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

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students create a list of their qualifications (skills and attributes) for a job of their choice (e.g., lawn cutting, baby-sitting, car washing, newspaper delivery). Ask them to describe what they have done to develop each skill and attribute listed.
• Ask students to use electronic or other sources to identify the skills required for particular jobs. Have them classify these skills according to categories such as communication, thinking, learning, positive attitudes, responsibility, adaptability, and teamwork skills. Ask students to describe how they are presently developing these skills (e.g., through school and extra-curricular activities).
• Have students use personal contacts and technological resources to research the personal characteristics, interests, and abilities required to succeed in an occupation of their choice. Then have them use a classification system such as the National Occupational Classification matrix to determine other occupation categories that require the same skills and attributes. Compile students’ findings into a career skills handbook.
• Have students develop stations based on information about occupations they believe they might be suited for. Encourage students to consider local, regional, and global opportunities, as well as non-traditional roles. Stations could include information on interests, aptitudes, temperaments, required education and training, duties, and environment. Have students explain why they think these occupations might suit them. Invite parents or other classes to visit the stations.
• Ask students to imagine themselves 30 or more years in the future and to write an autobiography highlighting their career accomplishments, citing relevant personal skills, interests, education, family, lifestyle, and hopes and dreams.

SUGGESTED ASSESSMENT STRATEGIES

• To assess students’ work in classifying a number of occupations, look for evidence that they can:

• gather information from a variety of sources
• develop categories that are personally relevant and meaningful
• give a number of examples within each category
• show local, regional, and global prospects

• Working in small groups provides opportunities for students to practise and receive feedback about their transferable skills. Criteria for any group research projects might focus on the extent to which students are able to demonstrate transferable "employability" skills such as:

• communicate effectively
• think critically
• acquire required knowledge
• develop persistence, confidence, and self-esteem
• develop accountability and responsibility
• be creative in suggesting new ideas
• work co-operatively within groups

When working with students to establish criteria for projects, consider standards related to these skills that will enhance students’ understanding of the skills necessary for workplaces of the future.

• Ask students to create web charts linking personal attributes to occupations. Note the extent to which they are able to:

• describe the commonalities between their skills and those required in the occupation
• show awareness of a variety of occupations
• recognize which of their skills and attributes would require further development

  Print Materials

• Career Connections

  Multimedia

• B.C. Life Skills
• Student WorkSafe 7 Module

  Games/Manipuatives

• The Real Game

  BC Ministry of Education Home Page