Amanda Miller
May 14, 2009
Curriculum Map
Sequencing Rationale

This curriculum will progress in the following sequence:  career research,  finding a job, applying for a job, interviewing for a job, job-keeping skills, job safety, and minor labor laws.

	The curriculum begins with career research, as this is the most logical place to begin in order to gain the interest of students and to establish career goals.  At this phase, students will take interest inventories that will help them identify their personalities, their aptitudes and skills, and target their career interests.  Once they have completed these inventories, they can begin identifying careers of choice and narrow their choice and establish a career goal.  Once students are excited about their choices, they will be more likely to successfully progress through the remaining stages of the curriculum.  From here students will learn where to find jobs.  
	Finding a job is the next unit; this is the most logical sequence as it begins the process of finding a job, which can include several steps that follow a logical progression.  Students will also find this step interesting because they will learn about numerous ways to find out about jobs.  This will also be of interest because this is information they will begin using almost immediately, as they begin looking for jobs, which is a program requirement.   From here, students begin the process of applying for a job.
	Applying for a job is the next unit, as it follows a logical progression.  Once students know where to find a job, they must begin the process of securing a job.  This includes filling out job applications, writing a resume and letter of intent, and making phone calls to ensure employer’s receipt of documents.  Again, since these are realistic and hands-on activities, students will find this interesting; this interest will help them progress through the unit.  From here, students will learn about and practice interviewing skills.
	Interviewing skills is the logical next step, as this is what happens after an employee applies for a job.  This realistic progression will also hold students’ interest.  Students will learn valuable skills that they will be employing in their near future.  From here, students learn about job keeping skills. From here, students will learn about job safety and minor labor laws.
	Job safety and minor labor laws are a logical next step, as this section deals with an important and realistic aspect that every worker needs to be aware.  Once students have gotten a job, they need to be aware of what they need to do in order to stay safe on the job.  Another rationale for sequencing this next is that keeping a job can be dependent on employee safety.  Students also need to know what they can and cannot do as minors on the job.  To end the curriculum, students will learn about other job-keeping skills.
	Job-keeping skills is a logical next step, as students will want to keep the jobs they have worked so hard to secure.  At this point in the process, students will see the hard work that goes into applying for and getting a job.  They have had realistic experience with each phase in the process.  Now they will learn how to keep this job and get inside information on what employers are looking for when deciding which employees to keep on the job, which to fire, and which to advance.  Students will have gone from the beginning to the end of the job cycle.