Career Exploration in Elementary School: A Tool for Success

Career Exploration in Elementary School:

A Tool for Success

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1Le Magazine petit

student services newsletter

Table of ContentsINTRODUCTION

PART 1 Career exploration in elementary school. Why start so early? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

PART 2 What are the objectives of career exploration in ElementaryCycle Three? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

PART 3 A guidance-oriented approach to career exploration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

3.1 What is a guidance-oriented approach? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

3.2 A model of career exploration in elementary school . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

3.3 Basis for action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

3.4 Educational aids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

PART 4 Exploration strategies and activities on various themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

4.1 General theme: Exploring the world of school and the world of work . . . . . . . . . . . . . . . 14Objectives related to career development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Objectives related to the Québec Education Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Suggested activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

4.2 Theme: My family and area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Objectives related to career development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Objectives related to the Québec Education Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Suggested activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

4.3 Theme: My school . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Objectives related to career development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Objectives related to the Québec Education Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Suggested activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

4.4 Theme: My community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Objectives related to career development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Objectives related to the Québec Education Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Suggested activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Career exploration guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Firsthand experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Educational and occupational documentation centre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

For several years now, there has been a great deal of talk about the guidance-oriented school or the guidance-

oriented approach at school. This interest is not unrelated to the many reports stressing the importance of

providing better educational and vocational information and guidance for students so as to encourage

motivation and success in school and in their future working lives. In order to produce the desired effects, this

guidance should preferably start early and continue throughout the school years.The guidance-oriented approach may be defined as a concerted process undertaken by a school and its partners

involving the establishment of objectives and the organization of activities and educational services (individual

and collective) to guide students in developing their identities and planning their careers. Career exploration

as described in this document is a way of putting the guidance-oriented approach into practice. Career exploration may be used to contextualize certain subject-specific learnings while developing students’

self-knowledge by giving them opportunities to become aware of various career possibilities requiring

vocational, technical or university education. It does not involve directing students’ choices, but rather allowing

them to obtain information on a variety of occupations in order to broaden their occupational horizons.The Québec Education Program recognizes personal and career planning as one of the broad areas of learning,

and the cross-curricular competencies include “to construct his/her identity” and “to use information.” Career

exploration by elementary school students is a way to implement these elements of the curriculum, since there

are no periods in the subject-time allocation specifically reserved for the broad areas of learning or the cross-

curricular competencies.

In elementary school, students become more aware of their tastes, interests and strengths, and also become

familiar with various aspects of the education system and the world of work. They imagine projects and make

the choices required to carry them out. They learn about occupations, businesses and trades in their

community. This activity helps them perceive the connections between their interests and aptitudes, school

subjects and occupations.

In this issue of Le Petit Magazine, a certain number of competencies in the Québec Education Program and

competencies involving career planning are identified and strategies and activities related to them are

suggested, but these suggestions may be adapted or modified or may even give rise to other ideas. It is

understood that it is up to teachers to choose appropriate activities and instructional materials and to suggest

them at the appropriate time, because it is they who are most familiar with the competencies and knowledges

to be acquired by their students as well as the characteristics of the environment and the resources available.

We hope this special issue of Le Petit Magazine – Student Services Newsletter will be useful to everyone

working for the educational success of our children in elementary school.

Yvan D’AmoursCoordinator of student servicesDirection de l’adaptation scolaireet des services complémentaires

Jean-Noël VigneaultDirectorDirection de la formation continue et du soutienSecteur de la formation professionnelle et technique

Careerexploration involves a series

of activities, in the school andoutside it, that allow students to

become more familiar with occupationsand with the realities of the world of work

and to discover their interests, abilities,assets, values, etc.

The exploration of a variety of occupationsstimulates self-exploration and leads young

people to discover fields that interestthem and to gather more specificinformation on occupations thatmay match their interests and

aptitudes.

Why startso early?

Career exploration in elementary school

IT IS VERY IMPORTANT TO STARTCAREER EXPLORATION EARLY…

… BECAUSE as soon as children start school, they havebegun the process of career development; they aregoing through the first stage of their working lives. In

fact, several theorists have acknowledged the impact ofcareer-related elementary school learnings on future choices, decisions and

satisfaction, just as they have recognized the influence of children’s environmentand experiences on their career choice.

People begin to form their self-concept in childhood, becoming aware that theyare different from others, identifying with their parents and other models, play-ing roles and imitating their idols. They test themselves in different activities(sports, school subjects, cultural activities, etc.) that reinforce or modify their self-image. They build their value system and their personality and form their iden-tity through everyday experiences. Hence they must be provided with a learningenvironment that can help them form a positive self-image.

… BECAUSE in Elementary Cycle Three, the fantasy stage of children’s careerdevelopment is ending; they tend to be more realistic and their goals betterreflect their values and interests. The foundations for future achievement seemto be laid at this age. These are also the years when children are very curious andask lots of questions. They are interested in what is happening in their environ-ment, as is shown in their play, which often consists of imitating adults in differ-ent roles.

… BECAUSE children begin very early to acquire social attitudes and valuesfrom their parents and peers, in school, at home and in the neighbourhood. Infact, we know that habits are most easily acquired in childhood. This is also thetime for children to discover the many factors that may motivate their parentsand other people in their work.

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Studies of young people between 9 and 13 years of age show that they aremore interested in occupations that are valued by society. Their self-image isbased mainly on external factors, such as the opinion of their peers. They beginnot only to assess the social status of people and occupations, but also to adoptoccupational preferences on the basis of social class. The elimination of occupa-tional possibilities begins quite early, and there is thus a need to broaden occu-pational horizons at this stage in order to provide equal opportunities for all,regardless of their socioeconomic background.

Since children identify with their parents and their immediate surroundings,they tend to express a preference for the occupational sectors that are highlyvalued by their parents.

… BECAUSE studies show that elementary school students lack knowledgeabout occupations and the value of work. Only about half of them are able toexplain what their fathers and mothers do at work. Furthermore, they can namevery few occupations, and those are always the same ones.

… BECAUSE there is a relationship between work habits and attitudes to workdeveloped in elementary school and those of adults. Children therefore need tobe motivated to succeed in their work at school and to acquire positive workhabits and attitudes. A positive view of the future is a good way for them to pre-dict their success. They must be aware of the occupational possibilities that existand of the work required to attain them.

