Di Tran University · College of Humanization · Grade 9
Demonstrate foundational workplace skills, make careful money decisions, and build a truthful portfolio.
Learn with dignity. Build with proof. Advance with purpose.
This course turns learning into useful evidence through five repeatable moves: Learn → Practice → Prove → Use → Advance. Work at an appropriate pace, disclose meaningful help, correct mistakes, and explain the result in your own words.
Complete course resources
Open each section in order. The learner workbook is open first so learning can begin immediately.
Course blueprint — The learning promise, sequence, outputs, and course boundaries.
Course 04 Grade 9 — Foundations of Employability and Financial Agency
Version: 1.0 public self-study edition — October 10, 2026 Status: Free public noncredit self-study curriculum; not approved for enrollment, high-school credit, diploma, certification, licensure, placement, or funding claims.
Promise and audience
I can demonstrate essential workplace skills, manage foundational finances, and build a truthful portfolio. This course is designed for Grade 9 learners in a supervised, age-appropriate learning context. It uses fictional, public, or minimum-necessary data and does not require a learner to disclose private family, health, identity, immigration, financial, child, or school-record information.
Humanization is the parent doctrine: knowledge must preserve dignity, judgment, agency, safety, privacy, access, authorship, and accountable human choice. The course is original DTU design and studies structural strengths such as clarity, conceptual depth, small-step mastery, and correction without copying protected curriculum or implying affiliation.
What learners produce
Learners build a twelve-item employability portfolio: learning plan; service-needs brief; instruction/source map; milestone/risk plan; digital/AI disclosure; service or workflow artifact; quality/correction record; communication/repair record; safety/privacy/authority map; dated budget/consumer comparison; résumé/introduction/interview practice; and an evidence defense.
Universal course controls
- Every unit follows Learn → Practice → Prove → Use → Advance.
- Evidence describes one task in one stated context; human worth is never scored.
- Important work includes an independent explanation or transfer task, with meaningful adult/AI help disclosed.
- Fictional/offline alternatives remain available until qualified reviewers approve an actual context.
- Truth, authority/consent, safety, privacy/security, accessibility, authorship, regulated-work boundaries, and human accountability are noncompensable.
- This packet is not a standards adoption, state approval, credit determination, diploma bridge, job-readiness finding, or financial advice.
Twelve-unit sequence
Unit 1 — Baseline and Personal Learning Plan
Learn: distinguish a goal, strength, support, barrier, requirement, and assumption. Practice: turn a broad interest into a small learning target and proof condition. Prove: create a learner-approved baseline and plan with supports, unknowns, risk, and review date. Use: explain the plan without revealing unnecessary private information. Advance: select the first task and identify what evidence would change the plan.
Unit 2 — Employer/Client Needs and Service Standards
Learn: distinguish user, client, worker, supervisor, beneficiary, payer, and affected person; separate a need from a promise. Practice: compare fictional requests and identify service-quality expectations. Prove: write a bounded needs brief with audience, desired result, exclusions, and evidence. Use: role-play clarification without contacting a real client or employer. Advance: choose one small service or workflow problem to investigate.
Unit 3 — Policies, Schedules, Instructions, and Sources
Learn: identify purpose, issuer, date/version, steps, warnings, exceptions, and authority. Practice: annotate a public or fictional instruction and label unknowns. Prove: create a source-and-stop-point map. Use: explain what can be done now and what requires confirmation. Advance: write one confirm-or-correct question for the responsible person or source.
Unit 4 — Goals, Milestones, Calendar, and Risk Plan
Learn: sequence, dependency, checkpoint, risk, contingency, and recovery. Practice: build a two-week calendar with competing obligations and a change notice. Prove: submit a milestone/risk plan with owners, dates, evidence, and stop rules. Use: run a simulated check-in and revise the plan from actual effort. Advance: identify the smallest next milestone that requires no payment or application.
Unit 5 — Workplace Digital Systems and AI Disclosure
Learn: task/tool fit, account boundaries, data minimization, source checking, access, authorship, and human review. Practice: compare a paper, digital, and AI-assisted approach using synthetic data. Prove: create a tool-choice and assistance ledger with excluded data and independent explanation. Use: complete a no-account or offline simulation. Advance: state what the tool may help with and what a human must decide.
Unit 6 — Build a Service or Workflow Artifact
Learn: input, steps, roles, output, version, instructions, and limitation. Practice: follow a worked example, then change one requirement. Prove: build version one of a low-risk service resource or workflow. Use: demonstrate the primary use case to a facilitator or peer. Advance: record one failure, one correction, and the next test.
Unit 7 — Quality, Timeliness, and Correction
Learn: baseline, acceptance condition, defect, severity, accessibility, privacy, safety, and retest. Practice: use a small test matrix for normal, incorrect, missing-input, and recovery cases. Prove: submit test evidence and a correction record. Use: retest the highest-priority defect and state what remains unknown. Advance: repair, simplify, pause, or retire with a reason.
