NOTE: This document contains only the list of numbered standards for the Career Development curriculum Framework, as posted in the curriculum database on the NHEON website at
CAREER DEVELOPMENT Curriculum Framework
Introduction (click here)
K-12 Broad Goals for Career Development (click here)
References (click here)
Strand (click on strand title to view purpose statement and curriculum standards for each strand) / Curriculum Standard (click on number to view curriculum standard) / End-of-Grade 4 (click on number to view proficiency standards for this grade range) / End-of-Grade 8 (click on number to view proficiency standards for this grade range) / End-of-Grade 10 (click on number to view proficiency standards for this grade range) / End-of-Grade 12 (click on number to view proficiency standards for this grade range)- Core Educational Learning
1.2
1.3 / 1.1.4
1.2.4
1.3.4 / 1.1.8
1.2.8
1.3.8 / 1.1.10
1.2.10
1.3.10 / 1.1.12
1.2.12
1.3.12
- Individual / Social Learning
2.5 / 2.4.4
2.5.4 / 2.4.8
2.5.8 / 2.4.10
2.5.10 / 2.4.12
2.5.12
- Career Learning
3.7 / 3.6.4
3.7.4 / 3.6.8
3.7.8 / 3.6.10
3.7.10 / 3.6.12
3.7.12
FRAMEWORK:CAREER DEVELOPMENT
STRAND:CORE EDUCATIONAL LEARNING
Purpose. The area of core educational learning focuses on the acquisition of skills, attitudes, and knowledge that lead to success in school, good citizenship, and life-long learning. This learning helps individuals use the knowledge gained in school and elsewhere to analyze problems and propose solutions, communicate effectively, coordinate actions with others, employ mathematics as an effective tool in life, and become active participants in the learning process.
1.1Students will demonstrate a firm grounding in the interactive language processes of reading, writing, speaking, listening, and viewing, as well as the ability to use those skills to communicate effectively.
Career Development
Core Ed Learning – Curriculum Standard 1 – End-of-Grade 4 (1.1.4)
1.1.4.1Demonstrate effective study and information-seeking habits.
1.1.4.2Demonstrate the capacity to use a variety of basic reference tools, such as dictionaries, maps and globes, encyclopedias, newspapers, and magazines.
1.1.4.3Present ideas appropriately, including the use of visual techniques.
1.1.4.4Use appropriate forms of language to formulate and articulate effective oral and/or written responses.
1.1.4.5Demonstrate, using a variety of communication tools, an understanding of the various roles an individual may have (friend, student, worker, family member).
1.1.4.6Demonstrate the capacity to communicate constructively with peers and adults.
1.1.4.7Actively seek response, advice, and critique from others.
Career Development
Core Ed Learning – Curriculum Standard 1 – End-of-Grade 8 (1.1.8)
1.1.8.1Demonstrate the capacity to use a variety of tools, such as libraries, museums, technology, etc., to enhance learning.
1.1.8.2Demonstrate the capacity to compare, contrast, and use information presented in written, oral, audio-visual, and graphic forms.
1.1.8.3Distinguish facts from opinions in a variety of communication forms.
1.1.8.4Express ideas clearly and concisely.
1.1.8.5Recognize when an individual or group does not understand their message and respond appropriately.
1.1.8.6Communicate and work effectively with others as active participants and responsive listeners.
Career Development
Core Ed Learning – Curriculum Standard 1 – End-of-Grade 10 (1.1.10)
1.1.10.1Access information from multiple sources and information-retrieval systems.
1.1.10.2Distinguish between informative and persuasive messages.
1.1.10.3Demonstrate the ability to summarize ideas and information.
1.1.10.4Demonstrate the ability to use a variety of organizational structures such as cause and effect patterns, paraphrasing, and charts and graphs, to communicate ideas and information.
1.1.10.5Demonstrate the ability to effectively and logically support individual ideas.
1.1.10.6Use cross-referencing while gathering information.