… BECAUSE career exploration enriches andchanges children’s career aspirations, leadingthem gradually from imagination to reality.Without clearly understanding it, they arealready constructing their career plans, theiroccupational future.

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What are the objectives of career exploration

in Elementary Cycle Three?

• To enable children to identify their interests, abilities andstrengths and to situate themselves in relation to occupa-tional roles; to give them opportunities to recognize simi-larities and differences between themselves and others,both family and friends.

• To make children aware of the large variety ofoccupations.

• To help children answer questions about the world ofwork by providing accurate information.

• To develop in children attitudes of respect and apprecia-tion for workers in all sectors of activity.

• To help children understand the meaning of work and itscontribution to society and realize that people need workand that all occupations are important.

• To help children recognize the interdependence ofworkers at home, at school and in the community.

• To make children aware that work brings people a varietyof rewards, and that the salary is only one of them.

• To make children realize that there are a great many waysto earn a living.

• To make children aware that certain abilities and personalqualities are needed to succeed in most jobs.

• To counter gender stereotypes and encourage boys andgirls to be open to occupations that are non-traditional fortheir gender.

• To help children make connections between schoollearnings (knowledges, skills, attitudes) and occupationsand the requirements of the world of work.

• To inform children of the levels of education required(secondary, college or university education) for variousoccupations.

• To teach children to look for and select information aboutthe world of work, to approach this information criticallyand to use documentary sources, in particular computersand information technologies.

• For children in elementary school, career exploration should

involve being open to a variety of options for the future, not

making a definitive career choice.

• At this stage of development, students should not actually

make occupational decisions; rather, they should learn to make

decisions.

• Students should be encouraged to explore beyond their prefer-

ences and dreams and not to limit their exploration to familiar,

unusual or attractive occupations; they should broaden their

occupational horizons.

• It is important not to promote specific occupations or types of

training to the children.

• The educational and vocational information provided to the

students must be accurate. It must always be checked in objec-

tive documentary sources, and the students should be taught

to check information from any source for themselves and to

complete it.

A T T E N T I O N ! A T T E N T I O N !

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A guidance-oriented approach

IS NOT:- an addition to existing school programs

- the exclusive concern of guidance specialists

- an approach limited to secondary school

or older students

- only a way to motivate young people

in their studies; it is primarily a way to provide

guidance in their career development

A guidance-oriented approach:

• is based on the conviction that elementary school studentshave already begun the process of career development

• motivates students to learn, to acquire subject-specificlearnings and competencies and to develop cross-curricularcompetencies while exploring the world of work anddiscovering and developing their tastes, skills, values, etc.

• is concerned with the construction of students’ personalidentity, but emphasizes their occupational identity, that is,how they see themselves in the mirror of occupations

• gives meaning to students’experiences and learnings whilepreparing them for educational and vocational choices andtheir future working life

• is, in short, an excellent way to encourage career explo-ration by connecting the competencies targeted in the pro-grams of study with those needed for career development

• places guidance at the centre of students’ learnings

• makes connections between what students learn and theirfuture, between the subjects taught and the world of workas an environment

• uses occupations and the world of work as elements forcontextualizing learnings

• enables students to acquire skills, attitudes and behavioursthat will be useful in the world of work

• enables students to take responsibilities in carrying outactivities and projects that make them aware of theirpotential

• gives teachers an important role, a role that necessitateshelp and support from a guidance counsellor or an educa-tional and vocational information counsellor

• integrates guidance with teaching practices and thecurriculum

• focuses on projects that draw on one or more areasof learning, various cross-curricular competencies and,especially, the broad area of learning Personal and CareerPlanning

• must be the concern not only of all school personnel butalso of parents and the community, that is, employers, work-ers, community organizations, employers’ and workers’groups, etc.

• in short, demands close collaboration among all partners ofthe school, the family and the community

3.1 What is a guidance-oriented approach?

A guidance-oriented approach

to career exploration

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Subject-specific andcross-curricular competencies

Subject-specific competencies

• English Language Artse.g. to use language to communicate and learn

• French, second languagee.g. interagir en français

• Mathematicse.g. to make connections between mathematical language and everyday language

• Science and Technologye.g. to recognize some broad areas of application of science and technology

• Geography, History and Citizenship Educatione.g. to interpret change in a society and its territory

• Arts Education: Visual Artse.g. to produce individual works in the visual arts

• Physical Education and Healthe.g. to perform movement skills in different physical activity settings

• Moral Educatione.g. to take an enlightened position on situations involving moral issues

Cross-curricular competencies

– To use information– To solve problems

– To exercise critical judgment– To use creativity

– To adopt effective work methods– To use information and communications technologies

– To construct his/her identity– To cooperate with others

– To communicate appropriately

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It is important tomake a distinctionbetween work and

employment. The latter isremunerated whereas theformer is not necessarily

remunerated. One can workfor oneself or others, at

home, at school, in avolunteer organization,

etc.

3.2 A model of career exploration

in elementary school

Themes• my family and area• my school• my community: my neighbourhood,

village, town, city, region, province

Based on a multidisciplinary approach

Focusing on integration andcollaboration

Stages• preparation in class• work in partnership with the family

or community• follow-up in class• recognition of achievements• evaluation using an individual career

exploration guide

Pedagogical approaches • project• research• investigation• visits• etc.

Various locations• in the classroom• in the school• outside the school

Resources • documentaries• computer resources• community resources• etc.