Unit 8 — Communication, Feedback, and Conflict Resolution
Learn: observation, impact, request, boundary, handoff, feedback, and escalation. Practice: draft an update, correction request, and respectful change notice. Prove: complete a simulated feedback-and-repair conversation with a record. Use: adapt the method to a teammate, supervisor, customer, or instructor without impersonating authority. Advance: name the next owner, date, and unresolved question.
Unit 9 — Safety, Privacy, Discrimination, and Authority Limits
Learn: truth, consent, safety, privacy/security, accessibility, anti-harm boundaries, authorship, and when a human authority must decide. Practice: classify scenarios as proceed, ask, pause, escalate, or stop. Prove: complete a safety/privacy/authority map for a simulated task. Use: explain one boundary in plain language. Advance: write a hold statement that prevents unsafe or misleading action.
Unit 10 — Pay, Deductions, Banking, Credit, Budgeting, and Consumer Choices
Learn: distinguish pay, hours, deductions, fees, recurring cost, interest, debt risk, estimate, and verified term. Practice: compare dated fictional or public options without entering bank, tax, or identity data. Prove: create a source-labeled budget or consumer comparison with assumptions and missing terms. Use: explain a reversible choice and the authorized person who controls an unresolved term. Advance: write one question before committing money or accepting a term.
Unit 11 — Résumé, Introduction, and Interview Foundations
Learn: evidence-backed language, scope, support disclosure, question preparation, and respectful self-advocacy. Practice: turn portfolio evidence into a truthful skills statement and rehearse an introduction. Prove: complete a fictional interview or work-simulation response with correction. Use: answer an unfamiliar question without inventing experience, approval, or outcome. Advance: identify one evidence gap and one low-risk practice step.
Unit 12 — Employability Portfolio Defense
Learn: how to select evidence, explain limits, receive correction, and plan a next step. Practice: assemble the portfolio index and rehearse a short defense. Prove: demonstrate one complete work task and defend reliability, communication, safety, quality, and assistance evidence. Use: transfer the method to a new low-risk scenario. Advance: record a 30/90-day plan, owner, verification source, support, cost/risk, and alternate path.
Assessment and completion
Use a task-level 0–4 scale: not yet shown; direct help; limited help; independently here; transfers and helps. The scale does not score human worth. Completion requires the twelve evidence items, human review, correction where needed, disclosed support, an independent explanation or accessible equivalent, and clear noncompensable gates. Safe wording remains: “The learner completed the noncredit DTU course and demonstrated the listed tasks at the documented support level.”
Learner workbook — The complete twelve-part Learn → Practice → Prove → Use → Advance workbook.
Course 04 Grade 9 — Learner Workbook
Free public noncredit self-study edition — Version 0.1 — October 10, 2026 Not approved for enrollment, high-school credit, diploma credit, certification, licensure, placement, or funding claims.
Start here
This workbook helps you build evidence for practical work, service, further learning, or entrepreneurship. Use a fictional or low-risk scenario. You do not need to write private family, health, identity, immigration, financial, child, or school-record details. Ask what is needed, who can see it, why it is needed, and when it will be deleted.
Rhythm: Learn → Practice → Prove → Use → Advance. Dignity rule: evidence describes one task on one date; it never measures your worth.
Portfolio index
| Evidence | Date/version | Support used | Correction | Next step |
|---|---|---|---|---|
| Baseline and learning plan | ||||
| Needs/service brief | ||||
| Instruction/source map | ||||
| Milestone/risk plan | ||||
| Tool and assistance ledger | ||||
| Service/workflow artifact | ||||
| Test/correction record | ||||
| Communication/repair record | ||||
| Safety/privacy/authority map | ||||
| Budget/consumer comparison | ||||
| Résumé/interview practice | ||||
| Portfolio defense and transition |
Unit pages
Unit 1 — Baseline and Personal Learning Plan
Learn: A goal is not a guarantee; a requirement must come from the responsible source. Practice: Write one small target, one weekly action, and one proof condition. Prove: My baseline, support, unknown, risk, and review date: __________________ Use: I can explain this plan without sharing: ________________ Advance: First task/date and what would change the plan: __________________
Unit 2 — Employer/Client Needs and Service Standards
Learn: A need, request, promise, and acceptance condition are different. Practice: Use a fictional request and identify audience, result, and excluded scope. Prove: My bounded needs brief: ________________________________________ Use: My clarification question: _____________________________________ Advance: Small problem to investigate: ________________________________
Unit 3 — Policies, Schedules, Instructions, and Sources
Learn: Check issuer, date/version, steps, warning, exception, and authority. Practice: Annotate a public or fictional instruction. Prove: Source/stop-point map: _________________________________________ Use: What can I do now, and what needs confirmation? ________________ Advance: My confirm-or-correct question: _______________________________
Unit 4 — Goals, Milestones, Calendar, and Risk Plan
Learn: A plan names sequence, dependency, checkpoint, risk, and recovery. Practice: Build a two-week calendar and change notice. Prove: Milestone, owner, date, evidence, and stop rule: _______________ Use: What changed after the simulated check-in? ____________________ Advance: Smallest next milestone: ____________________________________
Unit 5 — Workplace Digital Systems and AI Disclosure
Learn: Tools can assist; people remain accountable for truth, safety, privacy, access, and decisions. Practice: Compare paper, digital, and AI-assisted options with synthetic data. Prove: Tool, data excluded, source check, help used, and independent explanation: __________________ Use: Complete a no-account or offline version. Advance: “The tool may help with __; a human must decide ____.”
