Warwick School District

Curriculum❯School Counseling Grades 5-6*

School Counseling Grades 5-6*

Grade Levels: 05 | 06 |

Course Description

The School Counseling Curriculum provides instruction in a developmentally appropriate manner related to the knowledge, skills, and attitudes students need to achieve academic success, college and career readiness, and social, emotional development throughout the elementary school years. Wherever appropriate, the counseling standards and curriculum are integrated across all curricular areas in order to support the development of the whole child. 

The Elementary Counseling Curriculum is organized by monthly themes and reinforced in collaboration with all teachers through the daily SEAD lessons. Lessons are founded on building relationships and community with in school environments. Three signature practices are included in the monthly theme to build connection and engagement (welcoming ritual, engaging practice, and optimistic closure)

Monthly themes are as follows:
September: Ready to Learn
October: Responsible Citizenship/Bully Prevention
November: Growth Mindset
December: Giving With Gratitude
January: Emotion Management
February: Empathy/Kindness
March: Conflict Resolution/Problem Solving
April: Linking School to the Future
May/June: Finish Strong/Perseverance

Core Curriculum Content Standards

Career Education and Work (2002)

  • Career Awareness and Preparation

    • GRADE 5

      • Describe the impact of individual interests and abilities on career choices.(13.1.5.A)
      • Describe the impact of personal interest and abilities on career choices.(13.1.5.B)
      • Describe the range of career training programs in the community such as, but not limited to: -Two-and-four year colleges -Career and technical education programs at centers (formerly AVTS) and high schools -CareerLinks -Community/recreation centers -Faith-based organizations -Local industry training centers -Military -Registered apprenticeship -Vocational rehabilitation centers -Web-based training(13.1.5.D)
      • Describe the factors that influence career choices, such as, but not limited to: Geographic location -Job description -Salaries/benefits -Work schedule -Working conditions(13.1.5.E)
      • Investigate people’s rationale for making career choices.(13.1.5.F)
      • Identify the components of a career plan, such as, but not limited to: -Beginnings of career portfolio -Career goals -Individual interests and abilities -Training/education requirements and costs(13.1.5.G)
      • Connect personal interests and abilities and academic strengths to personal career options.(13.1.5.H)

    • GRADE 8

      • Relate careers to individual interests, abilities, and aptitudes.(13.1.8.A)
      • Relate careers to personal interests, abilities and aptitudes.(13.1.8.B)
      • Explain the relationship of career training programs to employment opportunities.(13.1.8.D)

  • Career Acquisition (Getting a Job)

    • GRADE 5

      • Apply appropriate speaking and listening techniques used in conversation.(13.2.5.A)
      • Identify and review resources available in researching job opportunities, such as, but not limited to: -Internet -Magazines -Newspapers(13.2.5.B)
      • Compose and compare a business and a personal letter.(13.2.5.C)
      • Identify individualized career portfolio components, such as, but not limited to: -Achievements -Awards/recognitions -Career exploration results -Career plans -Community service involvement/projects -Interests/hobbies -Personal career goals -Selected school work -Self inventories(13.2.5.D)
      • Apply to daily activities, the essential workplace skills, such as, but not limited to: -Commitment -Communication -Dependability -Health/safety -Personal initiative -Scheduling/time management -Team building -Technical literacy -Technology(13.2.5.E)

    • GRADE 8

      • Identify effective speaking and listening skills used in a job interview.(13.2.8.A)
      • Prepare a draft of career acquisition documents, such as, but not limited to: -Job application -Letter of appreciation following an interview -Letter of introduction -Request for letter of recommendation -Resume(13.2.8.C)
      • Develop an individualized career portfolio including components, such as, but not limited to: -Achievements -Awards/recognitions -Career exploration results -Career plans -Community service involvement/projects -Interests/hobbies -Personal career goals -Selected school work -Self inventories(13.2.8.D)
      • Explain, in the career acquisition process, the importance of the essential workplace skills/knowledge, such as, but not limited to: -Commitment -Communication -Dependability -Health/safety -Laws and regulations (that is Americans With Disabilities Act, child labor laws, Fair Labor Standards Act, OSHA, Material Safety Data Sheets) -Personal initiative -Self-advocacy -Scheduling/time management -Team building -Technical literacy -Technology(13.2.8.E)