Educational strategies

• Employers and workers• Parents and workers• Workers’ and employers’ groups

• Retired people• Community groups

• Administration• Teachers• Guidance counsellors and educational

and vocational information counsellors

• Parents• Librarians• Pedagogical consultants• Other staff

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Learnings related to career development (the broad area of learning Personal and Career Planning)

Self-knowledge, awareness of his/her potential and how to fulfill it • recognition of his/her talents, strengths, interests and personal and career aspirations• understanding of the importance of school work; taste for challenge; sense of responsibility

for his/her successes and failures• familiarity with the resources of the school system, the learning paths offered and their

requirements, and factors related to success in school subjects

Adoption of strategies related to a plan or project• awareness of the connection between his/her self-knowledge and plans for the future• self-visualization in various roles• plans for the future based on his/her interests and aptitudes• strategies related to various aspects of carrying out a plan or project

(gathering information, making decisions, planning and carrying out the plan)

Familiarity with the world of work, social roles, and trades and occupations• occupations and ways of life related to different school subjects or to his/her immediate

community• goods and services associated with these occupations• workplaces (factories, stores and businesses in the school’s region)• the main functions and working conditions in various occupations• the demands of reconciling career, family and social responsibilities• requirements of the world of work compared with those of being a student

Examples:• Society depends on the work of various people.• Work has different meanings for different people.• Workers in all fields deserve appreciation and respect.• The satisfaction of workers, rewards and the values of work vary.• The diversity, complementarity and interdependence of occupations are necessary.• There are many occupations.• Occupations are exercised in various environments: libraries, offices, factories, hospitals, etc.• Occupations are exercised under various conditions: outside, in noisy environments, standing, etc.• Occupations require different skills and interests.• Occupations require different aptitudes and training.• Some workers produce goods while others provide services.• Technological progress and change frequently occur in jobs.• Sexual stereotypes exist in occupations and in the world of work.• There are various ways to find and use sources of educational and occupational information.

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Theterm occupation

should be used withyoung people to designate

the functions that a person withappropriate training and qualifica-

tions may carry out in a business orinstitution. The term trade is oftenused as a synonym of occupation,but it usually designates manual ormechanical work such as that for

which secondary-levelvocational educationprepares students.

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A guidance-oriented approachto care

3.3 Basis for action

The implementation of this model requires the integration of career development competencies (the broad area oflearning Personal and Career Planning) with the subject-specific and cross-curricular competencies of the QuébecEducation Program and the collaboration of partners in the school and the world of work.

INTEGRATION

• Teachers first become more familiar with the career development competencies to consider for their students.They then reflect on the type of educational activities and the variety of methods, as well as the tools and resourcesavailable in the school, the school board and the community, and how to access these resources.

• They define projects, themes or issues that interest them, for one or two years (Elementary 5 and 6).• They plan educational activities that are interesting and feasible for their students to carry out with partners outside

the school.• They identify, among the subject-specific and cross-curricular competencies to be acquired in their programs at

different points in the year, those that may be connected to one or more competencies in career development.• They develop educational strategies in the stages proposed in the model.

COLLABORATION

School personnel• The school’s administration and governing board recognize the advantages of the guidance-oriented approach and its

place in the school’s educational project.• The teachers help each other, work in teams and share their experiences.• The guidance counsellors and educational and vocational information counsellors help the teachers to understand

the process of career development for young people, the world of school and the world of work and to find theresources available and the most appropriate guidance methods.

• The library personnel provide resources for the teachers and students.

ParentsParents can play various roles in the application of a guidance-oriented approach:

• Act as resource persons: answer their children’s questions about their occupations, their reasons for working, theimportance of their work, the usefulness of the school subjects in their work, etc.; allow their children to spend timewith them in their work environment; provide them with visual and written materials related to their work or towell-known companies; come to speak to the class or the school; organize visits to the business or institution wherethey work by their children and the children’s friends; participate in career days or career fairs at the school, etc.

• Make their children aware of the occupations of people around them.• Allow them to participate in a variety of activities, at home or elsewhere, so that they can test their interests and

aptitudes and discover their strengths and their limits.• Help them to understand the connection between their learning activities and their occupational future.• Become involved with the teachers and the school in the organization and implementation of career exploration

activities.• Consult their children’s individual exploration guides regularly and discuss them with the children.

CommunityThe community designates representatives of the world of work, who participate in the guidance-related partnershipactivities listed below in the section entitled “The community as an educational resource.”

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eer exploration3.4 Educational aids

In the guidance-oriented approach, various educational aids or tools may be used in the different stages of the educationalstrategies implemented in a project.

It is also very important that the strategies carried out in partnership with the world of work be well prepared with the studentsand representatives involved and that adequate follow-up be provided. References on how to use some of these educationalaids and on the verification of educational and vocational information are provided on the last page of this issue.

The community as an educational resource

– Meetings and discussions with a worker, at the school or in the work environment– Interviews with workers individually or in small groups– Letters to workers or to organizations such as the chamber of commerce– Talks by parents and workers about their experience– Observation of workers in the workplace– Visits to workplaces– Sponsorship of the school by a business or institution– Demonstrations of work tools, equipment, clothing– Studies of jobs, using the organizational chart of a business– Manipulation of tools, machinery, equipment– Mentoring of students by workers or retired persons– Job shadowing in the workplace with a parent or acquaintance by one or more children– Talks by former students of the school or other workers about their own career path– Collecting brochures, videos or other materials provided by businesses or institutions– Discussions with guests from the world of work– Visits to secondary schools or other educational institutions– Spending a day in a nearby secondary school, sponsored by a Secondary I student

The school as a laboratory of exploration

– Regular postings in a designated prominent place in the school– Display booths of educational and vocational information and documentation gathered in schools or workplaces– Making a map showing the businesses of the neighbourhood, village, etc.– Simulations of a bank, a store, a newspaper, etc.– Writing or studying the biographies of parents, public figures, etc.– Consultation of the yellow pages– Clipping and filing specific material from the Help Wanted sections of newspapers– Studying models of workers in various occupations– Performing various job tasks in the workshops of a vocational education school or centre– Individual or group research on the Internet or in written documentation– Exhibitions of work done in class for representatives of workplaces or organizations, parents, personnel and students

of the school or other schools– Role-plays or other games– Reports to the class– Watching or listening to audiovisual materials recorded in businesses– Group discussions– Individual self-assessment, self-evaluation exercises– Writing texts and making oral presentations– Writing occupational or industrial monographs– Creating plays or drawings– Organization of a career fair, a career lunch hour or a career day

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4.1 General theme: Exploring the world of schooland the world of work

This strategy, which serves as an introduction to and preparation for the other activities ofElementary 5 and 6, provides an overview of the career exploration to be done by students andthen familiarizes them with educational options available to them to meet the requirements of theworld of work. This overall strategy will also allow teachers to ensure that the exploration that takes place inCycle Three covers all sectors of the world of work.

