Page 7 - Choices into Action

setting goals, resolving conflicts, volunteering, collaborating, and cooperating, students will learn self-discipline, personal and social respon- sibility, and respect for others from diverse cultures.
KEY FEATURES OF THE PROGRAM
Building on the good practices currently in place in many Ontario schools and classrooms, an effective guidance and career education program includes the following important key features:
– clearly stated competencies for students in Grades 1 to 6, Grades 7 and 8, and Grades 9 to 12
– a range of career exploration activities in the community
– completion of the compulsory half-credit Career Studies course as a secondary school graduation requirement
– preparation of an annual education plan for each student, beginning in Grade 7 and con- tinuing to the end of secondary school
– a teacher-adviser for students in Grades 7 to 11
– individual assistance and short-term counselling
– a program advisory team
– a program-effectiveness survey, conducted every three years, with recommendations for revising the program
As already noted, teaching and learning in the guidance and career education program involves a variety of instructional settings and roles, as well as the involvement of community partners. Students acquire knowledge and skills not only through the provincial curriculum, but also
through the teacher-adviser program, their development of annual education plans, events such as job-shadow days, work experience opportunities, and cooperative education. Students learn from the active involvement of and direction from teachers, teacher-advisers, and guidance counsellors. The program’s struc- tured teaching and learning approach systemati- cally builds each year on the previous year’s learning.
GOALS
The goals of the guidance and career education program are that students:
– understand the concepts related to lifelong learning, interpersonal relationships (including responsible citizenship), and career planning;
– develop learning skills, social skills, a sense of social responsibility, and the ability to formu- late and pursue educational and career goals;
– apply this learning to their lives and work in the school and the community.
The goals have been organized into three areas of knowledge and skills: student development, interpersonal development, and career development. In each area, the knowledge and skills required will change as students proceed through ele- mentary and secondary school. Although some- times distinct, these areas of learning and their interconnectedness should be reflected in each school’s guidance and career education program.
Student development. Students will learn to set and achieve learning goals both inside and out- side school, manage their own learning, and acquire the habits and skills necessary for suc- cess both inside and outside school. As students
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CHOICES INTO ACTION