Page 8 - Choices into Action

develop the ability to understand how they learn, recognize areas that need improvement, set goals for improvement, monitor their own learning, and become independent learners, they are acquiring the basic habits and skills they will require for lifelong learning.
Interpersonal development. Students will learn to demonstrate self-discipline, take responsibil- ity for their own behaviour, acquire the knowl- edge and skills required for getting along with others both within and beyond the school, and choose ways of interacting positively with others in a variety of situations. They will also learn about thoughtful and non-violent problem reso- lution, social responsibility, working coopera- tively with others, and caring about others.
Career development. Students will learn how to make informed and appropriate choices to ensure their successful transition from elemen- tary to secondary school and from secondary school to further education, training, and work. This involves the acquisition of the knowledge and skills required to make informed and responsible decisions at key transition points throughout elementary and secondary school and in preparation for leaving secondary school. Students will also assess their interests, compe- tencies, and achievements; explore and evaluate education and career opportunities; make appro- priate choices from among those opportunities; collect and interpret information; set goals; and create and evaluate plans for the future.
The content of the guidance and career educa- tion program is represented by the three areas of learning and defined by the competencies that students acquire over a period of time. Teachers, teacher-advisers, and guidance coun- sellors play an important role in monitoring and evaluating students’ progress in acquiring the competencies described for Grades 1 to 6, Grades 7 and 8, and Grades 9 to 12. The three areas of learning and the competencies that stu- dents acquire provide a guide for program devel- opment and evaluation.
INTRODUCTION
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