Objectives related to career development

• To make students aware of the requirements of a large number of occupations in terms of secondary, collegeand university education.

• To make students realize the importance of education, the need for work in order to meet one’s daily needs,the dependence of society on the work of many people, the fact that some workers produce goods and othersservices, and the existence of large numbers of occupations that can be classified by sector of activity and levelof education required.

• To enable students to acquire methods of finding information on occupations.

Objectives related to the Québec Education Program

• To teach students:– to communicate their ideas orally, in writing, and collectively– to use information and information technologies (e.g. library, Internet) to find the information required to

carry out a task or project – to create drawings, paintings and prints illustrating the sectors of the world of work– to use vocabulary related to occupations and to spell the words correctly– to work in teams and to maintain harmonious interpersonal relations– to use creativity– to use information and information technologies

Exploration strategies and activities

on various themes

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Activity 1 Our needs in everyday life

Students brainstorm to answer the question, What are our needsin everyday life?

Answers: food, shelter, clothing, personal care, learning, transportation,protection, administration, entertainment.

Activity 2 Goods and services

In groups of four or five, using a sheet of paper divided in two, students make a list of the goods they consume in a week or amonth and the services they use regularly. They share their answers with the class and become aware of how their lives would beaffected if they lacked any of these goods or services.

Activity 3Very different workers

Students look for answers to the question, Who works to provide these goods and services? They name occupations that theyknow, and learn about different sectors of the world of work by placing their answers in one of the following categories on theboard:

- agriculture, natural resources and the environment- processing and manufacturing (factories)- construction and public works- business and trade- health and social services- education and aid services- the arts and recreation- personal services- public services- transportation and distribution- accommodation and food services- communications and media

Activity 4The sectors of the world of work

Working in teams of two, the students make a poster for the sectors of the world of work, indicating a title. They use variousmeans (drawings, paintings or clippings from newspapers, brochures or magazines) to illustrate different aspects of occupations(tools, clothing, workers’ tasks, etc.). These posters make up an exhibition for parents and the rest of the school.

Activity 5Many sources of information

Students identify sources of information on occupations and training sites, and write them up in their career exploration guide.These sources include libraries, the Help Wanted pages in newspapers, magazines, the yellow pages, the guidance counsellor’soffice, employment agencies and centres, businesses and institutions, parents, workers, employers, Internet sites and informationdocuments (see references).

Suggested activities

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Activity 6Studies required

The goal of this activity is to show students how to do research on specific occupations in order to find the required level of edu-cation. Students first identify an occupation that interests them and then consult resources listed in the Bibliography to find thelevel of education required for this occupation.

Activity 7Education required

On a sheet divided into three sections—one for each level of education: secondary school, college and university—that accom-panies each of the posters for the sectors of the world of work, students list all the occupations they come across in their careerexploration activities throughout the year, placing them in the appropriate categories according to the level of educationrequired, after checking this information in the available sources.

Activity 8Exhibition

Parents are invited to visit an exhibition organized by the students, entitled “Exploring the world of school and the world ofwork,” which takes place in each classroom and in the school auditorium. Some students wear work clothes or carry tools fromdifferent occupations, while others explain the occupational sectors and the documentary sources consulted.

Notes :The students’ career exploration guides (described below) should contain a section entitled “Exploring the world of school and the world of work,”and title pages for the exploration activities that make up the overall strategy. The sheets the students have written on different occupations should bechecked regularly and corrected if necessary.

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4.2 Theme: My family and area


• To make students aware that work has different meanings for different people.• To enable students to identify interests and values needed for a successful career and working life.• To give students an understanding of the evolution of jobs and occupations across the centuries.• To make students aware that occupations require increasingly higher levels of education.• To make students aware that there are many different occupations in their immediate environment.• To teach students to become informed, to ask pertinent questions about occupations and to use various information sources.


• To make students aware of progress in science and technology by comparing tools and equipment used over the years.• To enable students to identify concepts from the language of instruction, mathematics (measurements, shapes, operations),

science and other subjects that are used in various occupations.• To teach concepts from geography, mathematics and the language of instruction through the exploration activities.• To teach students to communicate orally and in writing, use appropriate vocabulary and write poems, and to develop their

listening skills.• To develop the students’ personal identities and allow them to learn to work in teams, to communicate appropriately and

to use information.


Activity 1A parent’s occupation

The students each write a short text explaining the occupation or trade of their mother, father, a close relative or even a neigh-bour; they try to name the place where the person works. Using the resources listed in the Bibliography, they try to find the exactjob title. The teacher reminds the students that all work is important and all workers are useful to society. Students may writetheir work on the board.

Activity 2An interview

In teams of four or five, students create a series of interview questions in order to obtain information on the occupation of amember of their family. Some possible questions: What do you do in a day of your work? What abilities and qualities are neededin your work? What do you like the most, and the least, about your work? What education do you have, and what school did yougo to? Where is it located? When do you use your knowledge of French and English? Do you need mathematics, science or othersubjects to do your work? The teacher may summarize the answers on the board and comment on them. The students may maketheir own individual summaries of the answers to each question asked and communicate their results to the members of theirteam. The students may be asked to do other exercises in English Language Arts, such as writing poems on their impressions oftheir parents’ work. These exercises may also be used to teach French.

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Activity 3Workers in the area: a survey

Each student should do a survey with three workers in the area, asking them the following questions: Did you go to secondaryschool, college or university to prepare for your current job? At what school did you study? Where is it located? The results of thesurvey may be compiled in a graph showing the percentages of occupations requiring secondary, college and university studies.The cities or towns and regions where they studied may be identified on a map of Québec, with labels on strings indicating thenames of the establishments providing secondary-level vocational education, college-level technical education or universityeducation.

Activity 4The evolution of science and technology

Students with a grandparent living nearby may obtain information on his or her occupation and education. A grandparent or aretired person from the area may be invited to come and speak to the class about his or her career, changes that have takenplace over the years in the tools, equipment and methods used, and the higher level of education required today. The studentswrite a report on the interview or talk, using the past, present and future tenses of verbs.

Activity 5Changing occupations

Working in teams, students make a summary table, listing in one column the occupations of their parents and in another columnthose of their grandparents. The teacher points out the changes in occupational roles and in the place of women in the labourmarket.

