Page 55 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Work habits specified in the OSP are: working safely, teamwork, reliability, organization, working independently, initiative, self-advocacy, customer service, and entrepreneurship.
Essential Skills, such as Reading Text, Document Use, and Problem Solving, are used in virtually all occupations and are the foundation for learning other skills, including technical skills. OSP work habits such as organization, reliability, and working independently are reflected in the learning skills and work habits addressed in the provincial report card. Essential Skills and work habits are transferable from school to work, independent living, and further education or training, as well as from job to job and sector to sector.
Included in the OSP are videos and databases that focus on everyday tasks and occupation- specific workplace tasks, which teachers can use to connect classroom learning to life outside of school. Teachers can also consult A Guide to Linking Essential Skills and the Curriculum, 2009, which illustrates how to integrate explicit references to Essential Skills into classroom activities as well as how to give feedback to learners when they demonstrate these skills.
For further information on the Ontario Skills Passport, including the Essential Skills and work habits, visit http://ontario.ca/skillspassport.
EDUCATION AND CAREER/LIFE PLANNING THROUGH THE FRENCH AS A SECOND LANGUAGE 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?
SOME CONSIDERATIONS FOR PROGRAM PLANNING IN FRENCH AS A SECOND LANGUAGE
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