Florida Department of Education
Curriculum Framework 

Course Title: 		Personal Development and Career Planning
Course Type: 	Orientation/Exploratory and Career Planning
Career Cluster: 	Human Services

Secondary – Middle School	
Program Number	8500430	
CIP Number	09209921CE	
Grade Level	6-8	
Course Length	Semester	
Teacher Certification	Refer to the Course Structure section.	
CTSO	FCCLA	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

Purpose 

The purpose of this course is to assist students in making informed decisions regarding their future academic and occupational goals and to provide information regarding careers in the Human Services career cluster.  The content includes but is not limited to development of self-esteem, a personal value system and self-discipline by developing positive coping skills to deal with physical, emotional, intellectual and social changes in self and others.

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Course Structure

The length of this course is one semester. It may be offered for two semesters when appropriate. When offered for one semester, it is recommended that it be at the exploratory level and more in-depth when offered for two semesters. 

To teach the course(s) listed below, instructors must hold at least one of the teacher certifications indicated for that course.

The following table illustrates the course structure:

Course Number	Course Title	Teacher Certification	Length	
8500430	Personal Development and Career Planning	FAM CON SC 1
HEALTH 6	Semester	
Standards

After successfully completing this program, the student will be able to perform the following:

01.0	Demonstrate leadership, study, and organizational skills.
02.0	Recognize factors that affect personality development.
03.0	Identify and apply skills needed for positive interpersonal relationships.
04.0	Identify positive coping skills for dealing with stress and conflict.
05.0	Identify relationships that influence personality development.
06.0	Assess the importance of good health and wellness.
07.0	Develop a plan for managing your resources.

Career and Education Planning [these must be met to satisfy the requirements of Section 1003.4156, Florida Statutes]

08.0	Explain his or her career interests, skills and values.  
09.0	Describe occupations and industries in his or her region.  
10.0	Describe a variety of postsecondary pathways.  
11.0	Create a personalized career and academic plan.  

Florida Department of Education
Student Performance Standards

Course Title: 		Personal Development and Career Planning
Course Number: 	8500430
Course Credit: 	Semester

Course Description:

The content includes but is not limited to development of self-esteem, a personal value system and self-discipline by developing positive coping skills to deal with physical, emotional, intellectual and social changes in self and others.

