Grades 9 and 10 - Guidance and Career Education

Ministry of Education

The Ontario CurriculumGrades 9 and 10

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Guidance andCareer Education

Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Secondary Schools for the Twenty-First Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

The Place of Guidance and Career Education in the Curriculum . . . . . . . . . . . . . . . . . 3

Roles and Responsibilities in Guidance and Career Education . . . . . . . . . . . . . . . . . . . . 5

The Program in Guidance and Career Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Assessment and Evaluation of Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . 12

Basic Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Achievement Chart for Guidance and Career Education . . . . . . . . . . . . . . . . . . . . . . . . 13

Evaluation and Reporting of Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Reporting on Demonstrated Learning Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Some Considerations for Program Planning in Guidance and Career Education . . . . 19

Teaching Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Planning for Experiential Learning and Cooperative Education . . . . . . . . . . . . . . . . . . . 19

Planning Program Pathways and Programs Leading to a Specialist High-Skills Major . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Planning Guidance and Career Education Programs for Students With Special Education Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

English as a Second Language and English Literacy Development (ESL/ELD) . . . . . . . . 22

Antidiscrimination Education in Guidance and Career Education . . . . . . . . . . . . . . . . . 23

Literacy, Numeracy, and Inquiry/Research Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

The Ontario Skills Passport and Essential Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

The Role of Technology in Guidance and Career Education . . . . . . . . . . . . . . . . . . . . . 25

Health and Safety in Guidance and Career Education . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Une publication équivalente est disponible en français sous letitre suivant : Le curriculum de l’Ontario, 9e et 10e année –Orientation et formation au cheminement de carrière, 2006.

This publication is available on the Ministry of Education website at www.edu.gov.on.ca.

2 T H E O N T A R I O C U R R I C U L U M , G R A D E S 9 A N D 1 0 : G U I D A N C E A N D C A R E E R E D U C A T I O N

Courses

Learning Strategies 1: Skills for Success in Secondary School,Grade 9, Open (GLS1O, GLE1O, GLE2O) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Career Studies, Grade 10, Open (GLC2O) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Discovering the Workplace, Grade 10, Open (GLD2O) . . . . . . . . . . . . . . . . . . . . . . . . 38

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

3

Introduction

This document replaces The Ontario Curriculum, Grades 9 and 10: Guidance and CareerEducation, 1999 and the sections of The Ontario Curriculum: Guidance and Career Education,Open Courses (Draft), Grades 10 and 12, 2004 that pertain to Grade 10. Beginning inSeptember 2006, all Grade 9 and 10 guidance and career education courses will be based on expectations outlined in the present document.

Secondary Schools for the Twenty-First Century

The goal of Ontario secondary schools is to support high-quality learning while giving indi-vidual students the opportunity to choose programs that suit their skills and interests.Theupdated Ontario curriculum, in combination with a broader range of learning options outsidetraditional classroom instruction, will enable students to better customize their high school education and improve their prospects for success in school and in life.

The Place of Guidance and Career Education in the Curriculum

The guidance and career education program plays a central role in secondary school by provid-ing students with the tools they need for success in school, in the workplace, and in their dailylives. In particular, the curriculum focuses on skill development that will help students bettermanage their time, resources, and dealings with other people to improve their opportunities forsuccess both in school and in their future lives. Courses in guidance and career education activelyinvolve students in research, inquiry, problem-solving, and decision-making processes related toplanning for postsecondary education, training, or work.The guidance and career educationprogram is designed to recognize the diverse abilities, strengths, and aspirations of all students,providing them with knowledge and skills that will be benefit them throughout their lives.

The goals of the guidance and career education curriculum are to enable students to:

• understand concepts related to lifelong learning, interpersonal relationships, and career planning;

• develop learning skills, social skills, a sense of social responsibility, and the ability to formulateand pursue educational and career goals;

• apply this learning to their lives and work in the school and the community.

These goals are organized into three areas of knowledge and skills: student development, interper-sonal development, and career development, as outlined in Choices Into Action: Guidance and CareerEducation Program Policy for Ontario Elementary and Secondary Schools, 1999.

The guidance and career education program aims to help students become more confident,more motivated, and more effective learners. Students learn how to identify and assess theirown competencies, characteristics, and aspirations.They explore a broad range of optionsrelated to learning, work, and community involvement through a variety of school and experi-ential learning opportunities. Students develop learning and employability skills and strategies


that they can apply in their secondary and postsecondary studies and in the workplace.Theyidentify and develop essential skills and work habits that are required for success in the work-place, as well as skills needed for effective communication, teamwork, and leadership. In theirguidance and career education courses, students learn about the changing nature of work andtrends affecting the workplace, and gain insights into the challenges and opportunities theywill encounter in the modern economy.The curriculum allows for opportunities for studentsto practise the skills they are developing in both school and community contexts and tobecome aware of the importance of contributing to their communities.

