|Pillars of Student Success||
|Program Implementation||Program Grade-Level|
|Classroom Based||Grades 6-8|
|Program Concepts||Program Skills|
|Achievements, attitude, brand, career, career clusters, career mapping, career paths, communication, decline, education level, high-growth careers, interests, job application, job growth, job hunting, job interview, job outlook, logo, making a good impression, maps, personal brand, professionalism, references, reputation, skills, soft skills, tagline, teamwork, technical skills, transferable skills, work ethic||Analyze branding, analyze charts and graphs, analyze data from media, applying cause and effect, demonstrating cause and effect, evaluating and sorting options, group discussion, identifying personal skills, identifying strengths and weaknesses, logical reasoning, note taking, prediction, read for understanding, recognize patterns, recognize vocabulary, review results, role-playing, self-evaluation, teamwork, use art as self-expression|
Students learn that they have their own personal brand and that the brand they build today will reflect on them in the future. They examine well-known logos to learn how individuals and companies create their brands and build their reputations. They assess their personal characteristics to define their own brands and then develop logos to represent themselves.
Students are introduced to the 16 career clusters and the pathways through them. They take a career interest survey and learn about potential jobs within their preferred clusters. They share job information with other members of the class and discuss the importance of all jobs within a community.
Students learn about the importance of being aware of which fields are growing and which are declining when making decisions about their own careers. They play a game that introduces information about high-growth occupations.
Students see how early experiences can build transferable skills that contribute to future job success. They look at the lives of celebrities, focusing on the life experiences that led to their success. They learn about career maps by examining a sample and then create their own.
Students are introduced to the basics of looking, applying, and interviewing for a job. They play a game in which they must identify two truths and a myth about the job search process. They learn the fundamentals of creating a resume and engage in a simulation in which they identify appropriate skills for various jobs and decide on where to highlight those skills on a resume.
Students learn about the differences between technical and soft skills and why both are essential for getting and keeping a job. Students also complete a soft skills self-evaluation to determine which skills they already have and which they can work toward gaining. Finally, they role-play situations that require strong soft skills.