1.1.10.7Credit sources and cite references appropriately.
1.1.10.8Recognize, evaluate, and respond appropriately to persuasive forms of communication.
Career Development
Core Ed Learning – Curriculum Standard 1 – End-of-Grade 12 (1.1.12)
1.1.12.1Utilize others’ critique as a resource in achieving goals.
1.1.12.2Demonstrate the ability to analyze how well evidence supports a conclusion or thesis.
1.1.12.3Present, explain, and defend positions, using visual aids when appropriate.
1.1.12.4Demonstrate the effective use of the conventions of English language in communications.
1.1.12.5Demonstrate the ability to adjust communication style and language so that it is appropriate to the situation, topic, purpose, and audience.
1.2Students will demonstrate a firm grounding in essential computational skills as well as strong problem-solving and reasoning abilities.
Career Development
Core Ed Learning – Curriculum Standard 2 – End-of-Grade 4 (1.2.4)
1.2.4.1Demonstrate an understanding of the basic mathematical operations of addition, subtraction, multiplication, and division.
1.2.4.2Describe steps needed to solve a problem.
1.2.4.3Demonstrate that a problem may be solved in more than one way.
1.2.4.4Identify patterns and relationships in computation and problem-solving.
1.2.4.5Use inductive reasoning to draw conclusions.
1.2.4.6Use models, known facts, properties, and relationships to explain their thinking.
Career Development
Core Ed Learning – Curriculum Standard 2 – End-of-Grade 8 (1.2.8)
1.2.8.1Select appropriate computational techniques to help solve problems and, if appropriate, use mental computation and estimation strategies to check the reasonableness of results.
1.2.8.2Describe the process used to solve a problem and apply the process to a new problem.
1.2.8.3Use problem solving in civic, social, and everyday settings.
1.2.8.4Identify when there is enough information to propose a solution to a problem.
1.2.8.5Identify the operating principles underlying a system (people, machines, processes) and evaluate the operation of a system.
1.2.8.6Use deductive reasoning and reasoning by analogy to solve problems.
Career Development
Core Ed Learning – Curriculum Standard 2 – End-of-Grade 10 (1.2.10)
1.2.10.1Perform the four basic mathematical operations with rational numbers.
1.2.10.2Identify the issues involved in making a decision or solving a problem.
1.2.10.3Gather and use appropriate materials and resources in making individual and career decisions, including printed materials, human resources, and information accessed through technology.
1.2.10.4Use logic to draw conclusions from available information.
1.2.10.5Develop a plan that reflects research and builds on relevant precedents.
1.2.10.6Evaluate an event or activity in terms of expressed purposes.
1.2.10.7Generalize rules or principles (underlying patterns and relationships) from a set of conclusions, objective data, written text or system’s review and apply those rules and principals to a new situation.
1.2.10.8Devise strategies for improving the performance of a system.
1.2.10.9Test the effectiveness of the strategies employed.
Career Development
Core Ed Learning – Curriculum Standard 2 – End-of-Grade 12 (1.2.12)
1.2.12.1Apply decision-making skills in a wide variety of situations.
1.2.12.2Analyze the design and management of a system.
1.2.12.3Develop a systemic plan and communicate the plan clearly.
1.2.12.4Develop and test strategies to optimize the performance of a system.
1.2.12.5Demonstrate how to analyze the interrelationships of events/ideas from several perspectives.
1.2.12.6Demonstrate skills necessary to function as a consumer and manage financial resources.
1.3Students will take an active role in their own learning.
Career Development
Core Ed Learning – Curriculum Standard 3 – End-of-Grade 4 (1.3.4)
1.3.4.1Self-monitor progress in achievement of tasks by setting time limits.
1.3.4.2Establish expectations for achievement and use evaluation tools.
1.3.4.3Demonstrate an understanding of the importance of observation, practice, effort and learning.
1.3.4.4Demonstrate self-direction in their learning and work.
