Common Planner
K–12 Standards

Career Awareness Grade 6

Other Georgia Career Development sets

Students will understand the personal nature of work and how it relates to them as individuals and as integral parts of society. MSCA6-1

  • A

    Identify reasons why individuals work (economic, social, and psychological)  MSCA6-1a

  • B

    Compare and contrast jobs vs. careers. MSCA6-1b

  • C

    Determine viable career options (high-demand, high-skilled, and high-wage). MSCA6-1c

  • D

    Investigate and describe Georgia’s Career Program Concentrations and Pathways.MSCA6-1d

  • E

    Identify, utilize, and demonstrate current and viable career-related resources to research career opportunities in self-selected pathways. MSCA6-1e

  • F

    Explain the purpose and benefits of membership in career and technical student organizations (CTSOs) at middle school and high school levels. MSCA6-1f

tudents will demonstrate an understanding of how to build and maintain a positive self-concept and a positive self-esteem. MSCA6-2

  • A

    Understand personality traits of a positive self-conceptMSCA6-2a

  • B

    Compare and contrast positive and negative self-esteem characteristics and how these influence our choices. MSCA6-2b

  • C

    Understand how successful decision-making affects self-concept and self-esteem. MSCA6-2c

  • D

    Label and explain the elements of a decision-making process. MSCA6-2d

  • E

    Utilize a decision-making process to help make quality choices in their daily lives. MSCA6-2e

tudents will describe, develop, and evaluate how positive interpersonal skills affect their ability to work successfully. MSCA6-3

  • A

    Recognize appropriate and inappropriate behaviors and attitudes in specific school, social, and work situations. MSCA6-3a

  • B

    Identify and demonstrate effective communication skills. MSCA6-3b

  • C

    Show respect for all kinds of human diversity. MSCA6-3c

  • D

    Demonstrate effective leadership and teamwork skills. MSCA6-3d

  • E

    Recognize the importance of positive work ethics in relation to success (Appearance, attendance, attitude, character, communication, cooperation, productivity, organizational skills, respect, teamwork) MSCA6-33

Students will illustrate effective personal management skills. MSCA6-4

  • A

    Recognize and utilize appropriate personal management skills including organizational skills, study skills, learning styles, time and stress management strategies. MSCA6-4a

  • B

    Identify how to use positive social skills such as good manners and showing gratitude. MSCA6-4b

Students will participate in career-related assessments. MSCA6-5

  • A

    Identify personal interests, abilities, skills, aptitudes, and values, and how the assessment results impact their career development. MSCA6-5a

  • B

    Explore the components of an individual career plan (Peach State Pathways: Education and Career Plan). MSCA6-5b

Students will utilize the planning process to assist in the achievement of personal, social, financial, educational, and career goals. MSCA6-6

  • A

    Identify and critique the difference between short-term, intermediate, and longterm goals. MSCA6-6a

  • B

    Describe actions needed to obtain short-term, intermediate, and long-term goals.MSCA6-6b

  • C

    Recognize how to modify and adjust their goals as growth and change occur.  MSCA6-6c

 Students will analyze the relationship between societal issues and career options and opportunities.  MSCA6-7

  • A

    Interpret how labor market changes effect career options.MSCA6-7a

  • B

    Define non-traditional occupations, stereotyping, biases, discrimination, and sexual harassment.  MSCA6-7b

  • C

    Compare and contrast the advantages and disadvantages of non-traditional careers. MSCA6-7c

  • D

    Identify the emotions and peer pressure issues related to career choices in our ever-changing society. MSCA6-7d

  • E

    Recognize the importance of maintaining current technological skills.MSCA6-7e

Students will enhance reading in all curriculum areas byCTAEMRC-1

  • A

    Reading in all curriculum areasCTAEMRC-1a

  • B

     Discussing books.CTAEMRC-1b

  • C

     Building vocabulary knowledge. CTAEMRC-1c

  • D

    . Establishing context. CTAEMRC-1d

The student demonstrates competence in a variety of genres. The student produces technical writing (business correspondence: memoranda, emails, letters of inquiry, letters of complaint, instructions and procedures, lab reports, slide presentations) that: CTAEW-1

  • A

    Creates or follows an organizing structure appropriate to purpose, audience, and context.  CTAEW-1a

  • B

    Excludes extraneous and inappropriate information. CTAEW-1b

  • C

    Follows an organizational pattern appropriate to the type of composition.  CTAEW-1c

  • D

    Applies rules of Standard English. CTAEW-1d

The student uses research and technology to support writing. CTAEW-2

  • A

    Identifies topics, asks and evaluates questions, and develops ideas leading to inquiry, investigation, and research. CTAEW-2a

  • B

    Uses organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate relevant information. CTAEW-2b

  • C

    Includes researched information in different types of products (e.g., compositions, multimedia presentations, graphic organizers, projects, etc.). CTAEW-2c

  • D

    Uses appropriate structures to ensure coherence (e.g., transition elements). CTAEW-2d

