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Students will examine their knowledge of employability
skills as they complete a "Work Skills Checklist” in this Smart Choices
activity. |
Primary Learning Outcomes
What "employability "skills do I have? What "employability
"skills do I need?
Additional Learning Outcomes
Assessed QCC Standards:
Grade: 9-12
Guidance
A. Self Knowledge
1
Topic: Understanding the influence of a positive
self-concept.
Standard: -Identify and appreciate personal interests, abilities, and skills.
-Demonstrate the ability to use peer feedback. -Demonstrate an understanding of
how individual characteristics relate to achieving personal, social,
educational, and career goals. -Demonstrate an understanding of environmental
influences on one’s behavior. -Demonstrate an understanding of the relationship
between personal behavior and self-concept.
B. Educational and Occupational Exploration
4
Topic: Understanding the relationship between educational achievement and
career planning.
Standard: -Demonstrate how to apply academic and vocational skills to
personal interests. -Describe the relationship of academic and vocational skills
to personal interests. -Describe how skills developed in academic and vocational
programs relate to career goals. -Describe how education relates to the
selection of college majors, further training, and/or entry into the job market.
-Demonstrate transferable skills that can apply to a variety of occupations and
changing occupational requirements. -Describe how learning skills are required
in the workplace.
6
Topic: Skills to
locate, evaluate, and interpret career information.
Standard: -Describe the educational
requirements of various occupations. -Demonstrate use of a range of resources
(e.g., , handbooks, career materials, labor market information, and computerized
career information delivery systems). -Demonstrate knowledge of various
classification systems that categorize occupations and industries (e.g., ,
Dictionary of Occupational Titles). -Describe the concept of career ladders.
-Describe the advantages and disadvantages of self-employment as a career
option. -Identify individuals in selected occupations as possible information
resources, role models, or mentors. -Describe the influence of change in supply
and demand for workers in different occupations. -Identify how employment trends
relate to education and training. -Describe the impact of factors such as
population, climate, and geographic location on occupational
opportunities.
7
Topic: Skills to
prepare to seek, obtain, maintain, and change jobs.
Standard: -Demonstrate skills to locate,
interpret, and use information about job openings and opportunities.
-Demonstrate academic or vocational skills required for a full-time or part-time
job. -Demonstrate skills and behaviors necessary for a successful job interview.
-Demonstrate skills in preparing a resume and completing job applications.
-Identify specific job openings. -Demonstrate skills to assess occupational
opportunities (e.g., , working conditions, benefits, and opportunities for
change). -Describe placement services available to make the transition from high
school to civilian employment, the armed services or postsecondary
education/training. -Demonstrate an understanding that job opportunities often
require relocation. -Demonstrate skills necessary to function as a consumer and
manage financial resources.
8
Topic: Understanding how societal needs and functions influence the nature
and structure of work.
Standard: -Describe the effect of work on lifestyles. -Describe how society’s
needs and functions affect the supply of goods and services. -Describe how
occupational and industrial trends relate to training and employment.
-Demonstrate an understanding of the global economy and how it affects each
individual.
C. Career Planning
9
Topic: Skills to
make decisions.
Standard: -Demonstrate responsibility for making tentative educational and
occupational choices. -Identify alternatives in given decision making
situations. -Describe personal strengths and weaknesses in relationship to
postsecondary education/training requirements. -Identify appropriate choices
during high school that will lead to marketable skills for entry-level
employment or advanced training. -Identify and complete required steps toward
transition from high school to entry into post-secondary education/training
programs or work. -Identify steps to apply for and secure financial assistance
for postsecondary education and training.
12
Topic: Skills
in career planning.
Standard: -Demonstrate career plans that reflect the importance of lifelong
learning. -Demonstrate knowledge of postsecondary vocational and academic
programs. -Demonstrate knowledge that changes may require retraining and
upgrading of employees’ skills. -Describe school and community resources to
explore educational and occupational choices. -Describe the costs and benefits
of self-employment. -Demonstrate occupational skills developed through volunteer
experiences, part-time employment, or cooperative educational programs.
-Demonstrate skills necessary to compare education and job opportunities.
-Develop an individual career plan, updating information from earlier plans, and
including tentative decisions to be implemented after high school.
Procedures/Activities
Step:
1 Duration:
Have students complete the “Work Skills Checklist.” (The
checklist is designed to help students focus on areas that are important for
employment.)
Attachments for Step 1
Title: Work Skills Checklist FileName: Work Skills Checklist.doc
Description: An extensive
and detailed list of skills useful in researching, planning, acquiring and
keeping a job.
Step:
2 Duration:
Have students read through the items and place checks in the
columns to the right of each question. If students can already do the task, mark
“yes.” If they do not think they can do the task, mark “no.” If they are not
sure, mark “not sure.”
Step:
3 Duration:
Upon completion, have students indicate areas of
deficiency.
Materials and Equipment
“Work Skills Checklist” (on the following pages) Pencil or pen
Standards (Local and/or National)
Total Duration
1 hour
Technology Connection
Assessment
Students will be evaluated by their completion of the “Work
Skills Checklist” and identification of areas in which they need additional
help.
Extension
When areas are marked “no” or “not sure,” these items can be
looked upon as indicators where the individual student needs help. Referrals can
be made to teachers with expertise in these areas. Also units or activities can
be developed for those areas needing attention.
Remediation
Students with reading difficulties can work with a reading
partner. The “Work Skills Checklist” can be completed in several sessions.
Accommodation
Modification
For students with significant disabilities, what changes can
be made in instruction and teaching delivery to allow students to participate in
classroom instruction while working on IEP objectives and off grade level QCC
standards. Below are suggested modifications correlated to the procedures of
this lesson plan.