Activity 6Workplace visit

Parents take their children and some classmates to their workplace to observe them at work. Students also observe the parent’scoworkers, the work environment, the tools, equipment and clothing, and the need to use French and English, mathematics,science and technology or other subjects. Afterwards, students write a report, illustrated if possible with photographs or imagesgathered during their visit.

Activity 7Show

Students organize a show for the whole school. They role-play their parents’ everyday activities in their jobs, with costumes, toolsand musical accompaniment.

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Activity 8For a successful career

On the basis of what they have seen and heard about various occupations, students share their opinions in groups, and then, ona list of their values, check off those they personally feel are necessary to be happy and successful in their career.

My values

– To help make the world a better place– To help others– To have relationships with others– To work with others– To be involved in competitive activities– To have decision-making power– To receive public recognition– To do work that is exciting– To carry out tasks that involve adventure and risk– To make lots of money– To be independent– To have a flexible schedule

4.3 Theme: My school


• To help students understand the functioning of their school, the services and the roles of the personnel, and to help themintegrate and study and live happily there.

• To make students aware of the positive and negative aspects of work and the rewards and satisfactions it brings.• To make students aware of the interdependence and complementarity of the occupations of the people who work in their

school and the fact that the majority of the personnel work with people and provide services to society.• To make students aware of the similarities and differences (skills, interests) of workers related to their school and the

requirements of their occupations.• To have students assess their strengths and weaknesses in their work at school.


• To enable students to acquire vocabulary and improve their spelling and grammar.• To accustom students to expressing their thoughts in correct language.• To make students aware of the importance of science and of the geographic location of the major natural resources in

Québec, based on the materials used in the construction of the school.• To enable students to apply concepts of measurement and geometric concepts by creating images of their school on paper.• To teach students to work in teams, help each other, communicate effectively with each other, use information and use

various means of communication.

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Activity 1The workers in my school

The students draw a map of their school, using measurements and geometric shapes from the program. On it they write or illus-trate the occupations of people who work there on a regular or occasional basis: principal, teachers, nurse, guidance counsellor,psychologist, janitor, secretary, kitchen staff, electrician, plumber, carpenter, schoolbus driver, etc.

The students write texts on the similarities and differences between these workers in terms of the abilities and qualities required.

In teams of two, students write on pieces of cardboard descriptions of the different occupations related to the school, creating agame entitled “Guess who this is.”To do this, students use the documentary sources available.

Activity 2Interesting or uninteresting?

The school secretary, the nurse, a kitchen worker, etc., are invited to speak to the class about the positive and negative aspects,satisfactions and rewards of their work. The teacher prepares for the talks by having students discuss the following questions andencouraging them to think of other questions: What do you like to do in your work? Why? What do you not like to do in yourwork? Why? What are the pleasures and satisfactions your work brings you? Why did you choose this work? The students write atext summarizing the talk given by these people who work in their school.

Activity 3Products used in the school

As part of a science class, the students list the types of materials and energy sources used, now and in the past, at the school(wood, metal, paper, food, gas, electricity, etc.).These products come from trees, water, minerals, etc. The teacher and studentsdiscuss the importance of natural resources in our lives and the science occupations involved in designing and manufacturingthese products made from natural resources. The situation may be used to teach geographic concepts associated with theregions of Québec where some of the materials or products originate.

Activity 4My school and I

Students answer the following questionnaire on how they learn and what they like to do in school, numbering their answers, with 1 rep-resenting the strongest agreement with the statement.

1. I prefer to work alone ( ), with a friend ( ), with the help of a teacher ( ), in a small group ( ), in a large group ( ).

2. I find it difficult to understand other people’s opinions ( ), to express my opinion in writing ( ), to do written work ( ),to create tables or graphs ( ), to understand images or films ( ), to learn new words ( ), to express my thoughts orally ( ).

3. I learn best by reading ( ), doing projects with others ( ), watching films or videos ( ), listening to my classmates’ ideas ( ),asking questions ( ), listening to the teacher’s explanations ( ), taking part in small group discussions ( ),writing answers to questions ( ).

4. The subjects I do best in are English ( ), French ( ), mathematics ( ), science and technology ( ), arts ( ),geography, history and citizenship education ( ), physical education and health ( ), moral and religious education ( ).

5. The subjects I have the most difficulty with are English ( ), French ( ), mathematics ( ), science and technology ( ),arts ( ), geography, history and citizenship education ( ), physical education and health ( ), moral and religious education ( ).


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4.4 Theme: My community


• To make students aware of the large number of useful occupations in the community.• To make students realize that different kinds of work require different types and levels of education.• To have students compare work habits and attitudes required at school and in the labour market.• To make students aware of different working conditions.• To make students realize the important role computers play in businesses and institutions.• To enable students to recognize their talents, qualities and strengths through the exploration of occupations, in particular

their current favourite occupation.• To teach students to look for educational and vocational information and to check its accuracy.


• To teach students to locate a place on a map, to read and analyze tables and graphs, and to understand the organizationof territories, societies, work and the economic sectors.

• To teach students to express their thoughts and to classify elements.• To enable students to observe the use of concepts such as length, area, volume and angle and of natural numbers, decimals

and fractions in the workplace.• To make students aware of the importance of technology, the evolution of science and the need to be able to read

instructions and technical terms in French and English.


Activity 1My neighbourhood or village at work

The students visit the neighbourhood or village and, on a map prepared beforehand, write the names of some businesses andinstitutions that employ people. In teams, they try to identify as many occupations as possible that are found in these workplaces.

In the context of geography, they may identify on a map the resources (services, banks, recreation centres, health institutions,etc.) necessary to the community’s well-being. They may also identify important places in the community (historic sites, parks,reserves, zoos, etc.).

Activity 2The yellow pages and the world of work

The students use the yellow pages to find some occupations they are unfamiliar with. Each student researches two or three occu-pations to find out what people in these occupations do, using resources listed in the Bibliography. They share this informationwith the class. The new vocabulary may be used as part of a lesson in English Language Arts. The students write a text in whichthey answer the question, Were you aware that these occupations existed in your community?

