2025-2026 Application Due: APRIL 4th @ 11:59 pm

10th Grade

Year 2

The second sequence of the N.A.V.IG.A.T.E. Elective is an academic elective course that prepares students for college readiness and success, and it is scheduled during the regular school day.

Students will continue to refine and adjust their academic learning plans and goals, increasing awareness of their actions and behaviors. As students incrase their rigorous course load and involvement with school and community, they will hone their time-management and study skills accordingly. Students will continue to build their student agency through guided leadership study. Students will narrow down their colleges and career based ontheir personal interests and goals.

Semester 1: Refining Skills & Goals

Unit 1 | Academic Goal Setting & Self-Reflection

Duration

2-3 weeks

Essential Question

How can I refine my academic goals to align with my growing responsibilities and aspirations?

Key Concepts

Reviewing academic progress and refining goals based on current achievements.
Understanding the connection between actions and outcomes
Understanding how behaviors impact success
Setting long- and short-term goals in high school and after graduation
Building self-awareness: recognizing strengths, weaknesses, and areas of growth

Skills

Self-assessment and reflection techniques
Setting actionable, measurable goals for personal and academic growth
Analyzing past academic performance to adjust future strategies

Activities

Self-assessment inventory over strengths, academic challenges, and personal interests
Develop SMART (Specific, Measurable, Achievable, Relevant, Time-Bound) goals for the semester or year
Students utilize an academic reflection journal to identify areas of strength and areas for improvement
Share goals and self-reflections with a classmate to gain feedback and accountability

Assessments

Submission of detailed Goal Setting and Action Plan
Completion of self-reflection journal entries
Participation in peer feedback sessions

Unit 2 | Time Management & Effective Study Habits

Duration

3-4 weeks

Essential Question

How can I manage my time and energy effectively to balance academic rigor, extracurricular activities, and personal life?

Key Concepts

Managing an increasing academic workload and balancing extracurricular activities
Time-blocking and prioritizing tasks to avoid procrastination and burnout
Building and refining study routines that complement individual learning styles
The importance of rest and self-care in maintaining long-term academic success

Skills

Time management, including prioritization and scheduling (Pomodoro Method, etc.)
Note-taking strategies (Cornell method, mind-mapping, outlining, etc.)
Organizing academic materials (folders, planners, digital tools, etc.)
Strategies for overcoming procrastination and improving focus

Activities

Use a Time Management Matrix (Eisenhower Matrix) to categorize tasks based on urgency and importance
Improve student planner utilization; keep a daily log of academic and personal activities to analyze how time is spent and identify areas for improvement
Create a presentation on effective study habits and time management strategies
TED Talk over procrastination

Assessments

Time Management Matrix & Weekly Study Plan
Participatino in class discussions about time management and procrastination
Self-reflection on study habits and time management
Presentation over effective study habits and time management strategies

Unit 3 | Improving Collaborative Learning & Problem-Solving

Duration

5-6 weeks

Essential Question

How can I use collaborative learning to deepen my understanding of academic material and strengthen my problem-solving skills?

Key Concepts

Understanding Costa's Levels of Thinking / Costa's Levels of Questioning
Use the "Study Group" process as a tool for academic support and learning
The role ofpeer tutoring in fostering collaboration and enhancing understanding
Active participation in a study group, using questioning and problem-sovling strategies
Developing critical thinking and analytical skills via group discussions

Skills

Applying the "Study Group" process to organize and clarify questions on content
Asking open-ended questions and using critical thinking to solve academic problems
Communicating academic difficulties and solutions effectively through collaboration
Providing and receiving feedback in a peer-to-peer learning context
Taking ownership of one's learning through the "Study Group" process

Activities

Utilize the “Study Group” handout to identify a challenging concept or problem from one of their classes
Students will participate in small study groups where they present their questions and collaborate with peers to work through academic challenges — students will use questioning techniques and problem-solving strategies
Reflection journals after each tutorial session (what they learned, how did they contribute, how they’ll apply strategies learned during the process to their own academic work)

Assessments

Completion of "Study Group" forms and active participation in the "Study Groups"
Reflective journal entries after each "Study Group" session

Semester 2: Becoming a Leader

Unit 4 | Developing Student Agency

Duration

4-5 weeks

Essential Question

How can I develop leadership skills and increase my agency in academic and extracurricular activities?

