Curriculum


College and Career Readiness:

Course Overview, Student Objectives, and Assessment Criteria

Description of the Course

  • Overview: College & Career Readiness is a 10th grade course that offers a student-centered curriculum where students apply approaches-to-learning skills geared toward their own interests and future career paths. Overall, students will prepare and begin implementing goals towards their long-term college and career plans with a teacher acting as a mentor and a facilitator. The course emphasizes self-awareness, career and college readiness, goal setting and planning using an inquiry- based process through real life applications and scenarios.

  • Guiding Questions: Students will explore and answer questions such as: What careers interest me? What are my career goals? What do I want to do in college? What are some effective habits for success? What do I need to do to prepare effectively for college?

  • Career Interests: Students will explore personality and interests in a career exploration learning about advantages and disadvantages of potential careers. Students will also explore colleges based on their interests and learn the fundamentals of the college application process and the overall steps for preparation.

  • 21st Century Skills: Students will gain some 21st Century Skills with technology, presentations, and learning to budget.

  • Entrance Exams: Students will be exposed to two college entrance exams: the PSAT in the fall and the ACT in the spring as a mock exam.

  • MYP Personal Project: Students will also be guided through the steps for planning and developing their MYP Personal Project, an independent exploration where students develop a line of inquiry and research and develop their own product and paper. The personal project formally assesses students' Approaches to Learning (ATL skills) for self-management, research, communication, critical and creative thinking, and collaboration.


Student Learning Focus

  1. Criterion A: Knowing, Understanding, and Interpreting Information (Demonstrating knowledge)

  2. Criterion B: Developing & Synthesizing Ideas (Using resources)

  3. Criterion C: Reflecting on Learning (Making personal connections)



Student Learning Objectives

  1. Students will demonstrate a detailed justification of opinions and ideas with a range of examples, explanations, and terminology.

  2. Students will be expected to work through a research plan, use relevant tools and resources in order to effectively gather information and synthesize their understanding into knowledgeable products.

  3. Students will reflect on the impact of their learning by providing relevant connections made through contextual explanations, inferences, and examples.



Approaches to Learning (ATL) Skills

  • Students will apply approaches to learning as it relates to career & college explorations, budgeting and saving, and 21st Century skills as well the MYP Personal Project.

  • They will be expected to develop questions for inquiry, engage in the research process, locate sources, and synthesize information for a knowledgeable product. ATL skills, specifically informational and media literacy, provide a solid foundation for learning independently and with others, demonstrating learning, and reflecting on the process of learning.

  • They help students to become more autonomous, strategic and self-motivated and ultimately prepare students for college and career readiness. Students will show their ability to synthesize media through their analysis skills, giving a thorough justification of opinions and ideas with a range of examples, using accurate terminology.


Connection to Texas Essential Standards Knowledge and Skills (TEKS)

According to English II TEKS for ELA, students will focus on Knowledge Skills, specifically Inquiry and Research.The student will develop questions for inquiry, engage in the research process, locate relevant sources, and synthesize information from a variety of sources.


Studies in College and Career Readiness Aims

The aims in College and Career Readiness are to enable students to:

  • Identify career interests and potential career choices

  • Explore potential post-secondary educational options such as colleges and/or technical schools

  • Identify and prepare for the college application process

  • Prepare for testing programs such as ACT and SAT

  • Develop 21st century skills such as business communication and presentation skills-speaking presentations

  • Demonstrate financial literacy by analyzing personal spending and creating budgets


Objectives

Criteria A: Knowing, Understanding, and Interpreting

Students will justify opinions and ideas, using examples, explanations and terminology making logical conclusions. Students will explore various topics:

  • information about colleges and careers

  • necessary preparation for post-secondary education

  • career pathways that match their interests, strengths, and values

  • the components of successful applications and interviews in preparation for college and career readiness

  • use of technology to research and create projects and presentations

  • understand financial aid options and responsibilities

  • understand soft-skills necessary for employment

  • informational texts

  • personal spending and creating budgets

  • problem-solving strategies to a variety of relevant career and life scenarios

  • An understanding and application of ways of writing and presenting in clear, logical, and persuasive ways


Criteria B: Developing and Synthesizing Ideas

Students will work through a research plan, using relevant tools and resources in order to effectively gather and synthesize information.