The teacher may also divide the class into groups, give the groups each a copy of the yellow pages and ask them to make upsubcategories and then to count the numbers of businesses, firms and institutions in the different sectors of the world of work(depending on the region): health care, the food industry, factories, transportation, law, personal care, etc. The teacher may usethe results to teach students to calculate percentages or do other calculations or to make graphs. The class discusses what thecommunity would do without one or another of these sectors of activity. The teacher invites representatives from one or moresectors in the neighbourhood or region to speak to the class about their occupations and the importance of their sector in theeconomy.

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Activity 3Help Wanted advertisements

The students bring in pages of Help Wanted advertisements from a major newspaper. In small groups, they cut out the advertise-ments and sort them according to different criteria: by region of Québec, sector of economic activity, level of education required,etc. The teacher uses this exercise, in which students learn specific new vocabulary, to make them aware that a better educationoften leads to better employment possibilities and points out the qualities and competencies that are required by employersand that must be acquired in school. Without undue emphasis, the teacher may make students aware that salaries vary accordingto the level of education and type of occupation.

Activity 4A business in my community

The teacher finds a local business (factory, retail store, etc.) or institution (hospital, large school, etc.) that agrees to sponsor theclass or the school, and invites a representative of the employer to explain to students how the organization functions, its rulesand requirements for workers, the importance of certain personal qualities and the need to acquire certain work habits, attitudesand methods at school. An exercise in English Language Arts may be used as a follow-up to this activity.

Students may also make a visit to this business or institution or another one to allow them to become aware of the place ofscience, computers and technology in it, the various occupations in the different divisions or departments, the complementarityand interdependence of the workers, the levels of education required, the need for ongoing training for workers, etc.

Activity 5Occupations in recreation

To learn about the geography of their region, the importance of physical education and health, and occupations related torecreation, students obtain brochures and maps for recreation areas in the region (parks, lakes, forests, campgrounds, etc.), makelists of the recreation areas and the activities available and research the occupations associated with them. Working in teams andusing documentation, students identify the physical qualities required to succeed in the three occupations that interest themmost in this field. A speaker from the municipality responsible for the parks and recreational activities or from a sports centremay be invited to speak on the importance of physical activity not only for health but also for studies and work, the occupationsfound in his or her organization, the qualities and abilities required in these occupations and the training available for them.

Activity 6Occupations in recreation

On the basis of photographs from magazines, credits for a television program, the weekly television schedule or other sources,the students make posters of the arts occupations (writer, comedian, choreographer, photographer, etc.) that provide recreationand enrich people’s lives. The poster may be exhibited on the bulletin board used for the exploration of the world of work.

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Activity 7My models

In teams of two, students make a list of people they admire in their community or elsewhere. Next, they try to meet with one ofthem or find a newspaper or magazine article about one, and identify the qualities and characteristics they admire. They mayalso look for an article or biography describing the career of someone who has been successful. They briefly share the content oftheir articles in small groups or write their own articles describing the qualities of a successful person for a contest for the bestcomposition.

After they have gathered information on people in different occupations, the students each write a paragraph on what they likeand dislike in their studies and their recreational activities, and discuss their articles with each other. The teacher may alsoprepare a questionnaire and have them fill it out.

Activity 8Myself and my future

The students each identify an occupation that interests them and write a letter to an individual who practices this occupation.The students ask this person three or four questions about their occupation. The teacher can obtain from the chamber ofcommerce or another appropriate organization a list of persons in the field who have agreed to answer a student’s letter.To avoid disappointment, it is important that the individuals who receive a letter participate in the project and answer thestudents’ letters. The students may use a computer to write their letters and print them on paper designed by the class.

At the end of the career exploration activities, the students are asked, individually or with classmates, to choose an occupationthat interests them, research it and describe it as best they can, using illustrations. Their work is shown in a careers exhibition inthe school auditorium, to which the students may invite a representative from their chosen occupations or an older studentstudying in the field. The exhibition is open to parents and to partners from the world of work who have contributed to theexploration activities. The students thank these participants publicly.

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While career exploration is a series of educational activities that involve many partners from theschool and the world of work, it should be remembered that students are the main agents of their

learning and career development; hence the need for individual portfolios. The portfolio may be called“My career exploration guide,”“My career exploration notebook,”“Myself and my career,”“Myself and my

future,” or even “My career portfolio.”The same one should normally be used for the two years of explorationin Elementary Cycle Three and for the transition to secondary school. It is advisable to use a looseleaf notebookseparated into sections for different projects and themes.

Each part of the guide should be further divided into two sections, with different objectives. One sectionconsists of the student’s work in the career exploration activities done individually or in groups: questionnaires,drawings, photographs, interviews, information searching on the Internet, etc. The other section contains theself-assessments the students are asked to make at the end of each exploration theme; it may be called “Myself-assessment,”“My portrait,”“Who am I?” etc.

The teachers, guidance counsellors and educational and vocational information counsellors, librarians,parents and members of the community who are key players in the students’ career developmentparticipate in creating the portfolios. The teachers correct the French and the accuracy of the contentin the work the students do as part of these activities and monitor the quality and the students’ progress,and the parents use the portfolios in discussing their children’s future career, abilities and occupationalinterests with them. Some people feel that these materials, especially the self-assessments, should no longerbe subject to evaluation after they have been finalized and entered in the students’ portfolios, in order torespect their confidentiality. The self-assessments could even be kept in the students’ personal files inElementary 6, and go on with them to secondary school.

An exploration activity to encourage students to place the desired importance on their personal careerexploration guides, and thus on their career development, may be done in an art class. Students cut out

illustrations from magazines and newspapers, showing at least 10 workers, preferably of both sexes anddifferent ethnic groups but not necessarily in occupations that interest them. With these illustrations

they create a collage on the cover of their portfolio, which may be laminated.This makes for individual,original portfolios that are flexible and inexpensive; they may even be personalized by the inclusionof the students’ pictures, if they wish. Finally, in groups of four or five, the students each present theircollage in class and explain what the workers do.

The systematic use of the portfolio should enable better learning by students and offer educators aninteresting teaching method. The students are encouraged to be responsible for their learning andcareer development. They continually add to their portfolios, even working at home or at the library in

their free time, and become increasingly aware of their abilities, development and achievements.