As they learn about the career-planning process, students set goals for postsecondary educationand work and develop the knowledge and skills they need to achieve those goals.The programhelps prepare students for a changing world by demonstrating that a career is not just an occu-pational destination but also a journey that involves lifelong learning. It also teaches them torecognize and create opportunities, make informed choices, and pursue their personal andcareer goals more effectively.

Through the guidance and career education program, students learn to manage the varioustransitions they will be making in the course of their lives, starting with their next major transition, from secondary school to postsecondary education or training, and work. Studentsprepare for a world that will demand adaptability and resourcefulness by developing the per-sonal knowledge and skills they will need to navigate the future confidently and effectively.

Teachers in all disciplines of the secondary school curriculum share some responsibility fordeveloping students’ learning skills, interpersonal skills, and knowledge and skills related tocareer planning. In guidance and career education, however, these three areas of developmentare at the centre of the curriculum and are taught explicitly. Students relate what they arelearning in various subjects in their secondary school program to their personal aspirations and interests and to possible work and life roles.Awareness of these connections increases thepersonal relevance of the curriculum for students and, hence, their motivation to learn and toset and pursue educational and career goals.

The secondary school guidance and career education curriculum builds on the work begun in the elementary program in the three interconnected areas of development – learning, inter-personal skills, and career planning.As Choices Into Action, 1999 makes clear, growth in theseareas is an ongoing process that continues from Kindergarten to Grade 12 and throughout life.In both the elementary and secondary school programs, students acquire knowledge and skillsthat help them to become responsible and contributing members of communities, workplaces,families, and peer groups; to turn learning into a lifelong enterprise; and to create and preparefor futures that include meaningful, productive roles in work, personal life, and the community.

From Grade 7 to Grade 12, all students develop and complete an annual education plan.Thesecondary school guidance and career education curriculum supports this process by teachingstudents the knowledge and skills they need to complete their annual education plans success-fully. (Further information about the annual education plan can be found in Choices IntoAction, 1999.)

5I N T R O D U C T I O N

Roles and Responsibilities in Guidance and Career Education

Students. Students have many responsibilities with regard to their learning in school. Studentswho make the effort required to succeed in school and who apply themselves will soon discoverthat there is a direct relationship between this effort and their achievement, and will thereforebe more motivated to work.There will be some students, however, who will find it more diffi-cult to take responsibility for their learning because of special challenges they face. For thesestudents, the attention, patience, and encouragement of teachers can be extremely importantfactors for success. However, taking responsibility for one’s progress and learning is an impor-tant part of education for all students, regardless of their circumstances.

Mastery of concepts and skills in guidance and career education requires a sincere commitmentto work, study, and the development of appropriate skills. Students should also be encouragedto actively pursue opportunities outside the classroom, through extracurricular activities andcommunity service, to extend and enrich their knowledge and skills. Many guidance and careereducation courses provide students with the opportunity to develop a portfolio documentingtheir skills, experiences, and skills credentials (e.g., CPR,WHMIS, equipment training) as partof their ongoing learning and career development.

Parents. Parents have an important role to play in supporting student learning. Studies showthat students perform better in school if their parents or guardians are involved in their educa-tion. By becoming familiar with the curriculum, parents can find out what is being taught inthe courses their children are taking and what their children are expected to learn.This aware-ness will enhance parents’ ability to discuss their children’s work with them, to communicatewith teachers, and to ask relevant questions about their children’s progress. Knowledge of theexpectations in the various courses also helps parents to interpret teachers’ comments on studentprogress and to work with them to improve their children’s learning.

The guidance and career education curriculum promotes lifelong learning. In addition to sup-porting regular school activities, parents may want to encourage their sons and daughters toexplore opportunities available to students through greater school and community involve-ment and participation in leadership-development activities.Attending parent–teacher inter-views, participating in parent workshops, becoming involved in school council activities(including becoming a school council member), and encouraging students to complete theirassignments at home are just a few examples of effective ways to support learning.

Teachers. Teachers and students have complementary responsibilities.Teachers are responsiblefor developing appropriate instructional strategies to help students achieve the curriculumexpectations, as well as appropriate methods for assessing and evaluating student learning.Teachers also support students in developing the reading, writing, oral communication, andnumeracy skills needed for success in their courses.Teachers bring enthusiasm and variedteaching and assessment approaches to the classroom, addressing different student needs andensuring sound learning opportunities for every student.