Students will ….

  • state a learning goal for a project and explain how the personal interest led to that goal

  • develop a product based on clearly identified criteria and a plan for achieving product

  • apply Approaches to Learning (ATL) skills to develop learning and product: Make connections between various sources of information; Evaluate and select information sources and digital tools based on their appropriateness to specific tasks; Locate, organize, analyse, evaluate, synthesise and ethically use information from a variety of sources and media (including digital social media and online networks)

  • explain the impact of the project on themselves or their learning

  • evaluate their product based on assessment criteria

  • reflect on personal characteristics, values, interests, and strengths


Criteria C: Reflecting on Learning


Student will reflect on the impact of their learning by providing relevant connections made through contextual explanations, inferences, and examples.


Students will reflect on a variety of areas as they ...

  • Develop new skills, techniques and strategies for effective learning

  • Identify strengths and weaknesses of personal learning strategies (self-assessment) throughout the states of the learning process

  • Demonstrate flexibility in the selection and use of learning strategies

  • Try new approaches to learning and evaluate their effectiveness

  • Keep a journal to record reflections


Assessment Criteria

Criteria A: Knowing, Understanding, and Interpreting


Criterion A: Knowing, Understanding, and Interpreting

How much knowledge and understanding does the candidate demonstrate through inferences, terminology, and examples?

Student Outcomes

Justify opinions and ideas, using examples, explanations and terminology with logical conclusions

0

The student does not reach a standard described by any of the descriptors.

1-2

The student makes limited inferences and little evidence to support understanding. The student provides little analysis of the context to make conclusions, and the work rarely justifies opinions and ideas with examples or explanations, using little or no terminology in the product.

3-4

The student makes adequate inferences and uses some evidence to support understanding. The student adequately analyzes the context but may not develop logical conclusions, justifying opinions and ideas with some examples, explanations, and terminology.



5-6

Overall, the student makes good inferences and uses sufficient evidence to support understanding. The student analyzes the context to draw logical conclusions, sufficiently justifying opinions and ideas, using examples, explanations, and terminology.


7-8

The student makes perceptive inferences and uses evidence to support understanding. The student effectively analyzes the context to draw logical conclusions, justifying opinions and ideas, using examples, explanations, and terminology.



Criterion B: Developing Ideas Applying Approaches to Learning (ATL) Skills


Criterion B: Developing Ideas Applying Approaches to Learning (ATL Skills)

How well did the candidate research a plan, use relevant tools and resources in order to effectively gather information and synthesize their understanding into a knowledgeable product?

Student Outcomes

Work through a research plan, using relevant tools and resources in order to effectively gather information and synthesize their understanding into knowledgeable products.

0

The student does not reach a standard described by any of the descriptors.



1-2

Develops a limited plan and has limited strategies for selecting and using tools to locate resources, gathering little to some information to show a superficial understanding of the implications of the information.


3-4

Develops an adequate to limited research plan and outlines basic steps to follow and selects and uses some appropriate tools to locate resources, gathering some information to show a superficial understanding of some of the implications of the information.


5-6

Develops a sufficient research plan and outlines steps to follow and selects and uses tools to locate resources, gathering information to show understanding of some of the implications & synthesis of information.


7-8

Creates an organized research plan and outlines steps to follow and uses tools to locate resources, effectively gathering information & understanding implications and synthesis of information.




Criterion C: Reflecting on Learning


Criterion C: Reflecting on Learning

How well did the candidate reflect on their learning?

Student Outcomes

Reflect on the impact of their learning by providing relevant connections made through contextual explanations, inferences, and examples.


0

The student does not reach a standard described by any of the descriptors.


1-2

The student rarely identifies or states the impact on themselves and their learning and offers little personal connections through explanations, inferences, and/or examples.