Key Concepts

Understanding leadership principles and applying them to school and community
Building self-efficacy: taking ownership of academics and extracurricular commitments
Leadership styles: recognizing leadership trais and influence on group dynamics
Community and school involvement: using leadership roles to positively contribute

Skills

Developing communication, decision-making, and conflict-resolution skills
Learn how to self-advocate and speak up for personal needs in all contexts
Collaboration and teamwork in leadership roles
Goal-setting in leadership contexts (e.g., team goals, group projects, etc.)

Activities

Leadership self-assessment — identifying strengths and areas for improvement
Students collaborate on a small leadership project (organizing an event or leading a study group), applying leadership skills in a real-world setting
TED Talk over Leadership and annotate articles about leadership qualities

Assessments

Leadership Self-Assessment and reflection on personal leadership traits
Group project presentation on effective leadership (who is a good leader, why, traits, etc.)
Peer feedback on leadership and collaboration skills (Socratic Seminar, Philosophical Chairs, etc.)

Unit 5 | Narrowing Down Choice

Duration

5-6 weeks

Essential Question

How can I plan for college and a career, and what are the financial aspects involved?

Key Concepts

Exploring different college and career options based on personal interests, academic strengths, and values
Understanding the variety of postsecondary options (college, military, trade, etc.)
College admissions: application process, GPA, extracurricular involvement, test scores
Aligning career interests with educational paths and steps to enter specific careers

Skills

Conducting research on colleges, universities, trade schools, military branches, career paths, etc.
Identifying key factors that influenced college and career decisions
Understanding financial literacy: scholarships, financial aid, budgeting for the future
Exploring and setting up career goals based on academic strengths and interests

Activities

Research EIGHT (8) colleges, universities, technical schools, apprenticeships, or FOUR (4) military branches
Use Naviance or My Next Move to explore careers and the necessary education or training
Financial Literacy Workshop: learn about scholarships, financial aid, and budgeting for college, then research at least THREE (3) scholarships or financial aid opportunities
Update both the academic and personal resumes (created last year; should be in Google Drive)

Assessments

College and Career Research Project & Presentation
Financial Aid and Scholarship Research
Updated Academic and Personal Resumes

Unit 6 | Developing a Two-Year Plan

Duration

5-6 weeks

Essential Question

How do I create a personalized 2-year plan that aligns with my college and career aspirations?

Key Concepts

Mapping out a 2-year high school academic plan that aligns with goals (college and career)
Understanding the balance between academic rigor, extracurriculars, and personal responsibilities
Building a long-term vision for college admissions, including courses, activities, tests
Developing a strategy for success in high school and beyond

Skills

Course selection and planning based on personal interests and career goals
Creating a balance between challenging classes, extracurriculars, and personal responsibilities
Tracking progress toward long-term academic and career goals
Time management for long-term planning (ACT prep, college visits, internships, ASVAB, etc.)

Activities

2-Year Plan Creation: create a detailed academic and extracurricular plan for the remaining years of high school
Vision Board: create a visually representation of academic and career goals, as well as plans for high school
College Visit Reflection: If possible, students attend a local college or virtual tour and write a reflection on how it fits with their long-term goals
Peer Review: students present their plans to a classmate for feedback and suggestions

Assessments

2-Year Plan submission and presentation
Vision board reflection on long-term goals
College visit reflection paper
Peer feedback on 2-Year Plan

9th GRADE

ELECTIVE

11th GRADE

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