Using a variety of instructional, assessment, and evaluation strategies, teachers provide numerousopportunities for students to develop research and inquiry skills; interpersonal skills, includingboth oral and written communication skills; and the personal-management, learning, andemployability skills needed for success in school and in future work. Opportunities to connectthese skills and concepts to real-life situations will help make learning more meaningful forstudents and will motivate them to become lifelong learners.


Principals. The principal works in partnership with teachers and parents to ensure that eachstudent has access to the best possible educational experience. In addition, principals work tosupport and encourage partnerships between the school and the broader community in orderto facilitate the experiential learning opportunities that benefit students in the guidance andcareer education program.

To support student learning, principals ensure that the Ontario curriculum is being properlyimplemented in all classrooms using a variety of instructional approaches.They also ensure thatappropriate resources are made available for teachers and students.To enhance teaching andlearning in all subjects, including guidance and career education, principals promote learning teams and work with teachers to facilitate teacher participation in professional development.

Principals are also responsible for ensuring that every student who has an Individual EducationPlan (IEP) is receiving the modifications and/or accommodations described in his or her plan –in other words, for ensuring that the IEP is properly developed, implemented, and monitored.

7

Overview of the Program

The guidance and career education program consists of courses that are intended to help stu-dents develop learning and interpersonal skills and to enable them to explore careers and thepathways that lead to them.All students are encouraged to explore and assess their own strengths,needs, and interests and to investigate a broad range of opportunities as they pursue their edu-cational pathways and prepare for postsecondary destinations.

At the centre of the guidance and career education program is the compulsory Grade 10 CareerStudies course (GLC2O), in which students learn how to identify, investigate, and pursue goalsin education, work, and community activity.This is a half-credit course that provides studentswith an introduction to self-assessment, development of personal and interpersonal skills, and a general understanding of career planning.

The other courses in the guidance and career education curriculum are optional courses, butany one of them may be used to fulfil the Group 1 compulsory credit requirement for theOntario Secondary School Diploma, as outlined in Policy/Program Memorandum No. 139,“Revisions to Ontario Secondary Schools (OSS) to Support Student Success and Learning to 18”,February 1, 2006. (The PPM also states that these courses may now be used as substitutions tomeet compulsory credit requirements.)

The Grade 9 course Learning Strategies 1: Skills for Success in Secondary School (GLS1O)focuses on the development of knowledge and skills that can help all students achieve successin secondary school.The course can be modified to suit the individual needs of the learner,and Grade 9 students who have an Individual Education Plan (IEP) would benefit consider-ably from such a modified course (course code GLE1O).A learning strategies course may alsobe developed for students in Grade 10 who have an IEP (course code GLE2O).The learningexpectations for this course would be based on the Learning Strategies 1 course, but the focusof the course would be different, in order to reflect the content and requirements of the par-ticular courses the student is currently taking.A student who has an IEP may receive a maxi-mum of one credit for the Learning Strategies 1 course at each grade level – one credit inGrade 9 and one credit in Grade 10.

The Grade 10 course Discovering the Workplace (GLD2O) focuses on helping studentsdevelop the knowledge, essential skills, and work habits that are required for success in today’sworkplace, and prepares them for the work experiences and other experiential learning activi-ties in the community that may be a part of their educational program.

All guidance and career education courses encourage career exploration and skill developmentthrough experiential learning activities, such as job shadowing, community involvement, workexperience, and cooperative education.1 In addition, guidance and career education courses areparticularly well suited for inclusion in programs designed to provide pathways to apprentice-ship or workplace destinations, including the Ontario Youth Apprenticeship Program (OYAP),and in programs leading to a diploma with a Specialist High-Skills Major.

The Program in Guidance and Career Education

1. See Policy/Program Memorandum No. 139 for information about the use of cooperative education courses to fulfiladditional compulsory credit requirements for the Ontario Secondary School Diploma.


The courses offered in guidance and career education are “open” courses, which comprise oneset of expectations for all students.The course type is defined as follows:

Open courses are designed to prepare students for further study in the subject and to enrich their education generally.These courses comprise a set of expectations that are appropriate for all students.

Courses in Guidance and Career Education, Grades 9 and 10*

Course Course CreditGrade Course Name Type Code Value Prerequisites

9 Learning Strategies 1: Open GLS1O 1.0 NoneSkills for Success in Secondary School** GLE1O 1.0 Recommendation

(modified for of principalGrade 9 students who have an IEP)

GLE2O 1.0 Recommendation (modified for of principalGrade 10 students who have an IEP)

10 Career Studies Open GLC2O 0.5 None(compulsory)

10 Discovering Open GLD2O 1.0 Nonethe Workplace

* Career Studies is a compulsory course. In addition, any other guidance and career education course may be used tofulfil the Group 1 additional compulsory credit requirement or may serve as a substitution for another course fulfilling acompulsory credit requirement (see PPM No. 139).

