Where can I read the official document?

2020 New Jersey Student Learning Standards – Career Readiness, Life Literacies, and Key Skills Introduction

K–12 Standards

By the end of grade 5
Other New Jersey Career Readiness, Life Literacies, and Key Skills sets
By the end of grade 2
By the end of grade 8
By the end of grade 12

Personal Financial Literacy9.1

A
Civic Financial Responsibility
1. 1
  Compare various ways to give back and relate them to your strengths, interests, and other personal factors.9.1.5.CR.1
B
Credit Profile
1. 1
  Identify the advantages of maintaining a positive credit history.9.1.5.CP.1
C
Economic and Government Influences
1. 1
  Explain and give examples of what is meant by the term “tax.” 9.1.5.EG.1
2. 2
  Describe how tax monies are spent9.1.5.EG.2
3. 3
  Explain the impact of the economic system on one’s personal financial goals.9.1.5.EG.3
4. 4
  Describe how an individual’s financial decisions affect society and contribute to the overall economy.9.1.5.EG.4
5. 5
  Identify sources of consumer protection and assistance.9.1.5.EG.5
D
Financial Institutions
1. 1
  Identify various types of financial institutions and the services they offer including banks, credit unions, and credit card companies. 9.1.5.FI.1
E
Financial Psychology
1. 1
  Illustrate the impact of financial traits on financial decisions.9.1.5.FP.1
2. 2
  Identify the elements of being a good steward of money.9.1.5.FP.2
3. 3
  Analyze how spending choices and decision-making can result in positive or negative consequences. 9.1.5.FP.3
4. 4
  Explain the role of spending money and how it affects wellbeing and happiness (e.g., "happy money," experiences over things, donating to causes, anticipation, etc.).9.1.5.FP.4
5. 5
  Illustrate how inaccurate information is disseminated through various external influencers including the media, advertisers/marketers, friends, educators, and family members.9.1.5.FP.5
F
Planning and Budgeting
1. 1
  Develop a personal budget and explain how it reflects spending, saving, and charitable contributions.9.1.5.PB.1
2. 2
  Describe choices consumers have with money (e.g., save, spend, donate). 9.1.5.PB.2
G
Risk Management and Insurance
1. 1
  Identify risks that individuals and households face.9.1.5.RMI.1
2. 2
  Justify reasons to have insurance.9.1.5.RMI.2

Career Awareness, Exploration, Preparation, and Training9.2

A
Career Awareness and Planning
1. 1
  Evaluate personal likes and dislikes and identify careers that might be suited to personal likes.9.1.5.CAP.1
2. 2
  Identify how you might like to earn an income.9.1.5.CAP.2
3. 3
  Identify qualifications needed to pursue traditional and non-traditional careers and occupations. 9.1.5.CAP.3
4. 4
  Explain the reasons why some jobs and careers require specific training, skills, and certification (e.g., life guards, child care, medicine, education) and examples of these requirements.9.1.5.CAP.4
5. 5
  Identify various employee benefits, including income, medical, vacation time, and lifestyle benefits provided by different types of jobs and careers.9.1.5.CAP.5
6. 6
  Compare the characteristics of a successful entrepreneur with the traits of successful employees.9.1.5.CAP.6
7. 7
  Identify factors to consider before starting a business. 9.1.5.CAP.7
8. 8
  Identify risks that individuals and households face.9.1.5.CAP.8
9. 9
  Justify reasons to have insurance.9.1.5.CAP.9

