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CREATING PATHWAYS TO SUCCESS
“identify careers in the construction industry [e.g., construction craft worker, labourer, tradesperson, estimator, entrepreneur, interior designer, artisan], and describe the education and training required for these careers”). The “teacher prompts” in various subjects and disciplines also communicate relevant learning opportunities (e.g., a teacher prompt from the Grade 7 music curriculum in the elementary arts document states: “Write a résumé highlighting your achievements as a musician. What careers related to music would best suit your interests and areas of strength?”).
In addition, all curriculum policy documents in the current review cycle have
a chapter entitled “Some Considerations for Program Planning”. In documents for Grades 1 to 8, this chapter contains a section on guidance or “building career awareness”, which focuses on students’ exploration of their strengths and skills and on career exploration opportunities. In the Grade 9 to 12 documents, there is a section that focuses on career education. Curriculum documents released in 2013 or later contain a section on education and career/life planning that aligns with the present document.
Providing learning opportunities in Kindergarten to Grade 8
Classroom educators in all subjects and disciplines provide students with learning opportunities that allow them to apply their knowledge and skills to real-life and work-related situations, to explore education and career/life options, and to become self-directed planners. Educators can help students identify ways in which their knowledge and skills in a particular curriculum area enhance their suitability for a wide range of occupations and, through the lens of the inquiry questions, help students make thoughtful and informed education and career/life decisions. In Kindergarten, children may wonder and ask questions about the work people do in and around the community. In Grades 1 to 6, students become increasingly aware of the people in their community and the work they do on the job, at home, and as volunteers. Educators should recognize and promote this growing interest by encouraging students to observe and ask questions – questions such as: What does this work involve? Who is doing the work? What skills do they need in order to perform the task or carry out the work? Teachers support students in relating this knowledge to their learning at school, to their own strengths and interests, and
to their goals for involvement in the classroom, school, home, or community.
In Grades 7 and 8, students are thinking about the opportunities available to them in secondary school and beyond (apprenticeship, college, community living, university, or the world of work). Educators help students see the connections between what they are learning in school and its relevance and application beyond the classroom. These connections help raise students’ awareness of how learning and work opportuni- ties relate to their strengths and interests. Educators should also provide students with curriculum-linked information (e.g., about courses and secondary/postsecondary pathways) and experiences (e.g., guest speakers, worksite tours related to their learning) that will assist students in developing, and documenting their learning in, their IPPs.