** Students may receive only one credit for Grade 9 Learning Strategies 1, either for GLS1O or for GLE1O. Studentswho have an IEP may also receive a credit in Grade 10 for GLE2O.

Course Chart for Guidance and Career Education, Grades 9–12

Learning Strategies 1:

Skills for Success

in Secondary School

Grade 9, Open(GLS1O or GLE1O)

Career Studies

(compulsory) (half-credit)Grade 10, Open

(GLC2O)

Designing Your Future

Grade 11, Open(GWL3O)

Leadership and Peer Support

Grade 11, Open(GPP3O)

Advanced Learning Strategies:

Skills for Success

After Secondary School

Grade 12, Open(GLS4O or GLE4O)

Discovering the Workplace

Grade 10, Open(GLD2O)

Learning Strategies 1:

Skills for Success

in Secondary School

Grade 10, Open(GLE2O)

Advanced Learning Strategies:

Skills for Success

After Secondary School

Grade 11, Open(GLE3O)

Navigating the Workplace

Grade 12, Open(GLN4O)

9T H E P R O G R A M I N G U I D A N C E A N D C A R E E R E D U C A T I O N

Half-Credit Courses. The compulsory Grade 10 Career Studies course outlined in this docu-ment is designed as a half-credit course.The other courses are designed as full-credit courses,but they may also be delivered as half-credit courses. Half-credit courses developed from fullcourses require a minimum of fifty-five hours of scheduled instructional time and must adhereto the following conditions:

– Two half-credit courses created from a full course must together contain all of the expecta-tions of the full course.The expectations for the two half-credit courses must be divided in a manner that best enables students to achieve the required knowledge and skills in theallotted time.

– A course that is a prerequisite for another course in the secondary curriculum may beoffered as two half-credit courses, but students must successfully complete both parts of thecourse to fulfil the prerequisite. (Students are not required to complete both parts unless thecourse is a prerequisite for another course they wish to take.)

– The title of the half-credit course must include the designation Part 1 or Part 2.When a student successfully completes a half-credit course, a half-credit (0.5) will be recorded in the credit-value column of both the report card and the Ontario Student Transcript.

Boards will ensure that all half-credit courses comply with the conditions described above, andwill report all half-credit courses to the ministry annually in the School October Report.

Curriculum Expectations

The expectations identified for each course describe the knowledge and skills that students areexpected to acquire, demonstrate, and apply in their class work, on tests, and in various otheractivities on which their achievement is assessed and evaluated.

Two sets of expectations are listed for each strand, or broad curriculum area, of each course.

• The overall expectations describe in general terms the knowledge and skills that students areexpected to demonstrate by the end of each course.

• The specific expectations describe the expected knowledge and skills in greater detail.The specific expectations are arranged under subheadings that reflect particular aspects of therequired knowledge and skills and that may serve as a guide for teachers as they plan learning activities for their students.

The organization of expectations in strands and subgroupings is not meant to imply that theexpectations in any one strand or group are achieved independently of the expectations in theother strands or groups.The subheadings are used merely to help teachers focus on particularaspects of knowledge and skills as they plan lessons and learning activities for their students.The concepts, content, and skills identified in the different strands of each course should,wherever appropriate, be integrated in instruction throughout the course.

Many of the expectations are accompanied by examples, given in parentheses.These examplesare meant to illustrate the kind of knowledge or skill, the specific area of learning, the depth oflearning, and/or the level of complexity that the expectation entails. Some examples may alsobe used to emphasize the importance of diversity or multiple perspectives.The examples areintended only as suggestions for teachers.Teachers may incorporate the examples into theirlessons, or they may choose other topics or approaches that are relevant to the expectation.


Strands

The curriculum expectations for courses in the Grade 9 to 12 guidance and career educationprogram are organized into a number of different strands, or major areas of knowledge andskills.

Each of these strands is described below.

Learning Skills. In this strand, students develop learning and thinking skills and strategies.They discover how to manage their own learning and acquire knowledge and skills that theycan transfer to a variety of situations related to learning, work, and daily life.Along with liter-acy and numeracy skills, they develop the habits and skills they need in order to become self-directed, lifelong learners.

