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:

• identify possible career paths involving postsecondary training or education
• analyse changes taking place in the economy, environment, and society, as they relate to current labour-market information
• relate legislation governing employment to their experiences in the workplace
• evaluate the contributions to society of various types of work
• access and use services and resources to carry out their plans

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students interview people in career areas of interest to them to find out about their career paths. Students could ask questions such as:
  • What formal education or training did you require to embark on your career? What entry requirements did these programs have?
  • To what extent do you still draw upon that education?
  • What subsequent on-the-job training or professional development have you had?
  • What positions did you hold before your present position?
  • How did each of these help prepare you for your present position?
• Have students compare and debate the credibility of predictions that analysts or futurists have made about social, environmental, economic, or labour-market trends.
• Suggest that students organize an Entrepreneurial Fair involving local entrepreneurs. After the fair, students could report on these people's motivations, skills and attitudes, contributions to society, and risk management.
• Conduct a class discussion to distinguish between various types of work (e.g., unpaid, salaried, paid hourly, shift, self-employed, entrepreneurial). Group students, assigning each group a particular work type, and have them identify:
  • examples (preferably local)
  • associated pros and cons (for the worker, for society)
  Ask groups to report to the whole class. The same activity could be used to examine various occupational groups (e.g., health care, tourism, construction).
• Have students use available sources to research:
  • local job opportunities
  • educational and training requirements for careers of interest to them
  • trends in the workplace
• After students have engaged in Work Experience, identify or review with them the key provisions of various provincial and federal acts governing employment. Ask students to give examples of how these affected their Work Experience or any other experience they might have had in the workplace.

• Ask students to research and report on the requirements of specific careers or areas of postsecondary study to which they aspire. In assessing their work, look for evidence of:
  • knowledge of required skills
  • knowledge of academic requirements
  • explicit connections between what they learned from the research and the skills they are developing in their course work
  • use of various sources to locate information (e.g., people in these fields, mentors, technology, career resources and programs)
  • logical conclusions or implications for those interested in these fields
• After students have studied how various changes have influenced the job market, have them imagine that they are employment counsellors debating the best advice to give students about careers in various sectors. Ask students to select particular sectors and present persuasive arguments for advice they would give students based on economic, environmental, and societal factors. Note the extent to which they:
  • identify relevant information
  • include appropriate qualifiers
  • identify plausible effects of economic, environmental, and societal factors on the futures of various opportunities
  • support positions with factual information
  • recognize ambiguities and contradictions
• Have students answer questions such as the following to reflect on strategies they employ to access and use various services and resources in carrying out their plans:
  • What human, material, and technological resources did you use?
  • What strategies did you use to get started? (e.g., Did you write questions? List possible sources? Ask for advice?)
  • How did you deal with the amount of information and the language used in the resources?
  • What did you do when you got stuck?
  • What might you do differently next time you need to access a service or resource?

• Choices (Occupations and Education)
• Heart Beats
• Where the Jobs Are: Career Survival for Canadians in the New Global Economy
• Towards 2000
• Knowledge for Youth About Careers (CD-ROM Version)
• Put Work In Its Place: How to Redesign Your Job to Fit Your Life
• Success Test
• B.C. Life Skills
• Not For Sale: Ethics in the American Workplace
• Expanding Your Horizons - A Career Guide
• Work Experience Handbook: Guidelines, Policy and Best Practices
• Secrets To College Success

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