1. CREATING PATHWAYS TO SUCCESS
An Education and Career/Life Planning Program for Ontario Schools, 2013
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.
“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).
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).
The Arts
ADA1O - Reflecting, Responding, and Analysing
B1.1 Use the critical analysis process before and during drama projects to identify and assess individual roles and responsibilities in producing drama works , page 70
Career/Life Planning Connection: Students can use the Ontario Skills Passport (OSP) to identify the required skills for each role, and add learned skills to their Individualized Pathway Plan (IPP) via
AMU3O - Connections Beyond the Classroom
B4.1 Identify and describe the skills and knowledge required to pursue careers connected to the arts and culture industry , page 170
English
To prepare students for the literacy demands of a
wide array of postsecondary educational programs and careers, English courses require students to develop research skills, practise expository writing, and learn strategies for understanding informational reading materials , page 36
Native Studies
NBV3C - Identity: Renewal and Reconciliation
Explain ways in which artists, healers, elders, women, and politicians define and promote Aboriginal peoples’ aspirations , page 30
Career/Life Planning Connection: Reflect on learning through a career lens. How are these roles promoted and encouraged in Aboriginal cultures?
Career & Life Planning
Tools & Resources:
IPP:
OSP:
HPEDSB “Know your options…Planning for grade 11, 12 & beyond”
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
Science
Science courses are well suited for some programs leading to a Specialist High Skills Major (SHSM). In some SHSM programs, science courses can be bundled with other courses to provide the academic knowledge and skills important to particular industry sectors and required for success in the workplace and postsecondary education , page 44
HPEDSB SHSMs With Bundled Science Courses – Construction, Environment, Healthy & Wellness, Manufacturing, Non-Profit, Sports
French
FSF1D - Reading: Comprehension and Response to Text
Demonstrate an understanding of materials containing a brief text (e.g., brochures, posters, advertisements) through oral and written presentations , page 9
Career/Life Planning Connection: Have students review and share information from job postings that list bilingualism as a requirement.
Business Studies
BDI3C - Enterprising People & Entrepreneurs: Characteristics and Contributions of an Entrepreneur
Develop a profile of a typical entrepreneur by researching a diverse group of successful entrepreneurs, including Aboriginal entrepreneurs , page 50
Career & Life Planning
Reflection Questions for Students:
What insights did I gain? Through which experiences?
What evidence can I gather to show what I’ve learned?
Health & Physical Education
PPL20 – Living Skills: Decision Making
Identify short and long-term goals for personal growth. 1999, page 16
Career/Life Planning Connection: Students can access their Individualized Pathway Plan (IPP) via and record their goals electronically.
Social Sciences and Humanities 2013
Social sciences and humanities students learn the skills required to manage their personal and family finances, to be critical consumers, and to understand the ways in which larger economic factors can enhance or limit the ability of individuals and families. Students also explore ethical questions inherent in issues related to wealth distribution, needs and wants, and capitalist economies , page 45
Canadian & World Studies
CGT3E - Methods of Geographic Inquiry and Communication: Research and Data Collection
identify educational requirements, job descriptions, current opportunities and future prospects for selected careers involving the use of geotechnologies.
2005, page 77
Learning Skills:
Responsibility
Organization
Independent Work
Collaboration
Initiative
Self-regulation
Tomorrow’s Employability Skills:
Reliability
Working Independently
Teamwork
Self-advocacy
Mathematics
Students should be made aware that mathematical literacy and problem solving are valuable assets in an ever-widening range of jobs and careers in today’s society. The knowledge and skills students acquire in mathematics courses are useful in fields such as science, business, engineering, and computer studies; in the hospitality, recreation, and tourism industries; and in the technical trades , page 28
Technological Education
TIJ1O - Professional Practice and Career Opportunities: D2.2 - Use various criteria to assess selected careers in technological fields (e.g., salary, job demand, working conditions, social trend) , page 47
Career/Life Planning Connection: Students can research and favourite occupations in the technological field that meet selected criteria using
TCJ3E - Professional Practice and Career Opportunities:
E2.1 Identify careers in the construction industry
Computer Studies
Teachers of computer studies can support their students’ learning by maintaining links with community-based businesses to ensure that students have access to hands-on experiences that will reinforce the knowledge and skills gained in school.
2008, page 29
Excerpts from Ministry of Education Secondary Curriculum Documents
“In Grades 9 to 12, curriculum expectations in many disciplines focus directly on education and career/life planning. In addition, there are opportunities within the secondary school curriculum for students to focus on self-awareness and on decision making and goal setting…Such learning helps make their school experience more relevant for students, increases their engagement with school, and so promotes higher levels of achievement” (CPS page 29).