3-4


The student occasionally identifies or outlines the impact on themselves and their learning by offering some personal connections made through explanations, inferences, and/or examples.

5-6


The student often identifies and describes the impact on themselves and their learning by offering sufficient, personal connections made through explanations, inferences, and/or examples.

7-8

The student consistently and independently explains the impact on themselves and their learning by providing personal, insightful and relevant connections made through contextual explanations, inferences, and examples.


Marks and Conversion to a Percentage Grade

Concepts & Major Units

KEY CONCEPTS

  • Communication: Communication is the exchange or transfer of signals, facts, ideas, and symbols. It requires a sender, a message, and an intended receiver. Communication involves the activity of conveying information or meaning. Effective communication requires a common ‘language’ (which may be written spoken or non-verbal).

  • Connections: Connections are links, bonds, and relationships among people, objects, organisms, or ideas.

  • Perspective: Perspective is the position from which we observe situations, objects, facts, ideas, and opinions. Perspective may be associated with individuals, groups, cultures, or disciplines. Different perspectives often lead to multiple representations and interpretations.

  • Identity:Identity is the state or fact of being the same. It refers to the particular features, which define individuals, groups, things, eras, places, symbols, and styles. Identity can be observed, or it can be constructed, asserted, and shaped by external and internal influences.

  • Communities: groups that exist in proximity defined by space, time or relationship. Communities include, for example, groups of people sharing particular characteristics, beliefs or values as well as groups of interdependent organisms living together in a specific habitat.

  • Systems: sets of interacting or interdependent components. Systems provide structure and order in human, natural and built environments. Systems can be static or dynamic, simple or complex.



RELATED CONCEPTS

  • Context: All texts may be understood according to their form, content, purpose, and audience, and through the social, historical, cultural and workplace context that produce and value them.

  • Development: the act or process of growth, progress or evolution, sometimes through iterative improvements.

  • Evaluation: Evaluation involves the gathering and processing of data to determine an action. Evaluation involves feedback, which can be used to control, revise, or modify.

  • Intrapersonal skills: The ability to reflect on attitudes, talents, behaviors in order to manage emotions, set goals, cope with challenges, and learn new information. Intrapersonal skills are important in order to handle productivity, resilience, and resourcefulness as well as building confidence and self-esteem. Working with others requires empathy to understand others, inclusiveness for team building, influence to get others to listen to you and responsiveness, your ability to respond to others to value others’ time and thoughts.

  • Interpersonal skills: The ability to collaborate and work with others. Interpersonal skills are important in order to effectively communicate using appropriate body language, tone, and register for the occasion. Intrapersonal skills allow for one to synergize with others toward a common goal.

  • Perspective: Perspective is the position from which we observe situations, objects, facts, ideas and opinions. Perspective may be associated with individuals, groups, cultures or disciplines. Different perspectives often lead to multiple representations and interpretations

  • Purpose: The creator’s intentions in producing the text. This concept could also engage students in exploration of meaning, thesis/argument, gender, age, bias, persuasive techniques, function, critical stance, message, and culture.

  • Resources: Resources relate to the supply of a commodity or of information or knowledge about a topic.


GLOBAL CONTEXTS

  • Identities and Relationships: This Global Context explores identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human. It asks students to consider – who am I? Who are we?

  • Orientation of Space and Time: This Global Context explores personal histories; homes and journeys; turning points in humankind; discoveries; explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations, from personal, local, and global perspectives. It asks students to consider the meaning and importance of “where” and “when.”

  • Personal and cultural expression: This Global Context explores the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of aesthetics. It asks students to think about the nature and purpose of creative expression.

  • Scientific and technical innovation: This Global Context explores the natural world and its laws; the interaction between people and the natural world; how humans use their understanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs. It asks students to consider how they understand the world in which they live.

  • Globalization and Sustainability: This Global Context explores the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; the opportunities and tensions provided by world interconnectedness; the impact of decision-making on humankind and the environment. It asks students to ask themselves how everything is connected.