Personal Knowledge and Management Skills. In this strand, students develop their ability todescribe and assess their personal strengths and interests, and to use their knowledge of them-selves to help them focus on education, career, and life goals. Students learn the componentsof effective decision making and apply them to develop plans, act on those plans, and evaluateand modify those plans as required. Students also develop the personal-management skillsneeded for success in work, learning, and life.

Interpersonal Knowledge and Skills. In this strand, students develop the knowledge and skillsnecessary for effective communication, teamwork, and leadership.They learn how to get alongwith others at school, in the workplace, and in the community.They learn about the impor-tance of understanding diversity and respecting others, and they become actively involved incontributing to their communities.

Exploration of Opportunities. In this strand, students develop the skills needed to researchinformation about learning, work, and community opportunities. Students make connectionsbetween these opportunities and their personal career goals and learn to plan for secondaryschool success.

The strands in the Grade 9 Learning Strategies 1 course are:

• Learning Skills

• Personal Knowledge and Management Skills

• Interpersonal Knowledge and Skills

• Exploration of Opportunities

11T H E P R O G R A M I N G U I D A N C E A N D C A R E E R E D U C A T I O N

Each of these strands is described below.

Essential Skills for Working and Learning. This strand focuses on the development of thenine essential skills that have been identified by the Government of Canada and othernational and international agencies as necessary for success in any occupation.These essen-tial skills are reading text, document use, writing, numeracy, oral communication, thinkingskills, working with others, computer use, and continuous learning. Students learn about theimportance and transferability of the essential skills and become actively involved in devel-oping and applying them in preparation for future work. Students practise selected essentialskills in authentic situations, using real workplace materials, both at school and in commu-nity and workplace settings.

Personal Management.This strand incorporates components of both personal and inter-personal knowledge and skills to facilitate the organization of expectations into one strand insome of the courses.The expectations in this strand focus on developing students’ abilitiesto describe and assess their personal strengths and interests and to draw on their knowledgeof themselves when exploring and deciding on work and life goals. Students develop anawareness of their needs and learn the skills required to ensure that they get the resourcesand support they need.They develop skills, habits, and characteristics that will help them tointeract positively and effectively with others in school and in the community.They developresiliency, learn to be effective members of a team, and learn to manage the resourcesrequired to complete tasks and achieve their goals.

Exploration of Opportunities. In this strand, students develop the skills needed to researchinformation about learning, work, and community opportunities. Students make connec-tions between these opportunities and their personal career goals.They learn about trendsin the workplace, in the local and global economy, and in society. Students learn the benefitsof having a broad range of skills to meet the demands of the changing global market.

Preparation for Transitions and Change. In their work in this strand, students learn to antic-ipate and respond to change.They develop knowledge, skills, and strategies that can smooththe transitions between different stages and roles in life.They prepare themselves for post-secondary learning and for the challenges of finding and creating work opportunities.Theyalso develop their ability to make effective decisions, set goals, plan, act on plans, and evalu-ate and modify plans in response to changes.

The strands in the Grade 10 Career Studies course are:

• Personal Management


• Preparation for Transitions and Change

The strands in the Grade 10 Discovering the Workplace course are:

• Essential Skills for Working and Learning

• Personal Management


• Preparation for Transitions and Change

12

Assessment and Evaluation of StudentAchievement

Basic Considerations

The primary purpose of assessment and evaluation is to improve student learning. Informationgathered through assessment helps teachers to determine students’ strengths and weaknessesin their achievement of the curriculum expectations in each course.This information alsoserves to guide teachers in adapting curriculum and instructional approaches to students’needs and in assessing the overall effectiveness of programs and classroom practices.

Assessment is the process of gathering information from a variety of sources (includingassignments, demonstrations, projects, performances, and tests) that accurately reflects howwell a student is achieving the curriculum expectations in a subject.As part of assessment,teachers provide students with descriptive feedback that guides their efforts towardsimprovement. Evaluation refers to the process of judging the quality of student work onthe basis of established criteria and assigning a value to represent that quality.

Assessment and evaluation will be based on the provincial curriculum expectations and theachievement levels outlined in this document.

In order to ensure that assessment and evaluation are valid and reliable, and that they leadto the improvement of student learning, teachers must use assessment and evaluation strate-gies that:

• address both what students learn and how well they learn;

• are based both on the categories of knowledge and skills and on the achievement-leveldescriptions given in the achievement chart on pages 16–17;

• are varied in nature, administered over a period of time, and designed to provide oppor-tunities for students to demonstrate the full range of their learning;

• are appropriate for the learning activities used, the purposes of instruction, and the needsand experiences of the students;

• are fair to all students;

• accommodate the needs of students with special education needs, consistent with thestrategies outlined in their Individual Education Plan;

• accommodate the needs of students who are learning the language of instruction(English or French);

• ensure that each student is given clear directions for improvement;

• promote students’ ability to assess their own learning and to set specific goals;

• include the use of samples of students’ work that provide evidence of their achievement;

• are communicated clearly to students and parents at the beginning of the course or theschool term and at other appropriate points throughout the school year.

