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 role models and list their attributes
• relate their transferable skills to occupational and lifestyle choices

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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Ask students to spend a few minutes thinking about the meaning of success as it applies to someone they look upon as a role model. Then have them generate lists of role models, considering family, friends, others within the community, professionals in various fields, and characters or personalities presented in mass media. Form small groups and ask them to identify the qualities and attributes of particular role models. As groups report on their work, discuss whether these traits and talents are innate, learned, or both. Finally, have students review their definitions of success and adjust or expand them to include examples or qualifying statements.
• Invite a community role model that students have identified to speak to the class about his or her skills, attributes, and successes.
• Suggest that students discuss in groups how their personal strengths, abilities, aptitudes, interests, and values relate to their occupational interests. Have each student create a booklet, poster, or oral report on the subject.
• Have students brainstorm and classify, according to the Conference Board of Canada's employability skills categories, the skills people in particular occupations require for success (e.g., speaking, interviewing, and listening are all communication skills that successful journalists need).
• Invite students to imagine themselves in 10 years, focussing on their ideal occupations and corresponding lifestyles. Then have them each create a work (e.g., essay, drawing, collage) outlining the skills needed to attain this ideal situation.
• Have students research several occupations and list the specific skills required for each. Then have each student create an "A day (week) in the life of" presentation about someone in one of these occupations.

• When students report on their work about role models, note their abilities to:
  • define criteria for success
  • identify a number of attributes for success each role model possesses
  • support their judgments about whether these traits are innate or learned
  • revise their definitions of success
  • present information logically
  • use a variety of presentation techniques
• Engage students in an activity that challenges them to relate their transferable skills to various given occupations. Have them brainstorm and refine a list of criteria with which to assess their suitability for each occupation (e.g., suitability in terms of work preference, interest, academic skills, personal management skills, teamwork skills).
• Form groups and invite each group to visit a local work site, then create a photo essay or handbook on skills necessary in that workplace. Ask students to identify in their introductions the skills they are learning at home and at school that are related to those required in the workplace. Assess students' work for:
  • overall presentation
  • completeness (identifies personal management, academic, and transferable skills)
  • awareness of how people demonstrate employability skills
  • understanding of the relationship between the skills they are currently learning and those required in the workplaces they visited

• B.C. Life Skills
• Heart Beats
• Career Choices
• Choices Junior
• Jobs for Me
• Strategies for Career and Life Management
• The Transition Years

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