The portfolios should be used to encourage collaboration by the partners of the school and the world ofwork in the context of a guidance-oriented approach and they should allow teachers to observe and

evaluate the results of their career exploration program and make any improvements necessary to it.Beginning at the start of secondary school, and sometimes even in elementary school, the guidancecounsellor may find elements in the students’ self-assessments that are invaluable in providing

effective individualized help.

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25

Two years ago, Daniel Goyer, an Elementary 6 teacher at École Garneau in Montréal, organized

some activities as part of a guidance-oriented school project. The following are some of the activi-

ties he participated in with his students.He started by distributing a letter to the teachers and parents of the school, inviting them to come

to class to speak about their occupations and asking them to help find other people who might be

interested in doing so. All the guests who took part were suggested by colleagues, friends or parents.A journalist from Radio-Canada (a friend of a colleague) who accepted the invitation proposed that

a press release be sent to the students announcing a press conference to be held in the class, and that

a table, microphone and camera be set up in the classroom for it. After a discussion on the use of

press releases and press conferences, the students learned about the guest’s occupation and the

abilities, attitudes and studies that enabled him to succeed in this career. The husband of another of

Daniel’s colleagues, a computer expert, came to speak about his occupation and on how computers

work, how video games are created, etc.The theme of several activities was “Occupations in the school,” some of which the students had

very little familiarity with. The remedial teacher and her student teacher discussed their occupation

and had the students divide up into small groups and do screening for language impairments, using

sentences written by children. The social worker explained her role in the school and discussed a

newspaper article on her occupation. She then asked students if they had any questions or com-

ments. When the nurse gave a talk, the students filled out an information sheet on the occupation:

studies required, settings where nurses exercise their occupation, roles involved, qualities needed. A

psychologist also took part.A writer from a theatre company came to the class, presented some scale models and discussed some

of the less well known occupations in the theatre. In another activity, the students selected a theme

and wrote a poem to be set to music. A songwriter corrected their work and then came to class and

met with the students in groups of two to finalize their texts. The students learned their songs by

heart and their guest helped them record them on a CD, of which the students each received a copy.

Their visit to the recording studio gave them the opportunity to become acquainted with a variety of

occupations related to music.In addition, the students prepared five questions to ask a guest speaker and recorded the speaker’s

answers. They also did research on an occupation of their choice. Finally, they were asked to assess

their elementary school education, describing what they had learned in their year and the tastes,

abilities and talents they had discovered in themselves and trying to associate them with the

occupations they explored.

Daniel is a firm believer in the guidance-oriented approach, which he says “contains a

philosophy of action that can have very good results.”

Last year Sonia Ally, an Elementary 5 teacher at École St-Jean-de-la-Croix in

Montréal, tried out a project called “Exploration of trades and occupations”

in a neighbourhood where children were exposed only to a limited range of

occupations.

She organized various activities around themes such as food, publishing and

new technologies; these included a visit to a company (Les Éditions La

Chenelière/McGraw-Hill) and a trade school (Centre Calixa-Lavallée), talks by

invited guests and classroom exercises. According to Sonia, “Exploration is

essential in this kind of project so that the children directly experience the

activities of the occupations. Tasting, touching, feeling—reproducing the actual

activities—fascinated the children. The demonstrations and the direct

experience of certain activities makes all the explanations they’ve heard real.”

An individual log book was developed for use by students, in which they recorded

the career paths of people in various occupations and broadened their

knowledge of trades they could work at later and the qualities and aptitudes

required. They also took part in a process of personal questioning to assess

their aptitudes and interests with respect to an occupation.

Sonia’s assessment of the experience is positive. The students showed curios-

ity about the world of work. She noted the presence of parents in class when

the students reported on their activities. The students discussed the need for

tenacity, perseverance and good marks in order to achieve their career aspira-

tions. They all took part in writing letters to parents and thank-you notes to the

resource persons and places visited, using computers. Sonia says that for

teachers involved in this type of project, the research, visits and talks with

people in the community constitute a kind of professional development.

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According to Paulette Losier, the principal of Sherbrooke Elementary School, in the Eastern

Townships School Board, her teachers try as much as possible, through the programs of study from

preschool to the end of elementary school, to make their students aware of the world of work and

of their own potential, with the help of many socio-economic partners.Last year, the Elementary 5 and 6 teachers (with 120 students) focused their activities in “education

for work” on a day of observation in the workplace. A letter was sent to all parents inviting them

to take part by suggesting a workplace—their own or that of a grandparent or other family member.

A total of 88 students (about 75 per cent) spent a day in a workplace in one of the 62 businesses

or institutions that had agreed to take part. The teachers were in charge of the organization.

They had a guide that provided a description of the role of the participating employers and the

coordinator (a teacher), suggestions for preparation, the schedule for the day, the skills and learnings

to be acquired by the students, a list of points to check to be sure that everything was ready,

materials and documentation required, as well as a thank-you note for the participating partners

with an evaluation questionnaire.Not only were the students prepared to take maximum advantage of the day, but they were also

able to learn from each other’s experiences and thus broaden their occupational horizons. In each

class, many examples were used by teachers to show the pertinence of school learnings.This year the Elementary 4 students of Lisa Comeau Eryou had a guidance-oriented experience

that prepared them for the days of observation in the workplace in which they will take part in the

next two years. After her class had won a visit to a chocolate factory in Sherbrooke for having sold

the most chocolate bars during a sale organized to raise funds to hire a music teacher, Lisa organized

several educational activities in the context of school subjects related to this theme. Before the visit,

she had her students familiarize themselves with some Web sites about the cultivation of cacao nuts

and the production of chocolate bars, and also about the workers in this industry. After the visit

to the factory, the students set up their own chocolate factory with 10 stations, with three or four

students acting as experts at each station.In their English as a second language classes, the students each wrote an account of their visit and

prepared an oral presentation about their work station for an exhibition in the school auditorium,

to which they invited the other students and the teachers and parents; the president of the com-

pany they had visited took part in this activity. The students also made up mathematical exercises

using boxes and bars of chocolate. In geography, they located the places where cacao nuts are

grown and where the chocolate produced by the factory they had visited is sold.Lisa feels this experience was very stimulating and motivating. Some of the students even asked

members of their family about occupations they discovered through this exploration activity. The

local newspaper reported on the project.

