Page 46 - Guidance Education 11-12 (2006)

ADVANCED LEARNING STRATEGIES: SKILLS FOR SUCCESS AFTER SECONDARY SCHOOL, GRADE 12, OPEN (GLS4O/GLE4O/GLE3O) 45
Exploration of Opportunities
Overall Expectations
By the end of this course, students will:
• demonstrate knowledge of selected workplace trends in order to make decisions about postsecondary choices and pathways;
• apply research and career-exploration strategies to identify postsecondary options;
• identify and describe the learning environments and resources available to support lifelong learning.
Specific Expectations
Trends
By the end of this course, students will:
– assess the effects of information technology on selected fields of work, including its impact on educational and skill require- ments, learning opportunities, how work is done, and employment opportunities;
– compare emerging work-style alternatives (e.g., contract work, telecommuting, talent pooling) and other employment-related trends (e.g., changing composition of the labour market, impact of education level on earnings and employment), and explain how these trends may influence their edu- cation and career plans;
– identify traditional and emerging approaches to learning in modern workplaces (e.g., formal instruction, independent computer- based learning, mentorship, apprenticeship) and explain why businesses and other organizations value ongoing, self-directed learning;
– assess how well their transferable and essential skills (e.g., writing, oral commu- nication, numeracy, computer skills) and other personal information (e.g., learning styles, family commitment, finances) align with selected fields of work.
Opportunities
By the end of this course, students will:
– locate, select, and summarize relevant educational and career information from a variety of sources (e.g., print material, Internet websites, information interviews, job shadowing, work experience) based on their personal interests and abilities;
– identify and describe selected education/ training options (e.g., independent study; college, university, workplace training) that could help them achieve their learning and career goals, and assess the suitability of these options on the basis of criteria that they have identified (e.g., cost, dura- tion, learning environment);
– describe the knowledge, talents, and skills required for success in selected occupa- tions, and the education/training routes that prepare people for these occupations;
– compare the eligibility criteria for pro- grams relevant to their learning goals through the use of course calendars and other literature from educational institu- tions or training centres.