  • Career Retention and Advancement

    • GRADE 5

      • Explain how student attitudes and work habits transfer from the home and school to the workplace.(13.3.5.A)
      • Explain the importance of working cooperatively with others at both home and school to complete a task.(13.3.5.B)
      • Identify effective group interaction strategies, such as, but not limited to: -Building consensus -Communicating effectively -Establishing ground rules -Listening to others(13.3.5.C)
      • Explain budgeting.(13.3.5.D)
      • Develop a personal schedule based on activities and responsibilities at both home and school.(13.3.5.E)
      • Describe the impact of role changes at home, school, and at work, and how the role changes impact career advancement and retention.(13.3.5.F)
      • Describe how personal interests and abilities impact lifelong learning.(13.3.5.G)

    • GRADE 8

      • Determine attitudes and work habits that support career retention and advancement.(13.3.8.A)
      • Analyze the role of each participant’s contribution in a team setting(13.3.8.B)
      • Explain and demonstrate conflict resolution skills: -Constructive criticism -Group dynamics -Managing/leadership -Mediation -Negotiation -Problem solving(13.3.8.C)
      • Analyze budgets and pay statements, such as, but not limited to: -Charitable contributions -Expenses -Gross pay -Net pay -Other income -Savings -Taxes(13.3.8.D)
      • Identify and apply time management strategies as they relate to both personal and work situations.(13.3.8.E)

  • Entrepreneurship

    • GRADE 5

      • Identify the risks and rewards of entrepreneurship.(13.4.5.A)
      • Discuss the entrepreneurial character traits of historical or contemporary entrepreneurs.(13.4.5.B)
      • Discuss the steps entrepreneurs take to bring their goods or services to market, such as, but not limited to: -Marketing -Production -Research and development -Selection of goods and services(13.4.5.C)

Student Interpersonal Skills (2012)

  • Self-Awareness and Self-Management

    • GRADES 1-5

      • Examine the impact of emotions and responses on view of self and interactions with others.(16.1.5.A)
      • Understand the impact of personal traits on relationships and school achievement.(16.1.5.B)
      • Identity adverse situations which all people encounter and healthy ways to address.(16.1.5.C)
      • Describe the effect of goal setting on self and others.(16.1.5.D)

    • GRADES 6-8

      • Assess factors that influence emotional self-management and impact relationships at home, school, and community.(16.1.8.A)
      • Analyze impact of a variety of personal traits on relationships and achievement throughout life.(16.1.8.B)
      • Analyze adverse situations and identify appropriate protective factors and coping skills.(16.1.8.C)
      • Apply goal setting into academic decisions.(16.1.8.D)

  • Establishing and Maintaining Relationships

    • GRADES 1-5

      • Establish relationships that are positive and supportive of others.(16.2.5.A)
      • Recognize and tolerate the uniqueness of all people in all situations.(16.2.5.B)
      • Explain the impact of communication on interactions with others.(16.2.5.C)
      • Identify and apply appropriate ways to resolve conflict.(16.2.5.D)
      • Determine who, when, where, or how to seek help for solving problems.(16.2.5.E)

    • GRADES 6-8

      • Analyze internal and external factors that influence relationships.(16.2.8.A)
      • Explain individual, social and cultural differences which increase vulnerability to bullying and abuse and strategies for prevention.(16.2.8.B)
      • Analyze factors that impact communication.(16.2.8.C)
      • Analyze various types of conflict and determine appropriate resolutions.(16.2.8.D)
      • Evaluate problems or situations to determine when and what additional support is needed.(16.2.8.E)

  • Decision Making and Responsible Behavior

    • GRADES 1-5

      • Recognize that there are consequences for every decision which are the responsibility of the decision maker.(16.3.5.A)
      • Demonstrate knowledge of how social norms affect decision making and behavior.(16.3.5.B)
      • Actively engage in creating an environment that encourages healthy relationships.(16.3.5.C)

