.g. guest speakers, field studies, job shadows, and career fairs.) ●​ Identify potential career opportunities offered with each Work-Based Learning experience. ○​ Identify future work-based learning opportunities that align with individual career interests (e.g., school-level courses, postsecondary-level courses, internships, apprenticeships, etc.) ●​ Participate in a Mock Interview.

Standard 4 : Identify the courses outlined on a career pathway and compare the requirements for a CTE pathway concentrator and a CTE pathway completer, and identify pathways available to students. ○​ Supporting courses are suggested courses to help students gain additional knowledge and skills within a pathway. ○​ Explorer courses are courses designed for Grades 9 and 10 to allow students to find out what they like and dislike. ○​ Concentrator courses are courses unique to a specific career pathway. ○​ A CTE pathway concentrator is a student who has completed at least two courses with at least one concentrator course in a specific pathway. ○​ A CTE pathway completer is a student who has met all requirements of a CTE pathway by completing 3.0 credits, with one course being a concentrator course. ○​ Identify career pathway(s) available at local high school(s). ○​ Identify sporting, concentrator, and complete courses for career pathway interests. Standard 5 : Define and identify post-secondary education and training opportunities through Utah technical colleges, community colleges, universities, and industries in addition to high school offerings through Career and Technical (CTE) courses. ○​ Identify postsecondary education opportunities.

●​ Technical College is a college that offers certificate programs to meet business and industry needs for technically skilled workers.

●​ Community college is primarily a two-year public institution that grants certificates, diplomas, and associate degrees. ●​ University is an institution that offers both undergraduate and graduate degrees. ○​ An undergraduate degree is a degree at the first level of postsecondary education (e.g., associate's, bachelor’s) ○​ A graduate degree is an advanced academic degree in a specialized field of study (e.g., Master’s, Doctorate) ●​ Identify industry education opportunities. ○​ Apprenticeship is an industry-driving, high-quality career pathway where employers can develop and prepare their future workers, and individuals can obtain paid work experience, classroom instruction, and a portable, nationally recognized credential. ○​ Internship is a high-quality experience where students are mentored by an employer for approximately 40 hours on-site during on course to learn about a particular industry or occupation. ○​ Job shadowing is a structured career activity in which students follow an industry professional for a short period to learn about a particular occupation or industry. ●​ Identify the types of credentials earned at post-secondary and industry levels (e.g., certificate, license, Associate Degree, Bachelor’s Degree, Master's Degree, Doctorate Degree). ●​ Investigate postsecondary education and industry certification requirements for future career goals (e.g,. apprenticeships, certifications, college degrees)

END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS ●​ I can identify and explain my interests, skills, aptitudes, and future academic and career goals. ●​ I can explain the process of preparing to apply for an entry-level job about future academic and career goals. ●​ I can identify the course outlined in a career pathway. ●​ I can explain the requirements of a CTE concentrator and a CTE pathway completer. ●​ I can identify and explain post-secondary education and training opportunities available through Utah Technical Colleges, Community Colleges, Universities, and Industries. Performance Objective(s) : ●​ Students will participate in at least two Work-Based Learning opportunities (guest speakers, job shadows, career fairs, field studies) and provide an artifact for each experience. SCAFFOLDING IN ACTION Skill Building Provide a graphic organizer.

●​ Career Path Mapping: Use a timeline graphic organizer to map the steps needed to reach a chosen career (e.g., education → certification → entry-level job). ●​ Mock Interview Reflection: After a mock interview, have students sequence what happened first, next, last. Then use a "Claim + Evidence" organizer to express what they learned or what went well. ●​ Job Application Process Chart: Use a step-by-step flowchart (identify job →

prepare resume → submit → interview → follow-up).

Provide word banks for writing/speaking tasks.