Unit 6 — Build a Service or Workflow Artifact
Learn: A useful artifact has inputs, steps, roles, output, version, and limits. Practice: Follow an example and change one requirement. Prove: Version-one artifact or description: ____________________________ Use: Who can follow it without guessing? ____________________________ Advance: Failure, correction, and next test: ___________________________
Unit 7 — Quality, Timeliness, and Correction
Learn: Quality requires a test, evidence, correction, and retest. Practice: Test ordinary, incorrect, missing-input, and recovery cases. Prove: Highest-priority defect and correction: _________________________ Use: Retest result and remaining unknown: ___________________________ Advance: Repair, simplify, pause, or retire—and why: __________________
Unit 8 — Communication, Feedback, and Conflict Resolution
Learn: Use observation, impact, request, boundary, handoff, and escalation. Practice: Draft an update and respectful change notice. Prove: Feedback/repair record: ________________________________________ Use: How would the message change for a teammate, supervisor, customer, or instructor? ______ Advance: Next owner/date/unresolved question: _________________________
Unit 9 — Safety, Privacy, Discrimination, and Authority Limits
Learn: Truth, consent, safety, privacy/security, accessibility, authorship, and human accountability are noncompensable. Practice: Mark proceed / ask / pause / escalate / stop for a low-risk case. Prove: Safety/privacy/authority map: __________________________________ Use: Explain one boundary in plain language: ________________________ Advance: “We will not __ until __ is verified by ____.”
Unit 10 — Pay, Deductions, Banking, Credit, Budgeting, and Consumer Choices
Learn: A dated estimate is not a verified promise; missing terms matter. Practice: Compare fictional/public options without private financial data. Prove: Budget or consumer table with sources, assumptions, and risks: __________________ Use: Reversible choice and authorized decision-maker: ________________ Advance: Question before committing money: ____________________________
Unit 11 — Résumé, Introduction, and Interview Foundations
Learn: Say what you practiced, demonstrated, completed, or have not verified. Practice: Write: “I ____ using __, checked by __, with support __.” Prove: Interview/work-simulation response and correction: ____________ Use: Answer an unfamiliar question without inventing a claim: ________ Advance: Evidence gap and low-risk practice step: _____________________
Unit 12 — Employability Portfolio Defense
Learn: A defense explains evidence, limits, correction, support, and next steps. Practice: Select your strongest evidence and rehearse a short explanation. Prove: Complete one work-task demonstration and portfolio defense. Use: Transfer the method to a new low-risk scenario. Advance: 30/90-day step, owner, source, support, risk/cost, and alternate path: ____________________
Closeout
My meaningful adult/AI help was: __________________. My correction is: ________________. My next step is: ________________ on ______ with __________________. This workbook is noncredit learning evidence, not a diploma, credit, license, credential, admission, placement, or guarantee.
Facilitator guide — Guidance for a parent, educator, coach, mentor, or facilitator.
Course 04 Grade 9 — Facilitator Guide
Status and role
Free public edition. Facilitate supervised learning and simulation only after the actual age/context, family/learner notice, privacy, safety, accessibility, tools, and consent routes are reviewed. Do not decide credit, diploma, credential, license, admission, employment, funding, or client authorization.
Preflight
- Confirm age-appropriate context, supports, language access, family/learner notice, and safe alternative evidence.
- Use fictional, public, or minimum-necessary data; never place protected records in open tools.
- Prohibit live accounts, purchases, applications, public posts, unsupervised client contact, and regulated work.
- Prepare paper/offline and oral, written, visual, demonstrated, translated, and assistive-technology routes.
- Explain the noncredit boundary and ask the learner to explain what the course does not confer.
- Name human owners for curriculum, safeguarding/incidents, privacy, accessibility, and release decisions.
