Grade 9 - Career Education (2008)

Change and Growth (CG) Goal: All students will develop career management competencies through an exploration of personal change and growth.

Connections to Community (CC) Goal: All students will explore the connection between learning and work pathways and their connections to community.

Life and Work Plan (LW) Goal: All students will engage in inquiry to construct a personal life and work plan.

Plan for, demonstrate, and document improvements of one’s own capacity for building a positive self-image.

Appraise one’s own abilities to respond positively to change and growth.

Utilize career information to construct an organized plan of career building which reflects an attitude and expectation of lifelong learning.

Analyze and express one’s own understanding of how societal and economic needs influence the nature of paid and unpaid work.

Assess one’s own abilities to seek, obtain, and/or create work through researching successful strategies and applying them to ones’ own life.

Use acquired knowledge to create a plan for life and work based on one’s preferred future.

Describe and analyze how individual characteristics such as interests, gifts, skills, values, level of physical fitness, beliefs, and attitudes contribute to achieving personal, social, educational, and professional goals

Assess one’s own personal characteristics and apply those that contribute positively to achievement of personal goals

Document improvements in one’s self-image from the last number of years which contribute positively to one’s life and work

Integrate personal skills such as time management, problem solving, stress management, and life/work balance into one’s life

Practise helping in situations one feels comfortable with and wishes to contribute in relationships with others

Define stress and identify sources of stress in one’s life

Evaluate the impact of stress caused by change in one’s life

Apply stress management techniques such as changing one’s environment, changing one’s response to stressors, and accessing support systems

Identify opportunities arising from changes in one’s life

Identify and explain how skills, knowledge, and attitudes acquired in academic, artistic, and technical/practical programs may contribute to achieving personal and professional goals

Demonstrate how education and training interests relate to various options regarding post-secondary programs, workplace training, and/or entry into the workforce

Conduct research using digital resources into the requirements of a variety of work roles and work environments and determine how one’s transferable skills, knowledge, and attitudes can fulfill the requirements

Review graduation requirements and plan high school course selection which support and reflect one’s life goals

Utilize career information resources such as occupation classification systems, labour market information, mass media, and Internet-based information delivery systems to analyze the realities and requirements of various work roles

Determine, according to one’s gifts and interests, the advantages and disadvantages of various work alternatives (e.g., full-time or part-time employment, contracting, consulting, entrepreneurship)

Investigate social, demographic, technological, occupational, and industrial trends affecting work and learning and identify their potential impact on oneself, now and in the future

Assess the importance of various types of work for oneself through real or simulated work experience (e.g., TOKW, The Be Real Game)

Acknowledge one’s personal set of skills, knowledge, and attitudes that contribute to seek, obtain, create, and maintain work

Demonstrate the skills, knowledge, and attitudes in preparing personal career documentation (e.g., résumés, proposals, portfolios, cover letters, interviews)

Explore strategies for identifying work opportunities (e.g., newspapers, websites, help wanted signs, word of mouth)

Investigate and plan the steps required for transition to secondary school as well as post-secondary education and/or training programs

Create and engage in scenarios supportive of one’s values and goals

Acknowledge and analyze factors that influence or impact one’s life and work plans (e.g., socioeconomic status, culture, values, physical fitness, work choices, work habits, gender bias and stereotyping)

Develop plans to pursue one’s preferred future

Determine whether or not it is necessary to modify and/or create new life/work scenarios and adjust one’s short-term action plans