●​ Career Path Mapping: Use a timeline graphic organizer to map the steps needed to reach a chosen career (e.g., education → certification → entry-level job). ●​ Mock Interview Reflection: After a mock interview, have students sequence what happened first, next, last. Then use a "Claim + Evidence" organizer to express what they learned or what went well. ●​ Job Application Process Chart: Use a step-by-step flowchart (identify job → prepare resume → submit → interview → follow-up). ●​ Career Research Essay: Show a model essay highlighting transitions, topic sentences, career facts, and citations. ●​ Thank-You Email Model: Annotate with formal greetings, purpose statements, gratitude, and sign-off. ●​ CTE Goal Statement: Provide a sample with annotations showing how to state an aspiration, connect to a CTE pathway, and outline next steps. ●​ Bilingual Journals: Allow students to respond to interest assessments or career reflections using both languages. ●​ Partner Share: In pairs, allow one student to explain career goals first in their home language, then in English. ●​ Dual-Language Word Walls: Post key terms in English and students’ home languages. Allow opportunities for students to use a mix of their home language and English. Provide annotated models for extended writing or speaking.

Provide sentence frames and word banks for discussions.

●​ Career Comparison: Use sentence frames like: ​ “This career requires more training because…” ​ “I prefer ___ because it matches my skills in…” ​ ●​ Interview Role-Play: Sentence starters for mock interviews: ​ “In my last role, I…” ​ “I’m interested in this job because…”

Provide visual vocabulary cards to build content knowledge.

●​ CTE Pathway Cards: Include images, definitions, and examples for terms like “concentrator,” “completer,” and “certification.” ●​ Career Tools or Settings: Cards showing tools (e.g., welding torch, computer software) or environments (hospital, lab, construction site). ●​ Education Level Cards: Use visuals to represent technical colleges, community colleges, universities, apprenticeships, etc.

●​ Career Debate: Students take positions on topics like “Is college necessary for success?” or “Are nontraditional careers undervalued?” and defend them

Extension

using researched evidence. ●​ Personal Career Narrative: Students write or present a detailed narrative tracing how their interests, skills, and values connect to a future career—citing real job data or interview quotes. ●​ Digital Portfolio Creation: Students build a portfolio showcasing their resume, mock interview video, reflection essays, and research on postsecondary opportunities—adding detailed captions and rationales for each piece.

RESOURCES

●​ You Science ●​ Keys to Success ●​ Career One Stop ●​ My Next Move ●​ Utah Career Clusters and Pathways VOCABULARY ●​ Personal skill set ●​ Interests ●​ Skills aptitude ●​ Aspiration ●​ Standard of living ●​ Entry-level job ●​ Career ●​ Non-traditional careers

●​ Work-Based Learning (WBL) ●​ Career cluster ●​ Career pathway ●​ Supporting courses ●​ Explorer courses ●​ Concentrator courses ●​ CTE pathway concentrator ●​ CTE pathway completer ●​ Technical college ●​ Community college ●​ University ●​ Undergraduate degree ●​ Graduate degree

●​ Digital footprint ●​ Mock interview ●​ University ●​ Undergraduate degree ●​ Graduate degree

Advanced Manufacturing & Engineering

Unit 2 a

PACING

KEY LANGUAGE USE(S)