Session rhythm
10 minutes goal/access/status check; 20 minutes model; 25 minutes guided practice; 25 minutes independent or adapted practice; 20 minutes simulation; 15 minutes evidence; 10 minutes feedback/correction; 5 minutes privacy/assistance closeout.
Unit map
| Unit | Model | Watch for | Required evidence/handoff |
|---|---|---|---|
| 1 | Goal and baseline | private disclosure pressure or guarantee language | learning plan |
| 2 | Bounded service brief | unauthorized contact or overpromising | needs brief |
| 3 | Source and stop point | summary treated as authority | source map |
| 4 | Calendar and risk plan | shame-based reliability judgment | milestones/risk |
| 5 | Tool and assistance choice | protected data or hidden AI | ledger/explanation |
| 6 | Version-one artifact | copying without understanding | artifact/limit |
| 7 | Test and correction | defect concealment or access treated as optional | test/retest |
| 8 | Feedback and repair | conflict confused with safety/discrimination escalation | repair record |
| 9 | Boundary scenario | unsafe or unauthorized action | hold/escalation map |
| 10 | Dated budget/comparison | financial advice or private data collection | comparison |
| 11 | Interview practice | invented experience or outcome | skills statement |
| 12 | Portfolio defense | tool speaks for learner | defense/transition |
Assessment and correction
Use the task-level 0–4 scale: not yet shown; direct help; limited help; independently here; transfers and helps. Record context, date, support, evidence, explanation, feedback, correction, and next step. Never score worth, intelligence, accent, disability, family situation, immigration history, trauma, or future potential. Pause and escalate for unsafe work, missing authority/consent, protected data, inaccessible required evidence, harassment/discrimination, false claims, undisclosed material assistance, or tool failure.
Accessibility and dignity
Offer oral, written, visual, demonstrated, translated, interpreted, captioned, large-print, keyboard, extra-time, reduced-copying, and assistive-technology routes where they preserve the target skill. Read instructions aloud when reading is not the target. Do not force personal disclosure. Keep scenarios age-appropriate and fictionalized.
Closeout
Confirm twelve evidence items or approved equivalents, support/assistance disclosure, corrections, noncompensable gates, next step, owner/date, alternate path, and required human escalation. Safe wording is: “The learner completed the noncredit DTU course and demonstrated the listed tasks at the documented support level.” Do not add credit, diploma, license, certification, approval, placement, job-readiness, or earnings language.
Capstone and evidence rubric — The final project, evidence packet, and transparent scoring guide.
Course 04 Grade 9 — Employability Portfolio Defense and Rubric
Capstone brief
In a supervised fictional or low-risk simulation, the learner completes one bounded work/service task, shows reliability and communication, identifies safety/privacy/authority limits, tests quality, corrects one issue, and defends a truthful portfolio. No live client contact, regulated work, purchases, applications, public posts, account changes, or protected records.
Required packet
Baseline/learning plan; needs brief; source map; milestone/risk plan; tool/assistance ledger; service/workflow artifact; test/correction record; communication/repair record; safety/privacy/authority map; dated budget/consumer comparison; résumé/interview evidence; and portfolio defense with 30/90-day plan.
Rubric
| Dimension | 0 Not shown | 1 Direct help | 2 Limited help | 3 Independent here | 4 Transfers and helps |
|---|---|---|---|---|---|
| Plan and reliability | no workable plan | follows a model | completes with prompts | sequence, dates, notice, and recovery are clear | adapts after a new constraint |
| Need and service | need/scope absent | defines after prompting | bounded with support | audience, result, exclusions, and evidence are clear | improves scope without overpromising |
| Communication and repair | no usable message | speaks/writes with direct help | mostly clear with support | accurate request, handoff, feedback, and correction | repairs a new low-risk case |
| Quality and artifact | no evidence | builds with rescue | completes most steps | demonstrates, tests, corrects, and states limit | transfers the method |
| Safety/privacy/authority | unsafe or unauthorized | recognizes after intervention | names boundaries with prompts | pauses/escalates and identifies decision-maker | spots a new risk |
| Money and consumer judgment | unsupported or private data | copies a table | labels some terms with help | uses dated sources, assumptions, risks, and reversible step | questions a new term |
| Independent defense | cannot explain work/help | explains after prompting | explains core choices | defends evidence, support, limits, and correction | transfers without tool takeover |
| Transition | promise or no next step | chooses with help | names partial route | records source, owner, date, support, risk, and alternate | revises honestly after new evidence |
Noncompensable holds
False claim; missing consent/authority; unsafe or regulated work; unnecessary protected data; inaccessible evidence with no alternative; undisclosed material assistance/copied authorship; or refusal to pause, correct, escalate, or retire.
Safe completion wording: “The learner completed the noncredit DTU course and demonstrated the listed tasks at the documented support level.” This is not high-school credit, a diploma, license, certification, employment, placement, or guaranteed outcome.