Grade 8 C&E

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
YHS Syllabi
Curriculum Brochures
Curriculum Maps
YHS Program of Studies
Maine Learning Results 

Office hours are 8:00 am to 4:00 pm. Monday through Friday, except holidays

Barbara Maling
Director of Curriculum and Instruction

Call Us:
 
207- 363-3403

Grade Eight Career and Education Development
Scope and Sequence


Students will be actively involved in learning experiences focused on:

Preparing for the Future
  • Complete World of Work survey
  • Identify and discuss necessities of the independent adult worker
  • Complete job profile activities
  • Education/Career Planning and Management
  • Identify and describe differences between job, occupation and career
  • Define and apply employment vocabulary
Research and report on the ideal job:
  • Create budgets and calculate costs of housing, transportation and other monthly expenses
  • Prioritize how income can be spent
  • Connect income charts and budgets reflecting lifestyles and career choices
  • Complete a job application
  • Balancing Responsibilities
Complete a resume
  • Discuss gender equity in employment and compensation
  • Examine effects of job loss and unemployment
  • Create a Circle of Life or timeline indicating potential family, work and educational events throughout a lifetime

YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT
SUBJECT AREA: CAREER AND EDUCATION DEVELOPMENT 
GRADE: 8

Content Standards
Performance Indicators
Performance Indicators
Assessment Tools
Reporting Tools
A. Learning About Self-Knowledge And Interpersonal Relationships: Students identify, demonstrate, analyze, and evaluate:self-knowledge related to interests, skills, work and school;positive personal traits, attitudes, beliefs, behaviors, habits of mind, and experiences that lead to success in school, work, and community;their ability to build and maintain a positive self-concept; andtheir ability to develop and recognize the positive interpersonal skills that effectively nfluence work and relationships with others..
A.1. SELF-KNOWLEDGE AND SELF-CONCEPT   
Students explain how interests, skills, habits of mind, and experiences support and maintain a positive self-concept.
Complete Interest Profile in the Choices Explorer section of Bridges.com website.
Analyze the results as they relate to career options.
Complete Myers-Briggs Personality Assessment and analyze results as they relate to various careers.
Investigate all aspects of possible career choices in the Occupational Outlook Handbook or Choices Explorer on the web.
Chart "Skills from A - Z"
Describe your skills
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings
A.2.  BELIEFS AND BEHAVIORS THAT LEAD TO SUCCESS  
Students analyze how positive and negative personal traits, choices about behaviors, and the belief that one can successfully complete tasks/goals affect success in school.
Complete worksheet "How School Relates to Work".
Demonstrate how behavior can effect achieving goals.
Reflect on your beliefs and personal traits when looking at career options.
Explain why some careers may not match your beliefs, values and goals.
Summarize how your career choice matches your personality.
Investigate on the internet the top jobs of the 21st Century.
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings
A.3. INTERPERSONAL SKILLS  Students demonstrate behaviors that reflect positiveinterpersonal skills and analyze how positive interpersonal skills lead to success in a variety of school, work, and community settings.
a.  Getting along with others
Interview an adult in an area of interest, and complete interview questions.
Analyze results and discuss with others results and conclusion.
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings
b.  Respecting diversity
Identify and recognize prejudices, discrimination and stereotyping in history, society, community, school and literature.
Discuss the shared experience of descrimination as it pertains to all types of prejudice.
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings
c. Working as a member of a team
Plan a budget in a process that is completed in teams.
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings
d. Managing conflict
Demonstrate how effort, persistence and hard work can positively affect school performance. Handout "How if School Like a Job".
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings
e. Accepting/Giving/Using Constructive Feedback
Develop skills to locate, understand, and use career information. Complete web based lesson on finding career information.

Respond to feedback on career interests and perceived matches by adults.
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings
f. Accepting Responsibility for personal behavior
Refer to Grade 8 Health Curriculum

Arrive at school/class punctually and prepared.

Participate in discussion by asking questions and listening.

Use plan book and binders to get organized.

Manage schedule and assignments.

