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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students create logs in which to record their personal attributes and work habits and changes to these over the course of the year. Encourage them to categorize according to "improved" and "needs improvement." They might also include information about previous years.
• Ask students to brainstorm effective classroom work habits (e.g., time management, punctuality, active listening, collaboration, neatness). Discuss how these might be transferable to workplace settings.
• Provide opportunities for students to practise a range of organizational skills in the classroom (e.g., cleaning desks, filing papers, making and storing computer backup files, sorting materials). As a class, discuss the transferability of these skills to other contexts, including workplace contexts. Reinforce these skills by complimenting students when they exhibit them.
• Have students write reports identifying the interests, strengths, and skills of personal heroes, the subjects of biographies, or invited guests (ask role models to discuss their careers and how they acquired the necessary skills and attributes).
• Students should note which attributes they hope to acquire.
• Have each student write a journal entry that describes what type of work a supportive adult thinks the student would excel at in the future. Ask them to add their own opinions of this expectation.
• Have students interview senior citizens with questions such as:

• What were your chores when you were growing up? Other family members’ chores?
• What were your future plans at age 12? What were family expectations for your future?
• How did these things affect your career?

• As students share their interviews with the class, help them focus on changes in roles and expectations and on the influence of those expectations on a person’s life.

SUGGESTED ASSESSMENT STRATEGIES

• After activities dealing with changes in personal attributes, look for evidence of students’ abilities to recognize changes in their interests, strengths, and abilities over time.
• Portfolios provide opportunities for students to demonstrate their personal attributes. They can label their work samples using statements such as:

• I chose this as an example of something I did well. This skill could transfer to –––––––––––––– .
• This is an example of a work habit that I developed. It will be useful when ––––––––––––– .
• This is an example of the hardest thing I’ve learned to do. I learned that –––––––––––––– .
• This is an example of what I am working on now to improve my work habits. My goal is –––––––––––––– .

• Have students reflect on their classroom work habits and rate each as "strong," "satisfactory," or "need reminding." Work habits to consider include: completing tasks on time, organization and neatness, and working independently or in groups.
• Have students create web charts to illustrate the contributions that family, peers, community, and mentors can make to someone’s career development. Note the extent to which their work:

• demonstrates awareness of the various influences on career decision making
• compares the various factors
• communicates their ideas

  Print Materials

• Working It Out: Tools For Everyday Peacemakers

  Multimedia

• B.C. Life Skills
• Student WorkSafe 5 Module

  BC Ministry of Education Home Page