Education & Career/ Life Planning Classroom teachers support students in education and career/life planning by providing them with learning opportunities, filtered through the lens of the four inquiry questions, that allow them to apply subject-specific knowledge and skills to work-related situations; explore subject-related education and career/life options; and become competent, self-directed planners. The updated curriculum expectations for all subjects will provide opportunities to relate classroom learning to education and career/life planning that will prepare students for success in school, work, and life. The Arts The arts program can offer opportunities for a variety of career exploration activities, including career mentorships and visits from a wide variety of guest speakers in the arts (e.g. architects, artists, comedians, composers, dancers, designers, gallery curators, graphic artists, music arrangers, photographers, recording engineers, video and recording editors, web designers, and individuals working in film, television, special effects, and interactive media.) 2009, page 57 French as a Second Language Reading for Meaning: demonstrate an understanding of the intent and meaning of a variety of French texts about familiar, academic, and personally relevant topics (e.g., identify interesting jobs on employment websites and explain what skills are relevant to the responsibilities posted.) 2013, page 306, French Immersion Health & Physical Education Grade 7 Physical Fitness – Teacher Prompt: “What are some things you can do to develop your fitness?” 2010, page 173 Career/Life Planning Connection: What careers in the health and fitness sector can support you with your fitness goals? Research one of these careers to support a response to the prompt. Language Listening to Understand: “Identify a variety of listening comprehension strategies and use them before, during, and after listening in order to understand and clarify the meaning of increasingly complex or challenging oral texts.” 2006, page 119 Career/Life Planning Connection: Students can use My Blueprint to watch videos on various career opportunities and “identify important ideas while listening; ask questions for clarification, visualize scenes, use note-taking strategies to summarize important points made by speaker.” Mathematics Grade 7 Collection and Organization of Data: students will collect data by conducting a survey or an experiment to do with themselves, their environment, issues in their school or community, or content from another subject and record observations or measurements. 2005, page 107 Career/Life Planning Connection: Students can complete interests, strengths and intelligences surveys to answer the “Who am I” question and record/graph their results. Social Studies One of the objectives of the social studies, history, geography, and Canadian and world studies programs is to enable students to become responsible, active citizens who are informed and critically thoughtful. Financial literacy is a key element of this objective. In the social studies, history, and geography program, students have multiple opportunities to investigate and study financial literacy concepts that are related to the course content. 2013, page 47 Science and Technology Grade 8 Understanding Matter and Energy – Fluids: 2.4 investigate applications of the principles of fluid mechanics (e.g., in aeronautical research, shipping, food services, plumbing, hydrodynamic engineering) 2007, page 147 Career/Life Planning Connection: Integrate with Language Arts to explore summary writing in regard to the principles of fluid mechanics in a variety of careers/sectors. CREATING PATHWAYS TO SUCCESS An Education and Career/Life Planning Program for Ontario Schools, 2013 Career: “The sum of a person’s experiences in a variety of roles throughout life…every person has a career, which includes work, learning, community engagement, and relationships with family and friends” (CPS page 6). Excerpts from Ministry of Education Elementary Curriculum Documents “When students are empowered to design and plan their own lives, they are engaged, they achieve, and they find themselves applying their learning in their daily lives” (CPS page 7). A comprehensive education and career/life planning program is: Knowledge and skills-based Inquiry-based Developmentally appropriate Holistic Transformational Inclusive Differentiated Varied in its methods of delivery Deeply embedded or “infused” Based on a whole-school approach Well-documented Accountable A comprehensive education and career/life planning program is: Knowledge and skills-based Inquiry-based Developmentally appropriate Holistic Transformational Inclusive Differentiated Varied in its methods of delivery Deeply embedded or “infused” Based on a whole-school approach Well-documented Accountable Career & Life Planning Tools & Resources: HPEDSB “Teachers Resource Guide for Grade 7 & 8 Pathways Planning” HPEDSB “Planning for Grade 9…Taking the Next Step” Career & Life Planning Tools & Resources: HPEDSB “Teachers Resource Guide for Grade 7 & 8 Pathways Planning” HPEDSB “Planning for Grade 9…Taking the Next Step” Career & Life Planning Reflection Questions for Students: What did I learn? What did I discover about myself? What evidence can I gather to show my learning? Career & Life Planning Reflection Questions for Students: What did I learn? What did I discover about myself? What evidence can I gather to show my learning? Learning Skills: Responsibility Organization Independent Work Collaboration Initiative Self-regulation Learning Skills: Responsibility Organization Independent Work Collaboration Initiative Self-regulation