  • E

    Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples. CTAEW-2e

  • F

    Gives credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations. CTAEW-2f

The student consistently uses the writing process to develop, revise, and evaluate writing.  CTAEW-3

  • A

    Plans and drafts independently and resourcefully. CTAEW-3a

  • B

    Uses strategies of note taking, outlining, and summarizing to impose structure on composition drafts. CTAEW-3b

  • C

    Edits writing to improve word choice after checking the precision of the vocabulary. CTAEW-3c

 Understands concepts and processes associated with successful entrepreneurial performance. MKT-EN-1

  • A

    Define entrepreneurship. MKT-EN-1a

  • B

    Identify and analyze characteristics of a successful entrepreneur. MKT-EN-1b

  • C

    Identify the reasons for planning in entrepreneurial businesses.  MKT-EN-1c

  • D

    Discuss the entrepreneurial discovery processes. MKT-EN-1d

  • E

    Assess global trends and opportunities. MKT-EN-1e

  • F

    Determine opportunities for business creation. MKT-EN-1f

  • G

    Generate ideas for business. MKT-EN-1g

  • H

    Determine feasibility of ideas. MKT-EN-1h

  • I

    Determine the major reasons for business failure. MKT-EN-1i

 Explain the fundamental concepts of business ownership.MKT-EN-2

  • A

    Determine the relationship of competition to our private, free enterprise system. MKT-EN-2a

  • B

    Explain the effects of competition on buyers and sellers. MKT-EN-2b

  • C

    Identify the common types of business ownership. MKT-EN-2c

  • D

    Compare and contrast the advantages and disadvantages of each type of ownership.MKT-EN-2d

  • E

    Explain relevant government regulations relating to the operation of a business.  MKT-EN-2e

  • F

    Discuss the types of risks that businesses encounter. MKT-EN-2f

  • G

    Explain how businesses deal with the various types of risks.  MKT-EN-2g

  • H

    Identify the market segment for the business. MKT-EN-2h

  • I

    Formulate a marketing mix designed to reach a specific market segment. MKT-EN-2i

  • J

    Utilize the marketing functions to determine the competitive advantage of the proposed business. MKT-EN-2j

Technical Skills: Learners achieve technical content skills necessary to pursue the full range of careers for all pathways in the program concentration. CTAE-FS-1

  • 14

    Technical Skills: Learners achieve technical content skills necessary to pursue the full range of careers for all pathways in the program concentration. CTAE-FS-1

Academic Foundations: Learners achieve state academic standards at or above grade level. CTAE-FS-2

  • 15

    Academic Foundations: Learners achieve state academic standards at or above grade level. CTAE-FS-2

 Communications: Learners use various communication skills in expressing and interpreting information. CTAE-FS-3

  • 16

     Communications: Learners use various communication skills in expressing and interpreting information. CTAE-FS-3

 Problem Solving and Critical Thinking: Learners define and solve problems, and use problem-solving and improvement methods and tools. CTAE-FS-4

  • 17

     Problem Solving and Critical Thinking: Learners define and solve problems, and use problem-solving and improvement methods and tools. CTAE-FS-4

Information Technology Applications: Learners use multiple information technology devices to access, organize, process, transmit, and communicate information. CTAE-FS-5

  • 18

    Information Technology Applications: Learners use multiple information technology devices to access, organize, process, transmit, and communicate information. CTAE-FS-5

Systems: Learners understand a variety of organizational structures and functions.CTAE-FS-6

  • 19

    Systems: Learners understand a variety of organizational structures and functions.CTAE-FS-6

Safety, Health and Environment: Learners employ safety, health and environmental management systems in corporations and comprehend their importance to organizational performance and regulatory compliance. CTAE-FS-7

  • 20

    Safety, Health and Environment: Learners employ safety, health and environmental management systems in corporations and comprehend their importance to organizational performance and regulatory compliance. CTAE-FS-7

Leadership and Teamwork: Learners apply leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives.  CTAE-FS-8

  • 21

    Leadership and Teamwork: Learners apply leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives.  CTAE-FS-8

 Ethics and Legal Responsibilities: Learners commit to work ethics, behavior, and legal responsibilities in the workplace. CTAE-FS-9

  • 22

     Ethics and Legal Responsibilities: Learners commit to work ethics, behavior, and legal responsibilities in the workplace. CTAE-FS-9

 Career Development: Learners plan and manage academic-career plans and employment relations. CTAE-FS-10

  • 23

     Career Development: Learners plan and manage academic-career plans and employment relations. CTAE-FS-10

Entrepreneurship: Learners demonstrate understanding of concepts, processes, and behaviors associated with successful entrepreneurial performance. CTAE-FS-11

  • 24

    Entrepreneurship: Learners demonstrate understanding of concepts, processes, and behaviors associated with successful entrepreneurial performance. CTAE-FS-11

Frequently asked questions

What grade levels do these standards cover?
Grade 6
Where can I read the official document?
Career Georgia Standards

Keep exploring

Keep exploring Career Development standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

More Georgia Career Development sets

Career Development

Career Development in other jurisdictions

Career Development