Page 59 - THE ONTARIO CURRICULUM, GRADES 9 AND 10 | Canadian and World Studies

• provide classroom and school-wide opportunities for this learning; and
• engage parents and the broader community in the development, implementation, and evaluation of the program, to support students in their learning.
The framework of the program is a four-step inquiry process based on four questions linked to four areas of learning: (1) knowing yourself – Who am I?; (2) exploring opportunities – What are my opportunities?; (3) making decisions and setting goals – Who do I want to become?; and, (4) achieving goals and making transitions – What is my plan for achieving my goals?.
Classroom teachers support students in education and career/life planning by providing them with learning opportunities, filtered through the lens of the four inquiry questions, that allow them to apply subject-specific knowledge and skills to work-related situations; explore subject-related education and career/life options; and become competent, self- directed planners. The curriculum expectations in Canadian and world studies provide opportunities to relate classroom learning to education and career/life planning that will prepare students for success in school, work, and life.
COOPERATIVE EDUCATION AND OTHER FORMS OF EXPERIENTIAL LEARNING
Planned learning experiences in the community, including job shadowing and job twinning, work experience, and cooperative education, provide students with opportunities to see the relevance of their classroom learning in a work setting, make connections between school and work, and explore a career of interest as they plan their pathway through secondary school and on to their postsecondary destination. In addition, through experiential learning, students develop the skills and work habits required in the workplace and acquire a direct understanding of employer and workplace expectations.
Experiential learning opportunities associated with various aspects of the Canadian and world studies curriculum help broaden students’ knowledge of employment opportunities in a wide range of fields, including parks and recreation; environmental industries such as water management; public institutions such as municipal offices, libraries, museums, and archives; the public service; local not-for-profit organizations; and the tourism industry.
SOME CONSIDERATIONS FOR PROGRAM PLANNING IN CANADIAN AND WORLD STUDIES
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