Page 58 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
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; explore subject-related education and career/life options; and become competent, self-directed planners. The
curriculum expectations in First Nations, Métis, and Inuit 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 twin- ning, 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. Through experien- tial learning, students develop the skills and work habits required in the workplace and
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EDUCATION AND CAREER/LIFE PLANNING THROUGH THE FIRST NATIONS,
MÉTIS, AND INUIT STUDIES CURRICULUM
The goals of the Kindergarten to Grade 12 education and career/life planning program are to:
• ensure that all students develop the knowledge and skills they need to make informed education and career/life choices;
• 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 oppor- tunities – 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?