Page 16 - Creating Pathways to Success

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CREATING PATHWAYS TO SUCCESS
3.3
the kind of reflection that can give them a good start on the cycle of planning rooted in self-knowledge.
Students in Kindergarten through Grade 6 are encouraged to “document” what they are discovering about themselves and their opportunities – in pictures, comments, letters to parents or peers, or in any other way they might choose – in a portfolio called “All About Me” (see section 3.4.1).
As students progress through the grades, the emphasis of their planning shifts more formally to the third and fourth areas of learning, as they address the questions “WhodoIwanttobecome?”and“Whatismyplanforachievingmygoals?”.Students, now in the habit of recognizing their preferences and exploring opportunities to act on them, consider where in the world of education, work, leisure, and community life they can look to engage their interests, skills, and passions. In Grades 7 to 12, students build on the learning reflected in their portfolio as they develop their Individual Pathways Plan, which has a particular focus on making successful transitions to secondary school and their initial postsecondary destination.
The development of knowledge and skills in education and career/life planning is influenced by the interaction of a variety of factors. These factors change as students change and as the contexts in which they learn and live change. The framework
is designed to assist all students in their education and career/life planning in a way that suits their particular stage of development and their particular strengths, needs, and circumstances.
Although every student is unique, some broad developmental stages are common to the majority of students. The document Stepping Stones: Ontario’s Youth Policy Framework, 2012 (http://www.edu.gov.on.ca/eng/document/brochure/stepStones. html) explores young people’s development through these stages in four interde- pendent domains – the cognitive, emotional, social, and physical. Recognizing that students’ interests, strengths, needs, and aspirations evolve as they proceed through school from Kindergarten to Grade 12, effective education and career/life planning programs provide learning opportunities that are relevant, challenging, and engaging to students at every stage of development. Effective programming also recognizes the complex, integrated nature of human development and takes a holistic view of students. A comprehensive program provides learning opportunities in a variety
of ways in the classroom, through school-wide activities, and in the community.
Knowledge and Skills in the Four Areas of Learning
Through the education and career/life planning program, students from Kindergarten to Grade 12 acquire knowledge and skills in four areas of learning – Knowing Yourself, Exploring Opportunities, Making Decisions and Setting Goals, and Achieving Goals and Making Transitions. The following chart represents the conceptual framework, which sets out what students will know and be able to do relative to each area of learning.