  • Fairness and Development : This Global Context explores rights and responsibilities; the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and conflict resolution. It asks students to ask what the consequences of our common humanity are.


Major Units:

Unit 1: Personality and Interests, Personal Project Start-up, Career Exploration

August 10 - September 17

KEY CONCEPT: PERSPECTIVE: Perspective is the position from which we observe situations, objects, facts, ideas, and opinions. Perspective may be associated with individuals, groups, cultures, or disciplines. Different perspectives often lead to multiple representations and interpretations.

RELATED CONCEPTS: 1) INTRAPERSONAL SKILLS: The ability to reflect on attitudes, talents, behaviors in order to manage emotions, set goals, cope with challenges, and learn new information. Intrapersonal skills are important in order to handle productivity, resilience, and resourcefulness as well as building confidence and self-esteem. 2) EVALUATION: Evaluation involves the gathering and processing of data to determine an action. Evaluation involves feedback, which can be used to control, revise, or modify.

SUBJECT-SPECIFIC CONCEPTS: Personal project overview and topic approval, career project, personality development, traits, interests, perspective, career interests, career resources

GLOBAL CONTEXT: IDENTITIES AND RELATIONSHIPS: This Global Context explores identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human. It asks students to consider – who am I? Who are we?

EXPLORATION: Students can use personality traits to learn about their interests and identity, while also finding out how personality develops over time and experiences.Students will develop a project based on personal interests to identify and research future careers.

STATEMENT OF INQUIRY: Effective and purposeful intrapersonal reflection enhances our ability to gain perspective and evaluate our future career choices in order to better understand ourselves.

INQUIRY QUESTIONS: How does your personality influence your choices? How do I make good choices about my future career/life? What types of careers are right for my skills and interests?

Career Exploration will be assessed on Student Learning Objectives Rubric.

See more detail at https://www.mrsmacfarland.com/careers


Unit 2: Meet the SAT

September 20 - October 29

KEY CONCEPT: CONNECTIONS: Connections are links, bonds, and relationships among people, objects, organisms, or ideas.

RELATED CONCEPTS:1) CONTEXT: All texts may be understood according to their form, content, purpose, and audience, and through the social, historical, cultural and workplace context that produce and value them. 2)EVALUATION: Evaluation involves the gathering and processing of data to determine an action. Evaluation involves feedback, which can be used to control, revise, or modify.

SUBJECT-SPECIFIC CONCEPTS: PSAT and SAT format and practice, PSAT testing at school

GLOBAL CONTEXT: PERSONAL AND CULTURAL EXPRESSION: This Global Context explores the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of aesthetics. It asks students to think about the nature and purpose of creative expression.

EXPLORATION: Students can understand the importance of the PSAT/SAT and learn strategies to prepare for the actual test.

STATEMENT OF INQUIRY: Connections between different ideas can best be understood by analyzing their form, content, and purpose in order to evaluate what action needs to be taken.

INQUIRY QUESTIONS: How important is the SAT for your post-secondary plans? How does practicing the SAT better prepare you for the actual test?

See more detail at https://www.mrsmacfarland.com/actsat


Unit 3: College Exploration

November 1 - December 16

KEY CONCEPT: COMMUNITIES: groups that exist in proximity defined by space, time or relationship. Communities include, for example, groups of people sharing particular characteristics, beliefs or values as well as groups of interdependent organisms living together in a specific habitat.

RELATED CONCEPTS:1) Evaluation: Evaluation involves the gathering and processing of data to determine an action. Evaluation involves feedback, which can be used to control, revise, or modify. 2) Resources: Resources relate to the supply of a commodity or of information or knowledge about a topic.

SUBJECT-SPECIFIC CONCEPTS:College options, college resources, Post-secondary alternatives

GLOBAL CONTEXT: IDENTITIES AND RELATIONSHIPS: Students will reflect on their transition and lifestyle choices by exploring potential colleges in order to plan for their future and find happiness.

EXPLORATION: Students can use their personal and career interests to identify and research college options.