13A S S E S S M E N T A N D E V A L U A T I O N O F S T U D E N T A C H I E V E M E N T

All curriculum expectations must be accounted for in instruction, but evaluation focuses onstudents’ achievement of the overall expectations.A student’s achievement of the overall expec-tations is evaluated on the basis of his or her achievement of related specific expectations.Theoverall expectations are broad in nature, and the specific expectations define the particularcontent or scope of the knowledge and skills referred to in the overall expectations.Teacherswill use their professional judgement to determine which specific expectations should be usedto evaluate achievement of the overall expectations, and which ones will be covered ininstruction and assessment (e.g., through direct observation) but not necessarily evaluated.

The characteristics given in the achievement chart (pages 16–17) for level 3 represent the“provincial standard” for achievement of the expectations in a course.A complete picture ofoverall achievement at level 3 in a course in guidance and career education can be constructedby reading from top to bottom in the shaded column of the achievement chart, headed“70–79% (Level 3)”. Parents of students achieving at level 3 can be confident that their children will be prepared for work in subsequent courses.

Level 1 identifies achievement that falls much below the provincial standard, while still reflect-ing a passing grade. Level 2 identifies achievement that approaches the standard. Level 4 identi-fies achievement that surpasses the standard. It should be noted that achievement at level 4does not mean that the student has achieved expectations beyond those specified for a particu-lar course. It indicates that the student has achieved all or almost all of the expectations for thatcourse, and that he or she demonstrates the ability to use the specified knowledge and skills inmore sophisticated ways than a student achieving at level 3.

The Ministry of Education has provided teachers with materials that will assist them in improv-ing their assessment methods and strategies and, hence, their assessment of student achievement.

Achievement Chart for Guidance and Career Education

The achievement chart that follows identifies four categories of knowledge and skills in guid-ance and career education.The achievement chart is a standard province-wide guide to beused by teachers. It enables teachers to make judgements about student work that are based on clear performance standards and on a body of evidence collected over time.

The purpose of the achievement chart is to:

• provide a common framework that encompasses all curriculum expectations for all coursesoutlined in this document;

• guide the development of quality assessment tasks and tools (including rubrics);

• help teachers to plan instruction for learning;

• assist teachers in providing meaningful feedback to students;

• provide various categories and criteria with which to assess and evaluate students’ learning.


Categories of Knowledge and Skills. The categories, defined by clear criteria, represent fourbroad areas of knowledge and skills within which the expectations for any given guidance andcareer education course are organized.The four categories should be considered as interrelated,reflecting the wholeness and interconnectedness of learning.

The categories of knowledge and skills are described as follows:

Knowledge and Understanding. Subject-specific content acquired in each course (knowledge),and the comprehension of its meaning and significance (understanding).

Thinking. The use of critical and creative thinking skills and/or processes, as follows:– planning skills (e.g., focusing research, identifying a problem, locating and gathering

information, organizing an inquiry)– processing skills (e.g., analysing, reflecting, integrating, synthesizing, evaluating, forming

conclusions)– critical/creative thinking processes (e.g., reading process, inquiry, decision making, research,

problem solving)

Communication. The conveying of meaning through various oral, visual, and written forms(e.g., interviews, presentations, portfolios, graphic organizers, posters, letters, résumés, personalprofiles, charts, reports, summaries).

Application. The use of knowledge and skills to make connections within and between variouscontexts.

Teachers will ensure that student work is assessed and/or evaluated in a balanced manner withrespect to the four categories, and that achievement of particular expectations is consideredwithin the appropriate categories.

Criteria. Within each category in the achievement chart, criteria are provided, which are sub-sets of the knowledge and skills that define each category. For example, in Knowledge andUnderstanding, the criteria are “knowledge of content (e.g., terminology, vocabulary, informa-tion)” and “understanding of content (e.g., theories, concepts, skills, processes)”.The criteriaidentify the aspects of student performance that are assessed and/or evaluated, and serve asguides to what to look for.

