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 personal management, academic, and teamwork skills that are transferable to the workplace
• explain the relationship between their personal interests, attributes, and strengths and transferable skills

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Brainstorm with students definitions for the terms interests, attributes, strengths, skills, and career values. Discuss these words with the class in the context of school, occupations, and recreation. Have students use this information to create personal inventories.
• Invite students to gather information about their attributes as others see them by interviewing family members and friends. Interview records could be in the form of written notes, audiotape, or videotape. Students could also gather, for inclusion in their portfolios, ideas from these people about suitable career directions they might consider.
• Have students, working with partners or in small groups, each choose a favourite hobby or activity and create a web chart showing all the skills required (e.g., skateboarding requires balance, timing, flexibility, and perseverance). Then have them use an occupations list to find occupations that require the same skills.
• Conduct a Transferable Skills Scavenger Hunt in which students try to find classmates who will identify themselves as having one or more of the following types of transferable skills:
  • academic
  • teamwork
  • positive attitude and behaviour
  • responsibility
  • adaptability
  Ask students to find at least one example of each type of skill for each of the following contexts: school, cultural activities, sports, interests, and hobbies. (The contexts are the activities or situations in which the skill was acquired.) After a fixed time, have the class create a master matrix with examples of every type of skill in every context. As students contribute their examples to the master list, verify their explanations of transferable and employability skills.

• Assess students' abilities to identify employability skills by having them collect and present one piece of evidence about each that demonstrates an ability to:
  • be persistent
  • manage time, money, and other resources to achieve a goal
  • respect the individual differences of others
  • respect the ideas of others when working in a group
  • write clearly
  • listen effectively
  • use technology to get information
  • link personal skills to the workplace
• Examine portfolios or work collections for evidence that students are able to:
  • identify their personal attributes
  • list and provide evidence of their personal strengths
  • provide inventories and evidence of their transferable skills
  • describe relationships between their transferable skills and other characteristics
• Have students work in pairs to develop surveys about personal interests, strengths, and transferable skills. They might develop questions such as:
  • What four or five things do you enjoy doing?
  • What do you do well?
  • What do other people who know you think you do well?
  • How would you rate yourself on each of the following transferable skills? (List them and provide a scale such as: 4­strong; 3­competent; 2­developing; 1­no evidence yet.)
  • If you could improve one skill or learn a new one, what would it be?
  • How do your interests and strengths relate to your transferable skills? Ask each pair to administer the survey to several other students and summarize the results. Review the questions, profiles, and summaries for evidence of career-skills awareness and the extent to which students can identify interests, skills, and attributes.

• 10,000 Hats
• B.C. Life Skills
• Heart Beats
• Thresholds

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