Career Development
Core Ed Learning – Curriculum Standard 3 – End-of-Grade 8 (1.3.8)
1.3.8.1Establish learning goals around interests, abilities, and achievements.
1.3.8.2Plan activities to achieve learning goals.
1.3.8.3Monitor their own learning process and revise activities accordingly, considering strategies for improving academic skills.
1.3.8.4Identify and understand the impact of their preferred learning style on their ability to receive and process information.
1.3.8.5Devise a system, such as a flow chart or log, for keeping track of progress and goals, and adjust priorities to meet deadlines and manage time, according to this system.
1.3.8.6Demonstrate knowledge of school tasks that are similar to skills essential for job success.
Career Development
Core Ed Learning – Curriculum Standard 3 – End-of-Grade 10 (1.3.10)
1.3.10.1Independently identify resources and tools needed to achieve learning goals.
1.3.10.2Demonstrate an understanding of how courses of study relate to the selection of college majors, further training, and/or entry to the job market.
1.3.10.3Describe how skills developed in academic and vocational programs relate to career goals.
Career Development
Core Ed Learning – Curriculum Standard 3 – End-of-Grade 12 (1.3.12)
1.3.12.1Evaluate the processes used to achieve goals and improve the qualities of resulting products.
1.3.12.2Show evidence of effective time management.
FRAMEWORK:CAREER DEVELOPMENT
STRAND:INDIVIDUAL & SOCIAL LEARNING
Purpose – Individual & Social Learning encompasses self-understanding and the understanding of how to work with others. It recognizes, within all students, the ability to develop the social skills that enable them to interact positively and successfully in all settings. Success-enhancing behaviors, learned in conjunction with core educational and career concepts, benefit students’ development as responsible, self-directed citizens. This includes individual responsibility, dependability, integrity, respect for self and others, the ability to use communication skills and techniques to resolve conflicts, initiative, perseverance, work ethics, group and team skills, individual decision-making skills, an awareness of the connection between positive health habits and workplace success, and individual goal setting.
2.4The student will develop characteristics and behaviors necessary for success in school, work, and everyday settings.
Career Development
Individual/Social Learning – Curriculum Standard 4 – End-of-Grade 4 (2.4.4)
2.4.4.1Identify and appreciate individual characteristics and differences (i.e., likes, dislikes, interests, abilities, skills, etc.).
2.4.4.2Identify healthy ways of dealing with conflicts and stress.
2.4.4.3Demonstrate an awareness of how one is seen by others.
2.4.4.4Demonstrate positive attitudes about self.
2.4.4.5Demonstrate knowledge of good health habits.
2.4.4.6Identify the impact of individual behaviors.
2.4.4.7Describe how work can satisfy individual needs
Career Development
Individual/Social Learning – Curriculum Standard 4 – End-of-Grade 8 (2.4.8)
2.4.8.1Describe the individual concepts and interests that influence one’s decisions.
2.4.8.2Identify how experience influences attitudes, behaviors and aptitudes.
2.4.8.3Demonstrate an awareness of the importance of maintaining physical and emotional health.
Career Development
Individual/Social Learning – Curriculum Standard 4 – End-of-Grade 10 (2.4.10)
2.4.10.1Demonstrate the ability to use peer and adult feedback.
2.4.10.2Demonstrate an understanding of how individual characteristics relate to achieving individual, social, educational, and career goals.
2.4.10.3Demonstrate the importance of responsibility, dependability, punctuality and integrity in school, the workplace, and adult life.
2.4.10.4Demonstrate the ability to take leadership roles when appropriate.
2.4.10.5Apply decision-making skills to career planning and career transitions.
Career Development
Individual/Social Learning – Curriculum Standard 4 – End-of-Grade 12 (2.4.12)
2.4.12.1Demonstrate behaviors that maintain physical and emotional health.
2.4.12.2Demonstrate knowledge of how individuals grow and develop throughout their lives.
