This blank Project Template, along with the Project Components Guidelines, Project Rubric Template, Self & Peer Evaluation Rubric and Project Grouping & Grading Best Practices resources are designed to support the development and integration of projects within CTE courses.

 Work your way through the activities below to earn a BINGO!  Try for a BINGO each week, or blackout the card by the end of the school year!  Click the topic link at the top to find out more about each challenge, and complete your responses to each challenge on the BINGO card on page 2.

This training module covers Copyright and Fair Use guidelines for Educators including a number of resources, tips, and links. 

This lesson gives students the opportunity to review all concepts by using their notes to create employee manuals for their kitchen. They work together in groups and follow a grading rubric to create a manual, then present it to another group. Lesson could be adapted to be longer, or to be completed using technology.

Student Version: This lesson addresses: Common acronyms that are used to identify proper food-handling procedures, and how to prevent the growth of microorganisms.

DISCLAIMER:Lessons that are posted under the Teacher Submitted section have been submitted to the AZ CTE Curriculum Consortium by teachers for use by everyone. These lessons do not necessarily follow the approved format and have not been edited. We believe that they still may be very good and useful to teachers.

DISCLAIMER:Lessons that are posted under the Teacher Submitted section have been submitted to the AZ CTE Curriculum Consortium by teachers for use by everyone. These lessons do not necessarily follow the approved format and have not been edited. We believe that they still may be very good and useful to teachers.

DISCLAIMER: Lessons that are posted under the Teacher Submitted section have been submitted to the AZ CTE Curriculum Consortium by teachers for use by everyone. These lessons do not necessarily follow the approved format and have not been edited. We believe that they still may be very good and useful to teachers.

The items contained in this bank were developed in alignment with the Item Writing Guidelines used by the Arizona Department of Education (ADE) for the Technical Skills Assessments (TSA) and align with the curriculum posted on the CTE Curriculum Connection. These items are unique and not part of the ADE Item Bank although they mimic items students may see on the TSA. The items are aligned to the 2016 Early Childhood Education Technical Standards.

Presentation of class rules, vocaublary, and review of year one scope and sequence.

This lesson focuses on how to respond professionally to a situation in the workplace, and that attitude is a large component to workplace success. It teachers the difference between hard skills (technical skills) and soft skills (qualities/interpersonal skills) and why soft skills are important to develop.

In this lesson, students define terms related to credit sales and examine methods of debit card and credit card sales. 

In this lesson, students look at the job descriptions of various roles in the Information Technology field. They will also look at the educational pathways available for building a career in each of these roles. Students will solve a data activity, and then discuss their observations with the class.The Facilitator Guide resource provides the details and necessary preparation to enable users to complete the lesson. The .zip file contains the SCORM driver and content to be uploaded into a Learning Management System.

Principles of Caregiving - The Arizona Direct Care Curriculum Project Manual Level 1 Fundamentals

This self-study guide provides state and local education agencies and schools with a tool to assess the implementation of career readiness practices across a district or secondary school and to plan improvements. It is arranged by implementation areas that have been found to be important to career readiness efforts based on a review of the literature and discussions with stakeholders. Each area includes guiding questions for discussion, potential sources of evidence, and a rating scale for self-assessment of implementation. This process of ongoing discussion, evidence use, and self-assessment can help states, districts, and secondary schools improve the effectiveness of career readiness practices.