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In order to set up career exploration activities, certainresources are required in each classroom and othersshould be available in the school library or elsewhere inthe school.

Ideally, a directory of partners in the world of work whohave agreed to take part in activities such as visits, talksor interviews should be centralized in the school boardfor better coordination and saving of time, energy andcosts. However, this does not prevent teachers in eachclass from making up their own lists of parents or otherpeople who are available for career explorationactivities.

The following are suggestions for obtaining inexpensivematerials for activities involving cutting out or creatingillustrations, writing portraits or career histories ofsuccessful people, creating Help Wantedadvertisements, etc.:

• Collect old magazines or newspapers from stores.

• Have students ask their parents to contributebrochures (several copies, if possible), photographs andillustrations from their workplaces.

• Write to companies or professional orders to ask fordocumentation.

• Obtain promotional brochures from vocational educa-tion centres or schools, companies, businesses, institu-tions, industrial associations, groups of businessper-sons, governments, etc.

• Obtain multiple copies of the current telephone direc-tory or an old edition.

• Collect outdated documentation from educational andvocational information centres in secondary schools;the prospectuses of institutions are usually illustrated.

• Take photographs or make videos during industrial vis-its or talks in class, or have the students do so, andkeep them in the documentation centre of the schoolfor use by all the students.

For ease of use, documentation may be filed by the stu-dents according to the sectors of activity discussed earli-er in this issue.

The term job isused for remunerated

work done by a person ina business or institution.

The terms institution andbusiness cover all the types of

organizations that employworkers or hire

independent workers.

Educational and occupationaldocumentation centre

28

Ministère de l’Éducation1035, rue De La Chevrotière

Édifice Marie-Guyart, 17e étageQuébec (Québec) G1R 5A5

Telephone : (418) 646-7008Fax : (418) 528-8023

E-mail:[email protected]

Published by the Ministèrede l’Éducation:

- Direction de l’adaptation scolaireet des services complémentaires

- Secteur de la formation professionnelle et

technique

Research and writing:Pierrette Dupont, Ph. D.

Université de Sherbrooke

English version:Direction de la production en

langue anglaiseServices à la communauté

anglophone Ministère de l’Éducation

Special participation:Yvan D’Amours

Collaboration:Catherine Couture

Nicole Gagnon Barbara Goode Rolande HamelGilbert Moisan

Jean-Noël Vigneault

Intended for:The teaching staff and the

administration of elementaryand secondary schools; the

administrative, professional andtechnical staff of student servicesin the school boards and schools;

the regional offices of theMinistère de l’Éducation.

Publishing consultant:Lyne Côté

Graphic design:Tremblay Litalien

ISSN : 1485-6555 (Printed version)ISSN : 1496-0540 (On-line version)

Bibliography

Web siteshttp://www.hrdc.drhc.gc.ca/nocThe National Occupational Classification (NOC 2001), from Human Resources Development Canada, provides up-to-dateoccupational descriptions. The Career Hand-book, the counselling version of the NOC, will soon be available.

http://www.qc.hrdc-drhc.gc.ca/asp/emploi/emploiag.aspThis site provides an effective way to search for occupations by their major occupational group, based on the skill typeand level.

http://www.idclic.qc.ca/co/002/e/ask/aspThis is a site where teachers, counsellors, parents and students can ask the virtual counsellor questions on careers and jobs.

http://www.canlearn.ca/english/helpThis is a site on topics such as financial planning, bursaries and career-related issues.

http://www.studentcounsellor.com This site helps students find information on careers, educational programs and schools.

http://www.bridges.comThis Canadian site provides career and educational planning solutions for students. It includes career exploration pro-grams for elementary and high school students, such as Career Explorer and Choices. There is a fee for this service.

http://www.canworkinfonet.caThis Canadian site provides current information and resources on jobs, work, recruitment, labour market information,self-employment and financial assistance.

http://www.youth.gc.caThis is a site on self-assessment of skills, aptitudes, employability and entrepreneurship.

http://www.career-lifeskills.comThis is an Ontario site for resources on career and skill development. Teachers and counsellors can order materials forhigh school and adult education students.

http://www.adm.uwaterloo.ca/infocecs/CRC/manual-home.htmlThis is a site developed by the University of Waterloo to assist students in career planning.

http://worksearch.gc.caThis federal government site provides information on job search skills and self-employment.

http://www.careercruising.com Career Cruising is a comprehensive interactive career guidance resource that provides information on careers and pro-grams. There is a fee for this service.

http://www.inforoutefpt.org/default_eng.htmThis is the Ministère de l’Éducation site on vocational and technical education in Québec, semi-skilled trades, and entre-preneurship contests and programs in the schools.

The following are resources for teachers on the guidance-oriented approach, its theoretical basis and itsimplementation, as well as on pedagogical methods and partnership between the education system andthe world of work:

• Presentations made at the conference on educational and vocational information and guidanceorganized by the Fédération des commissions scolaires du Québec, on February 15, 2001, in particulierthose of Robert Bisaillon, assistant deputy minister in the Ministère de l’Éducation, and Yvan D’Amour,coordonator of student services at the Ministère de l’Éducation.

• The Guidance-Oriented School: An Evolving Concept (2000). Ministère de l’Éducation, Québec.

• Web site: http://callisto.si.usherb.ca:8080/crievat/contenu.htm- Guide pratique sur le partenariat Éducation/Travail- Répertoire de ressources Éducation/Travail

- Recueil d’activities de partenariat Éducation/Travail

• O’Connor, J., and R. Allen (1996). How to Engage Your Community in Partnerships in Education: A CanadianResource Guide for Educators and Employers. Hamilton, Ontario, Industry-Education Council,Hamilton-Wentworth.

A guidance counsellor or educational and vocational information specialist may be consulted forfurther information and assistance.

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A person’s careercomprises all of his or her

working life. In other words, it isthe totality of successive workexperiences, remunerated or

unremunerated, through a lifetime.Thus a person’s career begins at the

beginning of school.

Career development comprises all the stepsa person goes through to build his or her

career in the course of a lifetime. Thisprocess is influenced by a variety ofpsychological, economic and social

factors related to the person, hisor her environment and

the job market.

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Documents

Career Exploration in Elementary School: A Tool for Success