Exploring careers and self
Students take stock of their interests, strengths, and goals. They look at different career fields, talk to people who work in them, and start to picture what a working life could look like after high school.
What does a student learn in
This is the year students start treating work itself as a subject. They research real careers, line up their own strengths and interests with paths that fit, and practice the habits employers expect: showing up on time, working on a team, communicating clearly. Students also see how school subjects show up on the job, from math in a budget to writing in an email. By spring, they can talk through a career they have explored and name the skills they would need to get there.
- Career exploration
- Workplace skills
- Job readiness
- Resumes and interviews
- Real-world learning
Year at a glance
How the year usually goes. Every school and district set their own curriculum, so treat this as a guide, not official pacing.
- 1
- 2
Workplace skills and habits
Students practice the everyday habits that matter on a job. That includes showing up on time, working with a team, solving problems, and communicating clearly with a supervisor or a customer.
- 3
School learning at work
Students see how reading, writing, and math show up in real jobs. They use these skills to read a manual, write a clear email, calculate a budget, or make sense of a chart on the job.
- 4
Career pathway and next steps
Students go deeper into a field they care about, often through a class sequence, an internship, or a work-based project. They build a resume, practice interviews, and plan what comes after graduation.
Mastery Learning Standards
The required skills a student should display by the end of Grade 10.
CDOS
| Standard | Definition | Code |
|---|---|---|
| Exploring careers that fit who you are High School | Students research careers that match their interests and skills, then use what they find to start planning what kind of work they want to do after high school. The goal is connecting who they are now to where they could go. | NY-CDOS.1 |
| Using school skills on the job High School | Academic subjects show up on the job. Students connect what they learn in class, like math, writing, or science, to real tasks in a workplace or community setting. | NY-CDOS.2 |
| Workplace skills every job requires High School | Workplace success depends on habits like showing up on time, communicating clearly, and solving problems on the job. Students build the core skills that employers expect in any career. | NY-CDOS.3a |
| Job skills for your chosen career path High School | Students who pick a career major learn the hands-on technical skills that field actually requires, whether they plan to go straight into a job or continue training after high school. | NY-CDOS.3b |
Common Questions
What is this class actually about?
Students learn what it takes to get and keep a job. That includes exploring different careers, building work habits like showing up on time and following directions, and seeing how reading, math, and writing show up in real jobs.
How can I help my child explore careers at home?
Ask about jobs students see in daily life, from the dentist to the delivery driver, and talk about what those people do all day. Short conversations about family members' jobs, or a quick look at a job listing online, give students real examples to think about.
Does my child need to pick a career now?
No. The point is to try on ideas, notice what students enjoy, and learn what different jobs require. Many students change direction several times, and that is part of the work.
How should the year be sequenced?
Start broad with self-assessment and career exploration, then move into workplace skills like communication, teamwork, and problem solving. Save job-specific or technical skills for later in the year, once students have a sense of direction.
What workplace skills get the most attention?
Reliability, communication, working with others, basic problem solving, and using technology come up across almost every job. Plan to revisit these in different settings rather than teaching them once and moving on.
What can my child practice at home to be more ready for work?
Give students real responsibilities with a deadline, like making a phone call, sending an email to a coach, or managing a small budget for groceries. Following through on small tasks builds the habits employers actually look for.
How do internships, job shadows, or work-based learning fit in?
They are the strongest part of the year because students see the skills in action. Even a few hours shadowing someone, a guest speaker, or a mock interview gives students something concrete to connect classroom work to.
How do I know if students are ready for what comes next?
By the end of the year, students should be able to talk about their skills and interests, write a basic resume, handle a short interview, and describe what a few careers actually involve. If those pieces are in place, students are ready for the next step, whether that is more school or a job.