Life Literacies and Key Skills9.4

A
Creativity and Innovation
1. 1
  Use appropriate communication technologies to collaborate with individuals with diverse perspectives about a local and/or global climate change issue and deliberate about possible solutions (e.g., W.4.6, 3.MD.B.3,7.1.NM.IPERS.6).9.4.5.CI.1
2. 2
  Investigate a persistent local or global issue, such as climate change, and collaborate with individuals with diverse perspectives to improve upon current actions designed to address the issue (e.g., 6.3.5.CivicsPD.3, W.5.7).9.4.5.CI.2
3. 3
  Participate in a brainstorming session with individuals with diverse perspectives to expand one’s thinking about a topic of curiosity (e.g., 8.2.5.ED.2, 1.5.5.CR1a).9.4.5.CI.3
4. 4
  Research the development process of a product and identify the role of failure as a part of the creative process (e.g., W.4.7, 8.2.5.ED.6).9.4.5.CI.4
B
Critical Thinking and Problem-solving
1. 1
  Identify and gather relevant data that will aid in the problem-solving process (e.g., 2.1.5.EH.4, 4-ESS3-1, 6.3.5.CivicsPD.2).9.4.5.CT.1
2. 2
  Identify a problem and list the types of individuals and resources (e.g., school, community agencies, governmental, online) that can aid in solving the problem (e.g., 2.1.5.CHSS.1, 4-ESS3-1). 9.4.5.CT.2
3. 3
  Describe how digital tools and technology may be used to solve problems.9.4.5.CT.3
4. 4
  Apply critical thinking and problem-solving strategies to different types of problems such as personal, academic, community and global (e.g., 6.1.5.CivicsCM.3).9.4.5.CT.4
C
Digital Citizenship
1. 1
  Explain the need for and use of copyrights.9.4.5.DC.1
2. 2
  Provide attribution according to intellectual property rights guidelines using public domain or creative commons media.9.4.5.DC.2
3. 3
  Distinguish between digital images that can be reused freely and those that have copyright restrictions. 9.4.5.DC.3
4. 4
  Model safe, legal, and ethical behavior when using online or offline technology (e.g., 8.1.5.NI.2).9.4.5.DC.4
5. 5
  Identify the characteristics of a positive and negative online identity and the lasting implications of online activity.9.4.5.DC.5
6. 6
  Compare and contrast how digital tools have changed social interactions (e.g., 8.1.5.IC.1). 9.4.5.DC.6
7. 7
  Explain how posting and commenting in social spaces can have positive or negative consequences.9.4.5.DC.7
8. 8
  Propose ways local and global communities can engage digitally to participate in and promote climate action (e.g., 6.3.5.GeoHE.1). 9.4.5.DC.8
D
Global and Cultural Awareness
1. 1
  Analyze how culture shapes individual and community perspectives and points of view (e.g., 1.1.5.C2a, RL.5.9, 6.1.5.HistoryCC.8). 9.4.5.GCA.1
E
Information and Media Literacy
1. 1
  Evaluate digital sources for accuracy, perspective, credibility and relevance (e.g., Social Studies Practice - Gathering and Evaluating Sources).9.4.5.IML.1
2. 2
  Create a visual representation to organize information about a problem or issue (e.g., 4.MD.B.4, 8.1.5.DA.3). 9.4.5.IML.2
3. 3
  Represent the same data in multiple visual formats in order to tell a story about the data.9.4.5.IML.3
4. 4
  Determine the impact of implicit and explicit media messages on individuals, groups, and society as a whole. 9.4.5.IML.4
5. 5
  Distinguish how media are used by individuals, groups, and organizations for varying purposes. (e.g., 1.3A.5.R1a).9.4.5.IML.5
6. 6
  Use appropriate sources of information from diverse sources, contexts, disciplines, and cultures to answer questions (e.g., RI.5.7, 6.1.5.HistoryCC.7, 7.1.NM. IPRET.5).9.4.5.IML.6
7. 7
  Evaluate the degree to which information meets a need including social emotional learning, academic, and social (e.g., 2.2.5. PF.5).9.4.5.IML.7
F
Technology Literacy
1. 1
  Compare the common uses of at least two different digital tools and identify the advantages and disadvantages of using each.9.4.5.TL.1
2. 2
  Sort and filter data in a spreadsheet to analyze findings. 9.4.5.TL.2
3. 3
  Format a document using a word processing application to enhance text, change page formatting, and include appropriate images graphics, or symbols.9.4.5.TL.3
4. 4
  Compare and contrast artifacts produced individually to those developed collaboratively (e.g., 1.5.5.CR3a).9.4.5.TL.4
5. 5
  Collaborate digitally to produce an artifact (e.g., 1.2.5CR1d). 9.4.5.TL.5

Frequently asked questions

What grade levels do these standards cover?: Grade 3, Grade 4, and Grade 5
Where can I read the official document?: 2020 New Jersey Student Learning Standards – Career Readiness, Life Literacies, and Key Skills Introduction

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