STATEMENT OF INQUIRY: Resources and evaluation are necessary to determine which community would best fit one’s need for a specific person’s identity.

INQUIRY QUESTIONS: How do I select colleges based on factors most important to me? What resources are available to assist me in this process?

College Exploration will be assessed on Student Learning Objectives Rubric. Assessment #2

See more detail at https://www.mrsmacfarland.com/college/college-exploration



Unit 4: College Applications: What Do Colleges Consider?

January 5 - February 4

KEY CONCEPT: SYSTEMS: sets of interacting or interdependent components. Systems provide structure and order in human, natural and built environments. Systems can be static or dynamic, simple or complex.

RELATED CONCEPTS: PERSPECTIVE:1) PERSPECTIVE is the position from which we observe situations, objects, facts, ideas and opinions. Perspective may be associated with individuals, groups, cultures or disciplines. Different perspectives often lead to multiple representations and interpretations, 2) RESOURCES: Resources relate to the supply of a commodity or of information or knowledge about a topic.

SUBJECT-SPECIFIC CONCEPTS: Application types and examples, resources, organization, essays, letter of Recommendations, activity summary, resume

GLOBAL CONTEXT:GLOBALIZATION AND SUSTAINABILITY: This Global Context explores the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; the opportunities and tensions provided by world interconnectedness; the impact of decision-making on humankind and the environment. It asks students to ask themselves how everything is connected.

EXPLORATION: Students can state what the college applications require and start preparing ways to organize this information to make navigating applications easier.


STATEMENT OF INQUIRY: Systems provide structure and resources in how we understand and relate to each other giving perspective on each other.

INQUIRY QUESTIONS: What are the components of the college application process? How are the application platforms similar and different? How can I present myself as the best candidate that I can be?

See more detail at https://www.mrsmacfarland.com/college/application-process


Unit 5: ACT Prep

February 7 - March 1

KEY CONCEPT: CONNECTIONS: Connections are links, bonds, and relationships among people, objects, organisms, or ideas.

RELATED CONCEPTS: 1) CONTEXT: All texts may be understood according to their form, content, purpose, and audience, and through the social, historical, cultural and workplace context that produce and value them. 2) EVALUATION: Evaluation involves the gathering and processing of data to determine an action. Evaluation involves feedback, which can be used to control, revise, or modify.

SUBJECT-SPECIFIC CONCEPTS: ACT format and practice, test strategies

GLOBAL CONTEXT: PERSONAL AND CULTURAL EXPRESSION: This Global Context explores the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of aesthetics. It asks students to think about the nature and purpose of creative expression.

EXPLORATION: Students can understand the importance of the ACT and learn strategies to prepare for the actual test.

STATEMENT OF INQUIRY: Connections between different ideas can best be understood by analyzing their form, content, and purpose in order to evaluate what action needs to be taken, which reinforces the values of education.


INQUIRY QUESTIONS: How important is the ACT for your post-secondary plans? How does practicing the ACT better prepare you for the actual test? What are the differences between the SAT and ACT?

See more detail at https://www.mrsmacfarland.com/actsat


Unit 6: Personal Project, Preparing for Exhibition and Report

March 2- March 25

KEY CONCEPT: COMMUNICATION: Communication is the exchange or transfer of signals, facts, ideas, and symbols. It requires a sender, a message, and an intended receiver. Communication involves the activity of conveying information or meaning. Effective communication requires a common ‘language’ (which may be written, spoken, or non-verbal).

RELATED CONCEPTS:1) Development: the act or process of growth, progress or evolution, sometimes through iterative improvements. 2) Purpose: The creator’s intentions in producing the text. This concept could also engage students in exploration of meaning, thesis/argument, gender, age, bias, persuasive techniques, function, critical stance, message, and culture.

SUBJECT-SPECIFIC CONCEPTS:investigating, planning, acting, reflecting, process journal, product, report, exhibition, bibliography

GLOBAL CONTEXT: ALL FIVE: Orientation in space and time, personal and cultural expression, fairness and development, scientific and technical innovation, Identities and relationships (All five are included since students choose their own Global Context for the MYP Personal Project).