Practice efficient time management; i.e., assignments completed on time.

Complete self-evaluations of tasks; i.e., rubrics.

Adhere to dress code.

Follow directions.

Respect authority.

Participate in cooperative learning groups.

Experiment in team building exercises.

Contribute in any group activities.

Navigate social interactions effectively.

Use planner to manage scheduled assignments, long-term assignments, special activities (band, student council).

Maintain personal belongings in an organized manner

Attend school on a regular basis

Participate in class/school-based activities.

Practice self-advocacy with Guidance and Teachers support.
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings
g. Demonstrating ethical behavior
Discuss ethical issues as they relate to careers.
Demonstrate understanding of appropriate use by complying with copyright laws and safety.

Refer to Grade 8 Health Curriculum.

Participate in and demonstrate effective behaviors and strategies as taught by the Center for Prevention and Hate Violence.

Participate in co-curricular Civil Rights Team as optional activity.

Practice self-advocacy with Guidance and Teachers support.
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings
h. Following established rules/etiquette for observing/listening
Execute internet etiquette at all time while researching career options.

Refer to Grade 8 Health Curriculum

Arrive at school/class punctually and prepared.

Participate in discussion by asking questions and listening.

Practice efficient time management; i.e., assignments completed on time.

Complete self-evaluations of tasks; i.e., rubrics.

Adhere to dress code.

Follow directions.

Respect authority.

Participate in cooperative learning groups.

Participate & Experiment in team building exercises through Outdoor Education Experience.

Contribute in any group activities.

Navigate social interactions effectively.

Practice self-advocacy with Guidance and Teachers support.
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings
i. Demonstrating safe behavior
Execute internet etiquette at all time while researching career options.

Refer to Grade 8 Health Curriculum.

Participate in classes on Internet Safety.

Demonstrate understanding of appropriate use by complying with copyright laws and safety.

Adhere to dress code.

Follow directions.

Respect authority.
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings
j. Dealing with peer pressure
Refer to Grade 8 Health Curriculum.

Participate in classes on Internet Safety.

Practice self-advocacy with Guidance and Teachers support.
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings
A.4. CAREER AND LIFE ROLES  Students develop and demonstrate positive strategies that aid in accomplishing tasks, creating balance among their career and life roles, and reducing stress.
a. Time management
Complete "Where does all the time go?".
Reflect on time management and career choice.
Complete the "So much to do and the time for me".
Identify and allocate leisure time hours.
Identify different leisure activities and positive or negative costs of each.
Discuss the differences in leisure time among the various occupational roles in class.
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings
b. Goal setting
Define long term and short term goals.
Design a chart of your long term and short term goals.
Explain the role of goals in relation to careers.
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings
c. Resource management
Create a list of people and community resources as they pertain to careers.
Discuss Teen Labor Laws
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings
B. Learning About And Exploring Education, Career And Life Roles: Students identify, demonstrate, analyze, and evaluate:an understanding of the relationship between education and work, especially how learning new skills and educational achievement lead to increased work options and success with personal career and life goals; andthe ability to identify and use education and career information for life-long learning to achieve success.
B.1. RELATIONSHIPS AMONG LEARNING, WORK, THE COMMUNITY, AND GLOBAL ECONOMY    
Students explain how educational achievement and lifelong learning lead to increased participation in school, work, community, and the world.
Discuss the concepts of budgeting: gross monthly income, net income, and basic deductions.
Calculate which housing, transportation, and other items and activities are appropriate to monthly income.
Create a monthly budget worksheet that balances income and expenses.
Discuss the cost of living expenses, the need to prioritize how money is spent, and the reality of not being able to purchase everything one wants.
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings
B.2. SKILLS FOR INDIVIDUAL/PERSONAL SUCCESS FOR THE 21ST CENTURY  
Students analyze their skills in relation to those that lead to learning and success in the classroom, and the achievement of school, work, career, and personal life goals.
a. Literacy skills
Use the new career vocabulary in class discussion.
Complete a resume.
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings
b. Numeracy
Apply decision-making and math skills.
Experience the impact of unexpected expenses or income through the chance cards.
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings
c. Critical thinking skills
Compare the different lifestyle and budget choices of the occupational roles.
Design a plan to find new employment for those affected by job loss.
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings
d. Infomation and communication technology (ICT) literacy.
Utilize internet resources to research and write a report on a career of interest.