2.4.12.3Describe the contribution of work to a productive life.
2.4.12.4Demonstrate the ability to make decisions consistent with one’s own belief system.
2.5The student will demonstrate skills in working cooperatively / collaboratively with others.
Career Development
Individual/Social Learning – Curriculum Standard 5 – End-of-Grade 4 (2.5.4)
2.5.4.1Demonstrate the ability to participate in forming a team and identifying a common goal.
2.5.4.2Work toward a common goal as a member of a team.
2.5.4.3Identify and practice the skills needed to resolve conflicts with other people.
2.5.4.4Demonstrate an understanding of, appreciation for, and sensitivity to a multicultural world.
2.5.4.5Demonstrate how to express feelings, reactions, and ideas in an appropriate manner.
Career Development
Individual/Social Learning – Curriculum Standard 5 – End-of-Grade 8 (2.5.8)
2.5.8.1Demonstrate skills in working cooperatively/collaboratively with others.
2.5.8.2Identify and demonstrate team skills that lead to the successful accomplishment of a common goal.
2.5.8.3Identify sources and effects of peer pressure.
2.5.8.4Demonstrate the ability to work with people who are different from oneself (race, age, gender).
2.5.8.5Demonstrate tolerance and respect in interpersonal and group situations.
2.5.8.6Demonstrate the ability to present facts that support opinion, to listen to dissenting points of view, and to reach a shared decision.
2.5.8.7Provide honest and helpful feedback to others in a group project.
Career Development
Individual/Social Learning – Curriculum Standard 5 – End-of-Grade 10 (2.5.10)
2.5.10.1Demonstrate confidence and positive self-concept in beginning work-related experiences, practice or actual.
2.5.10.2Demonstrate the ability to lead others as well as to support the leadership of a team.
2.5.10.3Develop the ability to use constructive criticism.
Career Development
Individual/Social Learning – Curriculum Standard 5 – End-of-Grade 12 (2.5.12)
2.5.12.1Demonstrate consistent, responsive and caring behavior.
2.5.12.2Demonstrate the ability respect the rights of, and accept responsibility for, self and others.
2.5.12.3Demonstrate effective and flexible team skills as team member or leader.
FRAMEWORK:CAREER DEVELOPMENT
STRAND:CAREER LEARNING
Purpose – The major goal of Career Learning is to prepare students to take responsibility for their own futures. Through career learning, students will be better able to take advantage of workplace opportunities and adapt to changing needs of local, national, and international economies. Through better recognition of individual abilities and how they relate to the world of work, students will acquire skills necessary for adult life. Career Learning helps students to better understand themselves and their world as they progress through the educational environment and transition to adult life.
3.6Students will acquire the knowledge, attitudes, and skills to make a successful transition from school to the world of work and adult life.
Career Development
Career Learning – Curriculum Standard 6 – End-of-Grade 4 (3.6.4)
3.6.4.1Demonstrate an awareness and knowledge of the work of family members, school personnel, and community workers.
3.6.4.2Demonstrate the ability to obtain information about jobs from parents, relatives, adult friends and/or neighbors and share that information with classmates.
3.6.4.3Describe jobs that are present in the community or region.
3.6.4.4Demonstrate an understanding of how work is important to all people.
3.6.4.5Use media and technology to identify a variety of occupations.
Career Development
Career Learning – Curriculum Standard 6 – End-of-Grade 8 (3.6.8)
3.6.8.1Describe the importance of individual characteristics in getting and keeping a job.
3.6.8.2Describe how contributions of individuals both inside and outside the home are important.
3.6.8.3Use interest inventories to identify a number of occupational groups for exploration.
3.6.8.4Demonstrate an understanding of career clusters and career ladders.
3.6.8.5Explore the educational requirements of various occupations.
3.6.8.6Make decisions and set appropriate career goals.