EXPLORATION: Students will demonstrate the approaches to learning skills through inquiring, acting, and reflecting after investigating, planning, acting, and reflecting on the Personal Project.

STATEMENT OF INQUIRY: Communicating ideas involves conveying information in a meaningful way with a specific purpose in mind to show the development or process of growth on a specific goal.


INQUIRY QUESTIONS: In what ways have you demonstrated the approaches to learning skills by inquiring, acting, and reflecting on a goal of your choosing?

Personal Project will be assessed on Student Learning Objectives Rubric. Assessment #4

See more detail at https://www.mrsmacfarland.com/personal-project


Unit 7: Budgeting and Saving for Real Life, Career Exploration Part 2

March 21 - April 8

KEY CONCEPT: SYSTEMS: sets of interacting or interdependent components. Systems provide structure and order in human, natural and built environments. Systems can be static or dynamic, simple or complex.

RELATED CONCEPTS: 1) PERSPECTIVE is the position from which we observe situations, objects, facts, ideas and opinions. Perspective may be associated with individuals, groups, cultures or disciplines. Different perspectives often lead to multiple representations and interpretations, 2) RESOURCES: Resources relate to the supply of a commodity or of information or knowledge about a topic.

SUBJECT-SPECIFIC CONCEPTS: Budgeting, saving, salary projection for careers

GLOBAL CONTEXT: GLOBALIZATION AND SUSTAINABILITY: This Global Context explores the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; the opportunities and tensions provided by world interconnectedness; the impact of decision-making on humankind and the environment. It asks students to ask themselves how everything is connected.

EXPLORATION: Students can learn the importance of budgeting and saving, as well as potential life events that might affect one's finances.

STATEMENT OF INQUIRY: People use their perspective in order to navigate systems for their own management of their resources.

INQUIRY QUESTIONS: In what situations are budgeting and saving required/important? What real life situations might pose a problem to budgeting and saving plans? How can budgeting and saving affect my future?

The Budgeting and Savings for Real Life project will be assessed on Student Learning Objectives Rubric. Assessment #3

See more detail at https://www.mrsmacfarland.com/budgeting


Unit 8: Passion Project, the Art of Presentations for 21st Century Skills

April 11 - May 26

KEY CONCEPT: COMMUNICATION: Communication is the exchange or transfer of signals, facts, ideas, and symbols. It requires a sender, a message, and an intended receiver. Communication involves the activity of conveying information or meaning. Effective communication requires a common ‘language’ (which may be written, spoken or non-verbal).

RELATED CONCEPTS:1) CONTEXT: All texts may be understood according to their form, content, purpose, and audience, and through the social, historical, cultural and workplace context that produce and value them. 2) INTERPERSONAL SKILLS: The ability to collaborate and work with others. Interpersonal skills are important in order to effectively communicate using appropriate body language, tone, and register for the occasion. Intrapersonal skills allow for one to synergize with others toward a common goal. 3) PURPOSE: The creator’s intentions in producing the text. This concept could also engage students in exploration of meaning, thesis/argument, gender, age, bias, persuasive techniques, function, critical stance, message, and culture.

SUBJECT-SPECIFIC CONCEPTS:soft skills, presentation skills, audience engagement

GLOBAL CONTEXT: Personal and cultural expression: This Global Context explores the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of aesthetics. It asks students to think about the nature and purpose of creative expression

EXPLORATION: Students can practice core competencies such as collaboration, digital literacy, critical thinking, and problem-solving to help students thrive in today's world.


STATEMENT OF INQUIRY: Effective communication requires strong interpersonal skills when sharing beliefs, values, and ideas with a specific context and purpose.

INQUIRY QUESTIONS: How can practicing the art of presentation increase my personal development and real life skills? What soft skills are necessary to be successful in the workplace?

Passion Project will be assessed on Student Learning Objectives Rubric. Assessment #5

See more detail at https://www.mrsmacfarland.com/passion-presentation