    • GRADES 6-8

      • Examine the impact of decisions on personal safety, relationships, and group interactions.(16.3.8.A)
      • Examine how social norms and expectations of authority influence personal decisions and actions.(16.3.8.B)
      • Actively engage in healthy relationships and positve responsibility when observing negative behavior.(16.3.8.C)

ASCA Mindsets & Behaviors for Student Success (2014)

  • Mindset Standards

    • Belief in development of whole self, including a healthy balance of mental, social/emotional and physical well-being(ASCA-MB.1:1)
    • Self-confidence in ability to succeed(ASCA-MB.1:2)
    • Sense of belonging in the school environment(ASCA-MB.1:3)
    • Understanding that postsecondary education and life-long learning are necessary for long-term career success(ASCA-MB.1:4)
    • Belief in using abilities to their fullest to achieve high-quality results and outcomes(ASCA-MB.1:5)
    • Positive attitude toward work and learning(ASCA-MB.1:6)

  • Behavior Standards

    • Learning Strategies(ASCA-MB.2:LS)
      • Demonstrate critical-thinking skills to make informed decisions(ASCA-MB.2:LS.1)
      • Demonstrate creativity(ASCA-MB.2:LS.2)
      • Identify long- and short-term academic, career and social/emotional goals(ASCA-MB.2:LS.7)
      • Gather evidence and consider multiple perspectives to make informed decisions(ASCA-MB.2:LS.9)
      • Participate in enrichment and extracurricular activities(ASCA-MB.2:LS.10)
    • Self-Management Skills(ASCA-MB.2:SMS)
      • Demonstrate ability to assume responsibility(ASCA-MB.2:SMS.1)
      • Demonstrate self-discipline and self-control(ASCA-MB.2:SMS.2)
      • Demonstrate effective coping skills when faced with a problem(ASCA-MB.2:SMS.7)
      • Demonstrate the ability to balance school, home and community activities(ASCA-MB.2:SMS.8)
      • Demonstrate personal safety skills(ASCA-MB.2:SMS.9)
      • Demonstrate ability to manage transitions and ability to adapt to changing situations and responsibilities(ASCA-MB.2:SMS.10)
    • Social Skills(ASCA-MB.2:SS)
      • Create positive and supportive relationships with other students(ASCA-MB.2:SS.2)
      • Create relationships with adults that support success(ASCA-MB.2:SS.3)
      • Demonstrate empathy(ASCA-MB.2:SS.4)
      • Demonstrate ethical decision-making and social responsibility(ASCA-MB.2:SS.5)
      • Use leadership and teamwork skills to work effectively in diverse teams(ASCA-MB.2:SS.7)
      • Demonstrate advocacy skills and ability to assert self, when necessary(ASCA-MB.2:SS.8)
      • Demonstrate social maturity and behaviors appropriate to the situation and environment(ASCA-MB.2:SS.9)

Units

Unit #1 - Academic Development 5-6

Unit #2 - Social Emotional Development 5-6

Unit #3 - Career Readiness 5-6

Unit #4 - Grade 5 SEAD TIME (September to May/June Monthly Themes)

Unit #5 - Grade 6 SEAD TIME (September to May/June Monthly Themes)

Course Resources

Second Step Committee for Children
XELLO Career Readiness Platform


SEAD 5 Month at a Glance (Daily SEAD time focused on monthly theme, EQ, welcoming ritual, engaging practice, and optimistic closure)  
SEAD 6 Month at a Glance (Daily SEAD time focused on monthly theme, EQ, welcoming ritual, engaging practice, and optimistic closure)
K-6 SEAD resources- https://docs.google.com/spreadsheets/d/1Ha_8v0uooWG2KlYB_XvejepGg56TLhJsotlUDiSID1Q/edit?usp=sharing
K-6 SEAD Specials and Special Populations (SEAD focused on monthly theme, EQ, welcoming ritual, engaging practice, and optimistic closure) https://docs.google.com/document/d/183kO-AyC6J3i9nHX5d_FT2rtyvejUPG13mgjzlyEs0Y/edit?usp=sharing