Career Development
Career Learning – Curriculum Standard 6 – End-of-Grade 10 (3.6.10)
3.6.10.1Locate, evaluate and interpret career information.
3.6.10.2Identify and explain the rights and responsibilities of employers and employees.
3.6.10.3Demonstrate an understanding of how employers and employees organize to improve the quality of goods, services, and working conditions.
3.6.10.4Demonstrate the use of a range of resources to gather information about careers.
3.6.10.5Identify individuals in selected occupations as possible information sources, role models, or mentors.
3.6.10.6Consult with and observe adult role models at work to identify elements of their work and to determine the need for specific knowledge and skills.
3.6.10.7Demonstrate skills and behaviors necessary for a successful interview.
Career Development
Career Learning – Curriculum Standard 6 – End-of-Grade 12 (3.6.12)
3.6.12.1Use their analyses of role models to improve planning and implementation of projects.
3.6.12.2Explain the importance of the balance between work and leisure time.
3.6.12.3Demonstrate knowledge of how occupational skills and knowledge can be acquired through leisure activities.
3.6.12.4Explain how the changing workplace requires lifelong learning and upgrading of skills.
3.6.12.5Analyze the effects of the changing workplace on the individual, employers, workers, labor organizations, the economy, and society.
3.6.12.6Explain how employment opportunities relate to education and training.
3.6.12.7Demonstrate skills in preparing a resume and completing job applications.
3.6.12.8Describe the impact of factors such as population, economic and societal trends, and geographic location on occupational opportunities.
3.6.12.9Demonstrate an understanding of the ways in which work, family, and leisure roles are interrelated.
3.7Students will understand the relationship between individual qualities, education and training, and the world of work.
Career Development
Career Learning – Curriculum Standard 7 – End-of-Grade 4 (3.7.4)
3.7.4.1Identify individual qualities and relate them to successful completion of schoolwork.
3.7.4.2Develop a positive attitude toward learning.
3.7.4.3Develop a positive attitude toward work.
3.7.4.4Describe and demonstrate the importance of planning.
3.7.4.5Demonstrate appropriate safety practices in the school setting.
Career Development
Career Learning – Curriculum Standard 7 – End-of-Grade 8 (3.7.8)
3.7.8.1Explain the relationship between educational achievement and career planning.
3.7.8.2Describe, either orally, visually or in writing, how individual preferences and interests influence career choices and success.
3.7.8.3Describe individual skills required to fulfill different life roles.
3.7.8.4Demonstrate knowledge of the learning opportunities offered at the high school level.
3.7.8.5Develop an individual educational and career plan that integrates interests, abilities, and skills, supports the identification of one or more career pathways, and that includes tentative decisions and planning for high school and beyond.
3.7.8.6Employ appropriate safety practices related to the world of work.
Career Development
Career Learning – Curriculum Standard 7 – End-of-Grade 10 (3.7.10)
3.7.10.1Evaluate the relationship between their individual interests, abilities, and skills and achieving individual, social, educational, and career goals.
3.7.10.2Demonstrate a positive attitude toward work and learning.
3.7.10.3Review and update their individual educational and career plan based on progress, continued and changing development of interests, and an awareness of the importance of lifelong learning.
3.7.10.4Apply employability and job readiness skills to internship, mentoring, shadowing and/or other world-of-work related experiences.
3.7.10.5Demonstrate knowledge and application of safety standards to work setting.
Career Development
Career Learning – Curriculum Standard 7 – End-of-Grade 12 (3.7.12)
3.7.12.1Analyze the issue of gender equity and traditional and nontraditional occupations and how these relate to career choice and a positive workplace environment.
3.7.12.2Share and discuss their individual educational and career plan, including decisions to be implemented after high school.
3.7.12.3Display knowledge of the placement services available to assist the transition from high school to employment or the armed services.
3.7.12.4Identify the steps required for transition from high school to entry into postsecondary education, training, and/or employment.
3.7.12.5Apply job readiness skills to seek employment opportunities