●​ 5-8 Class Periods

INFORM EXPLAIN ARGUE NARRATE

KEY STANDARD(S) Strand 1 : Students will assess their interests and aptitudes and explore related career options based on current Career and Technical Education (CTE) Career Clusters and Pathways. Standard 3 : Explore the current Utah Career Clusters and Pathways using project-based learning and simulations, and discuss academic content and skills required for specific pathways. ● A career cluster is a group of careers and industries that are related by skills or products. ● A career pathway is a collection of corresponding courses that prepare students for a given career. ● Investigate current Utah Career Clusters offered through Career and Technical Education (CTE). ○ Advanced Manufacturing & Engineering ● Discuss academic content knowledge and skills related to career pathways. I can identify career pathways found in the Advanced Manufacturing & Engineering career cluster. I can identify and explain several different careers related to the Advanced Manufacturing & Engineering career cluster. I can explain the essential skills a person would need to work in the industry of Advanced Manufacturing & Engineering. Performance Objective(s): ● Students will participate in at least one project-based learning opportunity to explore current Utah Career Clusters. (Project-based learning is where students learn by actively engaging in real-world and personally meaningful projects.) ● Students will participate in at least one simulation opportunity to explore current Utah Career Clusters. (Simulation is a model that mimics the operation of an existing or proposed system, providing evidence for decision-making by being able to test different scenarios or process changes.) SCAFFOLDING IN ACTION Skill Building ● Provide a graphic organizer. END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS

●​ Have students map out steps within a career pathway (e.g., education, certifications, experience). ​

●​ Use a sample like “Welder in Advanced Manufacturing” to model: ○​ First : Take the Intro to Manufacturing class. ○​ Next : Earn industry certification. ○​ Last : Enter an apprenticeship or postsecondary program. ● Provide a vocabulary word bank. ●​ Provide relevant vocabulary word banks for: ○​ Career clusters (e.g., Engineering, Manufacturing) ○​ Skills (e.g., collaborate, analyze, design) ●​ Sentence starters for opinion writing or speaking: ○​ “I believe ___ because ___.” ○​ “One skill needed for this career is ___.” ● Provide an annotated model. ●​ Share a sample student response with highlighted elements: ○​ Topic sentence ○​ Supporting details ○​ CTE vocabulary- Engineering and Manufacturing terms ○​ Transition words ● Provide sentence frames and discussion practice opportunities. ●​ Model using sentence frames in a Think-Pair-Share format: ○​ “A career in ___ interests me because ___.” ○​ “This pathway requires skills in ____, such as ___.” ● Provide visual vocabulary cards. ●​ Visual cards that include an image, definition, and the career cluster it relates to. ○​ Example: A gear image for “Mechanical Systems” → Advanced Manufacturing cluster.

●​ Career Pathway Project Fair

Extension

○​ Students research a Utah CTE career cluster (e.g., Advanced Manufacturing & Engineering) and create a trifold display , digital presentation , or video outlining: ■​ Careers in the cluster ■​ Required academic skills and certifications ■​ Education and training pathways ■​ Salary and job outlook ■​ Personal interest connection ○​ Have students interview a professional in a CTE-related career (in person, Zoom, or via email).

●​ CTE Career Interviews

○​ Prepare interview questions using sentence frames. ○​ Reflect on new insights gained about the pathway

●​ Design your own Pathway Map

○​ Students create a customized career roadmap showing: ​

■​ Interest inventory results ​

■​ Chosen career cluster/pathway ■​ CTE courses in middle and high school ■​ Postsecondary options (technical school, certifications, degrees) ■​ Skills to build in academics (e.g., algebra, writing, public speaking) ○​ Present students with a career-based challenge (e.g., "Design a tool for improving a manufacturing process"). ○​ Use group collaboration, role assignments, and reflection to explore real-world skills like prototyping, budgeting, teamwork, and presentation.

●​ Industry Simulation or Problem-Based Challenge

RESOURCES

●​ Spaghetti or Balsa Wood Bridge ●​ Global Positioning System Activities ●​ West Point Bridge Designer ●​ TinkerCAD Lessons ●​ Big Mouth Tumblewing Project

●​ Lego Hotel STEM Activity- Resources in the Teacher CCA Canvas Course ●​ Shop Tool Identification- Resources in the Teacher CCA Canvas Course ●​ Manufacturing assembly line activity to produce a paper airplane

VOCABULARY

●​ Engineering ●​ Mechanical Design ●​ Computer-Aided Design (CAD)

●​ Manufacturing ●​ Production ●​ Welding ●​ Machining

Additions Pathway Charts for Advanced Manufacturing & Engineering Engineering Manufacturing & Production Welding & Machining Review Career Fliers related to this career cluster

