Page 24 - Guidance Education 11-12 (2006)

SOME CONSIDERATIONS FOR PROGRAM PLANNING IN GUIDANCE AND CAREER EDUCATION 23
Students who are no longer taking ESL or ELD courses may still require program adaptations to be successful.When learning expectations in a course other than ESL and ELD are modified, this must be clearly indicated on the student’s report card by checking the ESL or ELD box. (See the Guide to the Provincial Report Card, Grades 9–12, 1999.)
For further information on supporting students who are English language learners, refer to
The Ontario Curriculum, Grades 9 to 12: English As a Second Language and English Literacy Development, 1999 and the resource guide Many Roots, Many Voices: Supporting English Language Learners in Every Classroom (Ministry of Education, 2005).
Antidiscrimination Education in Guidance and Career Education
The guidance and career education curriculum is designed to help students acquire the habits of mind essential in a complex democratic society characterized by rapid technological, economic, political, and social change.These involve respect and understanding with regard
to individuals, groups, and cultures in Canada and the global community, including an appre- ciation and valuing of the contributions of Aboriginal people to the richness and diversity of Canadian life.They also involve respect and responsibility for the environment and an under- standing of the rights, privileges, and responsibilities of citizenship. Learning the importance
of protecting human rights and of taking a stand against racism and other expressions of hatred and discrimination is also part of the foundation for responsible citizenship.
Learning activities used to implement the curriculum should be inclusive in nature, reflecting diverse points of view and experiences.They should enable students to become more sensitive to the experiences and perceptions of others and to understand and respect themselves.The critical thinking and analytic skills acquired in guidance and career education will allow stu- dents to recognize barriers, biases, and stereotypes that may be exhibited in social interactions and in the workplace, and to develop the skills needed to deal with these situations effectively. In guidance and career education courses, students will learn about the importance of cultural diversity and the value of a broad range of skills and knowledge needed to be successful in a global economy.
Antidiscrimination education promotes a school climate and classroom practice that encourage all students to work to high standards, ensure that they are given a variety of opportunities to be successful, affirm their self-worth, and help them strengthen their sense of identity and positive self-image. It is particularly important in guidance and career education that students from all backgrounds and experiences learn that they can aspire to a full range of careers. Both male and female students should be encouraged to consider any non-traditional careers to which their aptitudes, skills, and interests are well suited.
Literacy, Numeracy, and Inquiry/Research Skills
Success in all their secondary school courses depends in large part on students’ literacy skills. Many of the activities and tasks students undertake in guidance and career education involve the use of written, oral, and visual communication skills. For example, students use language to record their observations, to describe their inquiries in both informal and formal contexts, and to present their findings in oral presentations and written reports.The language of guidance and career education includes special terms that are recognized as belonging to this field. Study in these courses will thus encourage students to use language with greater care and precision so that they are able to communicate effectively.