This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

It is expected that students will:

• relate career choices to family expectations
• identify and investigate educational routes and experiences necessary to achieve their goals
• research career opportunities in local, regional, and global workplaces
• select courses to match their career plans
• describe the impact on the labour market of changes taking place in society, the economy, and the environment
• establish a job-search network involving family, colleagues, and friends
• outline key features of legislation governing employment

To view the prescribed learning outcomes for Career Development (Career Exploration) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Suggest that students interview their parents to learn:
  • what hopes their parents have for their future and how these might relate to their own career choices
  • what career directions they would advise the student to consider or avoid, giving reasons
  • what support is available for them to pursue career-related training
  Have students relate findings to their own career aspirations.
• Organize a Career Day, inviting students to prepare questions for participants and report after the event on what they learned.
• Have students examine information from various postsecondary institutions and identify courses related to careers of interest.
• Ask students to use the school's course-selection manual to explore program options and map out course selections for grades 11 and 12 to support their career goals.
• Suggest that students compare the current labour market with markets of the past, here and elsewhere, to identify changes and their causes.
• As a class, brainstorm a definition of job-search network. Have students identify:
  • fears or barriers that make it difficult to approach people for help
  • ways of overcoming barriers and expanding contacts
  • benefits to themselves of having networks
  • benefits to others of being part of their networks
  Have students create webs showing people who are or could be part of their own networks. Encourage them to expand their networks.
• Encourage students to develop mentorships with postsecondary students and other community members to acquire information, support, and inspiration.
• Form small groups and have each group research one piece of legislation governing employment to determine its relevance to part-time student workers. Students could examine legislation such as the Employment Standards Act, Human Rights Act, Labour Relations Code, Workers Compensation Act, and Canada Pension Plan Act.

• Ask each student to research career opportunities in local, regional, and global workplaces; produce a report summarizing the research; and develop an educational plan for a particular career. Look for evidence that students are able to:
  • relate personal attributes and skills to the careers
  • describe how their educational routes relate to the careers (e.g., educational requirements, on-the-job training)
  • predict how changes taking place in society, the economy, and the environment might affect the careers
  • describe the processes they used
• Have students in groups make short presentations on how to establish a job-search network involving family, postsecondary students, colleagues, and friends. Work with students to generate assessment criteria for the presentations. Criteria could include:
  • identifies benefits of a network
  • identifies possible sources of support
  • offers relevant suggestions or strategies on how to overcome fears and barriers
  • describes practical ways to get started
• As students work individually or in groups, determine the extent to which they have developed an understanding of the key features of legislation governing employment. Use prompts such as:
  • What legislation would you refer to if an employer refused to pay you for work completed?
  • If you thought you were being harassed, what legislation might be useful?
  • If you were hurt on the job, what legislation would you use as a reference?

• Choices (Occupations and Education)
• Heart Beats
• Learn a Skill
• B.C. Life Skills
• Career Decision-Making System - Revised Canadian Edition
• Knowledge for Youth About Careers (CD-ROM Version)
• Success in the Workplace
• Career Connections
• How to Choose a Career
• Math ... Who Needs It?!
• Future Focus
• Engage
• Seeking and Maintaining Employment: An Activity Based Teaching Unit For Developing the Essential Knowledge, Skills and Attitudes
• Pathways - Succeeding with the Resume and the Application

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