Unit 2 b

Agriculture

PACING

KEY LANGUAGE USE(S)

●​ 3-5 Class Periods

INFORM EXPLAIN ARGUE NARRATE

KEY STANDARD(S) Stand 1 : Students will assess their interests and aptitudes and explore related career options based on current Career and Technical Education (CTE) Career Clusters and Pathways. Standard 3 : Explore the current Utah Career Clusters and Pathways using project-based learning and simulations, and discuss academic content and skills required for specific pathways. ● Career cluster is a group of careers and industries that are related by skills or products. ● Career pathway is a collection of corresponding courses that prepare students for a given career. ● Investigate current Utah Career Clusters offered through Career and Technical Education (CTE). ○ Agriculture ● Discuss academic content knowledge and skills related to career pathways. I can identify and explain several different careers related to the Agriculture career cluster. I can explain the essential skills a person would need to work in the industry of Agriculture. I can explain the education requirements for several careers in the field of Agriculture. Performance Objective(s): ● Students will participate in at least one project-based learning opportunity to explore current Utah Career Clusters. (Project-based learning is where students learn by actively engaging in real-world and personally meaningful projects.) ● Students will participate in at least one simulation opportunity to explore current Utah Career Clusters. (Simulation is a model that mimics the operation of an existing or proposed system, providing evidence for decision-making by being able to test different scenarios or process changes.) SCAFFOLDING IN ACTION Skill Building ● Provide a graphic organizer. END OF UNIT COMPETENCY WITH LANGUAGE EXPECTATIONS I can identify career pathways found in the Agriculture career cluster.

●​ Have students map out steps within a career pathway (e.g., education, certifications, experience). ​

●​ Use a sample like “Animal Science Technician” to model: ○​ First : Take the Intro Agriculture Class.

○​ Next : Earn industry certification in Animal Science or Agricultural

Biotechnology. ○​ Last : Enter an apprenticeship or postsecondary program for Animal Science or Veterinary Technology.

● Provide a vocabulary word bank. ●​ Provide relevant vocabulary word banks for: ○​ Career clusters (e.g., Agriculture) ○​ Skills (e.g., collaborate, analyze, design) ●​ Sentence starters for opinion writing or speaking: ○​ “I believe ___ because ___.” ○​ “One skill needed for this career is ___.” ● Provide an annotated model. ●​ Share a sample student response with highlighted elements: ○​ Topic sentence ○​ Supporting details ○​ CTE vocabulary- Agricultural terms ○​ Transition words

● Provide sentence frames and discussion practice opportunities. ●​ Model using sentence frames in a Think-Pair-Share format: ○​ “A career in ___ interests me because ___.” ○​ “This pathway requires skills in ____, such as ___.” ● Provide visual vocabulary cards. ●​ Visual cards that include an image, definition, and the career cluster it relates to. ○​ A tractor image for “Agricultural Power & Technology” → Agriculture, Food & Natural Resources career cluster.

● Career Pathway Project Fair

Extension

○​ Students research a Utah CTE career cluster (e.g., Agriculture) and create a trifold display , digital presentation , or video outlining: ■​ Careers in the cluster ■​ Required academic skills and certifications ■​ Education and training pathways ■​ Salary and job outlook ■​ Personal interest connection ○​ Have students interview a professional in a CTE-related career (in person, Zoom, or via email).

●​ CTE Career Interviews

○​ Prepare interview questions using sentence frames. ○​ Reflect on new insights gained about the pathway

●​ Design your own Pathway Map

○​ Students create a customized career roadmap showing: ​

■​ Interest inventory results ■​ Chosen career cluster/pathway ■​ CTE courses in middle and high school ■​ Postsecondary options (technical school, certifications, degrees) ■​ Skills to build in academics (e.g., algebra, writing, public