Descriptors. A “descriptor” indicates the characteristic of the student’s performance, with respectto a particular criterion, on which assessment or evaluation is focused. In the achievement chart,effectiveness is the descriptor used for each criterion in the Thinking, Communication, andApplication categories.What constitutes effectiveness in any given performance task will varywith the particular criterion being considered.Assessment of effectiveness may therefore focuson a quality such as appropriateness, clarity, accuracy, precision, logic, relevance, significance,fluency, flexibility, depth, or breadth, as appropriate for the particular criterion. For example,in the Thinking category, assessment of effectiveness might focus on the degree of relevance or depth apparent in an analysis; in the Communication category, on clarity of expression orlogical organization of information and ideas; or in the Application category, on appropriate-ness or breadth in the making of connections. Similarly, in the Knowledge and Understandingcategory, assessment of knowledge might focus on accuracy, and assessment of understandingmight focus on the depth of an explanation. Descriptors help teachers to focus their assess-ment and evaluation on specific knowledge and skills for each category and criterion, and help students to better understand exactly what is being assessed and evaluated.

15A S S E S S M E N T A N D E V A L U A T I O N O F S T U D E N T A C H I E V E M E N T

Qualifiers. A specific “qualifier” is used to define each of the four levels of achievement – thatis, limited for level 1, some for level 2, considerable for level 3, and a high degree or thorough forlevel 4.A qualifier is used along with a descriptor to produce a description of performance at aparticular level. For example, the description of a student’s performance at level 3 with respectto the first criterion in the Thinking category would be:“the student uses planning skills withconsiderable effectiveness”.

The descriptions of the levels of achievement given in the chart should be used to identify thelevel at which the student has achieved the expectations. In all of their courses, students shouldbe given numerous and varied opportunities to demonstrate the full extent of their achievementof the curriculum expectations across all four categories of knowledge and skills.


Communication The conveying of meaning through various forms

The student:

Expression and organi-

zation of ideas and infor-

mation (e.g., clarity of

expression, logical

organization) in oral,

visual, and written

forms (e.g., interviews,

presentations, port-

folios, graphic organi-

zers, posters, letters,

résumés, personal pro-

files, charts, reports,

summaries)

– expresses and

organizes ideas and

information with

limited effectiveness

– expresses and

organizes ideas and

information with

some effectiveness

– expresses and

organizes ideas

and information

with considerable

effectiveness

– expresses and

organizes ideas

and information

with a high degree

of effectiveness

Achievement Chart – Guidance and Career Education, Grades 9–12

Knowledge and Understanding Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding)

The student:

Thinking The use of critical and creative thinking skills and/or processes

The student:

50–59%(Level 1)

60–69%(Level 2)

70–79%(Level 3)

80–100%(Level 4)

Categories

Knowledge of content

(e.g., terminology,

vocabulary,

information)

Understanding of

content (e.g., theories,

concepts, skills,

processes)

– demonstrates limited

knowledge of content

– demonstrates limited

understanding of

content

– demonstrates some

knowledge of content

– demonstrates some

understanding of

content

– demonstrates

considerable knowl-

edge of content

– demonstrates

considerable under-

standing of content

– demonstrates

thorough knowledge

of content

– demonstrates

thorough understand-

ing of content

Use of planning skills

(e.g., focusing research,

identifying a problem,

locating and gathering

information, organizing

an inquiry)

Use of processing skills

(e.g., analysing, reflect-

ing, integrating, synthe-

sizing, evaluating, form-

ing conclusions)

Use of critical/creative

thinking processes

(e.g., reading process,

inquiry, decision

making, research,

problem solving)

– uses planning

skills with limited

effectiveness

– uses processing

skills with limited

effectiveness

– uses critical/creative

thinking processes

with limited

effectiveness

– uses planning

skills with some

effectiveness

– uses processing

skills with some

effectiveness

– uses critical/

creative thinking

processes with

some effectiveness

– uses planning skills

with considerable

effectiveness

– uses processing skills

with considerable

effectiveness


thinking processes

with considerable

effectiveness

– uses planning skills

with a high degree

of effectiveness

– uses processing skills

with a high degree

of effectiveness


thinking processes

with a high degree

of effectiveness

17A C H I E V E M E N T C H A R T F O R G U I D A N C E A N D C A R E E R E D U C A T I O N

Application The use of knowledge and skills to make connections within and between various contexts

The student:

Application of knowledge

and skills (e.g., in the

areas of personal man-

agement, interpersonal

relations, learning, tech-

nology, goal setting, plan-

ning) in familiar contexts

Transfer of knowledge

and skills (e.g., in the

areas of personal man-

agement, interpersonal

relations, learning, tech-

nology, goal setting, plan-

ning) to new contexts

Making connections

within and between

various contexts (e.g.,

within and between dis-

ciplines; between learn-

ing in school and learn-

ing in the workplace;

between different jobs

within a workplace)

– applies knowledge

and skills in familiar

contexts with limited

effectiveness

– transfers knowledge

and skills to new

contexts with limited

effectiveness

– makes connections

within and between

various contexts with




contexts with some

effectiveness


and skills to new

contexts with some

effectiveness


within and between

various contexts with

some effectiveness



contexts with

considerable

effectiveness


and skills to new

contexts with

considerable

effectiveness


within and between

various contexts

with considerable

effectiveness



contexts with a high

degree of effectiveness


and skills to new

contexts with a high



within and between

various contexts

with a high degree

of effectiveness

Communication ((ccoonntt..))