CTE Standards and Benchmarks	
01.0	Demonstrate leadership, study, and organizational skills.  The student will be able to:	
01.01	Identify purposes and functions of professional and community service organizations.	
01.02	Identify roles and responsibilities of members of professional and community service organizations, including career and technical student organizations.	
01.03	Work cooperatively as a group member to achieve organizational goals.	
01.04	Demonstrate confidence in leadership roles and organizational responsibilities.	
01.05	Demonstrate personal responsibility.	
01.06	Practice time management techniques.	
01.07	Identify methods used for studying.	
01.08	List ways to use study time wisely.	
01.09	Create a plan to manage your time. 	
01.10	List ways technology can add balance your life.	
01.11	Develop a personal growth project. 	
01.12	Identify ways to create organization in your personal space.	
02.0	Recognize factors that affect personality development.  The student will be able to:	
02.01	Review Robert Havighurst’s developmental tasks of pre-adolescence and adolescence.	
02.02	Identify Maslow’s basic human needs.	
02.03	Define self-esteem and self-concept.	
02.04	Explain how heredity and environment affect the development of personality.	
02.05	Identify factors that affect self-concept and achievement.	
02.06	State how a positive self-concept builds good relationships with friends, peers, parents, and family members.	
02.07	Identify characteristics of individuals with high/low self-esteem.	
02.08	Inventory personal traits, attitudes, abilities, talents and values that can be used as resources in personal development.	
02.09	Analyze personality strengths and weaknesses.	
02.10	Identify how values and standards affect character and actions.	
02.11	Determine how to make ethical decisions.	
03.0	Identify and apply skills needed for positive interpersonal relationships.  The student will be able to:	
03.01	Identify social skills that contribute to good relationships with others, including diverse multi-cultural groups.	
03.02	Identify appropriate topics of conversation when establishing relationships with acquaintances.	
03.03	List forms of verbal and non-verbal communication.	
03.04	Practice positive communication skills.	
03.05	Demonstrate appropriate manners and etiquette for a variety of social situations.	
04.0	Identify positive coping skills for adjusting to stress and conflict.  The student will be able to:	
04.01	Identify positive and negative stress.	
04.02	Identify changes that affect families.	
04.03	Describe ways of coping with personal and family stress and crises.	
04.04	Recognize signs of peer pressure and bullying.	
04.05	Demonstrate refusal skills.	
04.06	Identify causes of conflict.	
04.07	List the steps in the conflict resolution process.	
04.08	Compare ways of dealing with and preventing conflict with friends and family members.	
05.0	Identify relationships that influence personality development.  The student will be able to: 	
05.01	Identify types of relationships.	
05.02	Describe qualities of a friend	
05.03	Recognize healthy and unhealthy relationships. 	
05.04	List the functions of families.	
05.05	List types of family structures.	
05.06	Describe the family life cycle.	
05.07	Identify ways to blend work and family. 	
05.08	Discuss the benefits and challenges of current technology and the impact on the family. 	
05.09	Identify factors in caring for children and the elderly. 	
05.10	Discuss the joys and challenges of being a parent.  	
06.0	Assess the importance of good health and wellness.  The student will be able to:	
06.01	Describe wellness.	
06.02	Explain the importance of good nutrition.	
06.03	Classify foods according to the Food Guide Pyramid.	
06.04	List the essential nutrients and describe their functions and sources.	
06.05	List good health practices that contribute to looking your best.	
06.06	Identify the health risks associated with the use of alcohol, tobacco, and other drugs.	
06.07	List resources and organizations that assist individuals who abuse alcohol, tobacco, and other drugs.	
06.08	Develop an exercise and nutrition plan that incorporates the components of wellness.	
06.09	Identify careers related to health and wellness.  	
07.0	Develop a plan for managing your resources.  The student will be able to:	
07.01	Define needs and wants.	
07.02	Identify major and minor decisions and the factors that affect decisions.	
07.03	Identify the steps of the decision-making process.	
07.04	Develop a self-improvement plan using the decision-making process to set goals and priorities.	
07.05	Apply the decision-making process to personal, social, and family activities.	
07.06	Identify factors that affect consumer choices.	
07.07	Identify ways to manage your resources for personal needs and wants.	
07.08	Develop a spending and savings plan for your money.	
07.09	Discuss reasons for working.	
07.10	Explain the relationship between income and lifestyle.	
07.11	Identify the personal skills needed for employment.	
07.12	Discuss careers related to resource management.	
Career and Education Planning [these must be met to satisfy the requirements of Section 1003.4156, Florida Statutes]	
Standards and Benchmarks	
08.0	Explain his or her career interests, skills and values.  The student will be able to:	
08.01	Describe his or her career interests based on a career interest assessment, personal experience, career informational interviews, research and/or reflection.	
08.02	Describe what career-related skills are his or her current strengths or could become strengths in the future with practice and training based on a career skill assessment, personal experience and/or reflection.	
08.03	Describe what Iifestyle and workplace values are most important to them to consider during career decision making, such as salary and benefits, work environment, the nature of the work and work/life balance.	
08.04	Describe what values that relate to positively impacting others and the world are most important to them to weigh during career decision making.	
09.0	Describe occupations and industries in his or her region.  The student will be able to:	
09.01	Define Career Clusters, industries and occupations.	
09.02	Define regional poverty, average and family-sustaining wage thresholds.	
09.03	Review local labor market data to identify the top five regional occupations as relates to each of the following: employment, growth and salary.	
09.04	List three occupations that align with his or her personal career interests, skills and values.	
09.05	List the regional salary, employment and growth of three occupations they are most interested in learning more about.	
09.06	Summarize occupational content learned through a career informational interview, career fair, job shadowing, service learning, guest speaker, project-based learning, work-based learning, worksite visit or other firsthand experience.	
10.0	Describe a variety of postsecondary pathways.  The student will be able to:	
10.01	Evaluate the pros and cons of pursuing education, employment, entrepreneurship or enlistment immediately following high school.	
10.02	Define postsecondary training provider options and their admissions requirements, including apprenticeships, technical colleges, state or community colleges, universities and industry-recognized certification providers.	
10.03	Define postsecondary credentialing and stacking options, including industry-recognized certifications, apprenticeship certificates of completion, career certificates, licenses and associate or baccalaureate degrees	
10.04	Explain training options aligned with his or her career assessment results and occupational exploration.	
10.05	Review postsecondary training data and list the total cost, average debt after graduation and median earnings and job placement rates of students who completed the student’s preferred postsecondary training option.	
10.06	Summarize what they learned about his or her preferred postsecondary training provider through online research; virtual or in-person tours; a college fair; and/or interviewing a current student, alumni or staff member.	
11.0	Create a personalized career and academic plan.  The student will be able to:	
11.01	Prioritize an occupation for plan formation using one or more decision making techniques, such as a decision matrix, pros and cons analysis or other means	
11.02	Explain the reasoning for choosing to pursue his or her preferred occupation	
11.03	Identify which credentials, technical skills, and employability or entrepreneurship skills are relevant to his or her preferred career pathway.	
11.04	Prioritize a recognized postsecondary credential (industry-recognized certifications, apprenticeship certificates of completion, career certificates, licenses and associate or baccalaureate degrees) aligned with his or her chosen occupation using a decision-making technique, such as a decision matrix and/or pros and cons analysis, etc.	
11.05	Prioritize a postsecondary training provider aligned with his or her recognized postsecondary credential goal using a decision-making technique, such as a decision matrix and/or pros and cons analysis, etc.	
11.06	Define means of paying for postsecondary training, including scholarships (must include State scholarships), grants, savings, work, work-study programs, private loans and Federal loans.	
11.07	Describe ways of meeting the requirements of Florida’s graduation pathways and obtaining accelerated credit, work-based learning experience, career and technical education credit and industry-recognized certifications in high school.	
11.08	Develop a freshman year course schedule that meets high school graduation requirements and that provides academic and career preparation aligned with the student’s career goals.	
11.09	Identify extracurricular activities aligned with his or her occupational and postsecondary training goals.	

Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students.

Florida Standards for English Language Development (ELD)
English language learners communicate for social and instructional purposes within the school setting. ELD.K12.ELL.SI.1 

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at SALA@fldoe.org.

Career Planning

Effective July 1, 2019, per Section 1003.4156, Florida Statutes (F.S.), for students to meet middle grades promotion requirements, a Career and Education Planning course must be completed in either sixth, seventh, or eighth grade. These courses should be taught integrating the eight career and education planning course standards. 

Career and Technical Student Organization (CTSO)

CTSOs are co-curricular career and technical student organizations providing leadership training and reinforcing specific career and technical skills. Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered. Other CTSOs not listed in this curriculum framework or recognized by the Florida Department of Education are permissible provided they support student mastery over the standards and benchmarks of this curriculum framework.

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs. Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course. Note: postsecondary curriculum and regulated secondary programs cannot be modified.