Make connections to technology skills needed for success in the workplace
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings
e. Interpersonal skills
Arrive at school/class punctually and prepared.

Participate in discussion by asking questions and listening.

Adhere to dress code.

Follow directions.

Respect authority.

Participate in cooperative learning groups.

Participate & Experiment in team building exercises through Outdoor Education Experience.

Contribute in any group activities.

Navigate social interactions effectively.

Practice self-advocacy with Guidance and Teachers support.
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings
f. Other academic skills and knowledge
B.3. EDUCATION AND CAREER INFORMATION
Students locate and analyze the use of different types of resources, including occupational information and labor market information, to explore post-secondary education, training, and career choices.
Reflect upon results from "Choices Explorer".
Compare career choices while reading blogs and information in "Choices Explorer".
Hypothesize various career options.
Compare all aspects of the career options.
Explain a good career choice for you. Complete handout "My Career Choice".
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings
C. Learning To Make Decisions, Plan and Create Opportunities, And Make Meaningful Contributions:    
Students identify, demonstrate, analyze, and evaluate:the main components of the planning process;their ability to balance career college and citizenship roles;their ability to apply successful strategies for effective decision making;their ability to analyze the influence of diverse and changing societal and global economic needs on personal decision making, career and education planning/success.
C.1. THE PLANNING PROCESS   Students explain how the parts of theplanning process assist in the exploration of education and work opportunities, and serve as tools for setting short-term and long-term goals.
a. self-knowledge
Complete the "Circle of Life" or Timeline worksheet, indicating potential family, work and educational events throughout ones life.
Compare the Circle of Life or Timeline choices with other students.
Complete the "Think Again" worksheet, identifying the characteristics of the assigned work role and indicating the like or dislike for those characteristics.
Identify personal preferences of work characteristics and identify potentially satisfying occupation.
Discuss the correlations between personal work styles and occupations identified as potentially satisfying.
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings
b. looking for and creating personal career options
Complete research project on career choices and area of personal interest.
c. decision making skills
Use planner to manage scheduled assignments, long-term assignments, special activities (band, chorus, student council.
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings
C.2.  DECISION-MAKING  
Students compare and apply different models for decision making including the rational, intuitive, and consultative models for setting short-term and long-term goals in career and education.
Complete "Circle of Life" or Timeline worksheet indicating potential family, work, and educational events throughout ones life.
Compare "Circle of Life" or Timeline worksheet with other students.
Explore and identify an alternative job.
Research an ideal job choice.
Complete "What I Know About the Worls of Work" survey.
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings
C.3.  INFLUENCES ON DECISION MAKING  
Students identify behaviors that influence career and education decision making.
Identify transferrable skills based on job profile and personal experience.
Identify potential employment, based on education, skills and experience.
Complete job application.
Identify and discuss job recruitment strategies.
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings
C.4.  SOCIETAL NEEDS AND CHANGES THAT INFLUENCE WORKPLACE SUCCESS  Students identify and explain how diverse and changing societal and global needs,  including economic needs, influence personal decision making.
Identify five causes of job loss.
Discuss how job loss affects everyone in the community.
Identify six options for people who lose their jobs.
Complete the Man's Work or Woman's Work? worksheet.
Discuss the changes in the workplace and domestic roles of men and women in recent decades.
Complete the reflecting on . . . gender facts worksheet.
Use the new vocabulary in class discussion.
  • rubrics
  • tests
  • quizzes
  • projects
  • group work
  • work samples
  • portfolios
  • teacher feedback
  • report cards
  • progress reports
  • teacher web pages
  • emails
  • Power School
  • parent-teacher conferences
  • newsletters
  • informational meetings

469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.