The student:

50–59%(Level 1)

60–69%(Level 2)

70–79%(Level 3)

80–100%(Level 4)

Categories

Communication for dif-

ferent audiences (e.g.,

peers, employers,

adults) and purposes

(e.g., to inform, to per-

suade) in oral, visual,

and written forms

Use of conventions (e.g.,

appropriate style and

format for cover letters,

applications, résumés,

e-mails, journals, tele-

phone calls) and of

appropriate vocabulary

and terminology in oral,

visual, and written

forms

– communicates for

different audiences

and purposes with


– uses conventions,

vocabulary, and

terminology of the

discipline with limited

effectiveness


different audiences

and purposes with

some effectiveness


vocabulary, and

terminology of the

discipline with some

effectiveness


different audiences

and purposes with

considerable

effectiveness


vocabulary, and

terminology of the

discipline with

considerable

effectiveness


different audiences

and purposes with a

high degree of

effectiveness


vocabulary, and

terminology of the

discipline with a high


Note: A student whose achievement is below 50% at the end of a course will not obtain a credit for the course.


Evaluation and Reporting of Student Achievement

Student achievement must be communicated formally to students and parents by means of the Provincial Report Card, Grades 9–12.The report card provides a record of the student’sachievement of the curriculum expectations in every course, at particular points in the schoolyear or semester, in the form of a percentage grade.The percentage grade represents the qual-ity of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.

A final grade is recorded for every course, and a credit is granted and recorded for everycourse in which the student’s grade is 50% or higher.The final grade for each course inGrades 9–12 will be determined as follows:

• Seventy per cent of the grade will be based on evaluations conducted throughout the course.This portion of the grade should reflect the student’s most consistent level of achievementthroughout the course, although special consideration should be given to more recent evidence of achievement.

• Thirty per cent of the grade will be based on a final evaluation in the form of an examina-tion, performance, essay, and/or other method of evaluation suitable to the course contentand administered towards the end of the course.

Reporting on Demonstrated Learning Skills

The report card provides a record of the learning skills demonstrated by the student in everycourse, in the following five categories:Works Independently,Teamwork, Organization,WorkHabits, and Initiative.The learning skills are evaluated using a four-point scale (E-Excellent,G-Good, S-Satisfactory, N-Needs Improvement).The separate evaluation and reporting of the learning skills in these five areas reflects their critical role in students’ achievement of thecurriculum expectations.To the extent possible, the evaluation of learning skills, apart fromany that may be included as part of a curriculum expectation in a course, should not be considered in the determination of percentage grades.

19

Some Considerations for Program Planning in Guidance and Career Education

Teachers who are planning a program in guidance and career education must take intoaccount considerations in a number of important areas, including those discussed below.

Teaching Approaches

Students learn best when they are engaged in a variety of ways of learning. Guidance andcareer education courses lend themselves to a wide range of approaches in that they requirestudents to research, think critically, work cooperatively, discuss relevant issues, and learnthrough practice in a variety of settings. Helping students become self-directed, lifelong learn-ers is a fundamental aim of the guidance and career education curriculum.When students areengaged in active and experiential learning strategies, they tend to retain knowledge for longerperiods and develop meaningful skills.Active and experiential learning strategies also enablestudents to apply their knowledge and skills to real-life issues and situations.

Some of the teaching and learning strategies that are suitable to material taught in guidanceand career education include cooperative small-group learning, one-on-one teaching, guidedlearning, personal reflection, role playing, simulations, case-study analysis, presentations, tasksinvolving real workplace materials, experiential learning, and independent study.Teachers mustprovide a wide range of activities and assignments that promote mastery of basic concepts anddevelopment of inquiry/research skills. Learning activities should always be age-appropriate ordevelopmentally appropriate, as necessary.

In the guidance and career education program, teachers provide students with opportunities todevelop self-knowledge and make connections with the world around them. Students learnhow to work independently and with others as they acquire the essential skills and work habitsneeded for success in school, in the workplace, and in daily life. Students learn how to makedecisions about future learning and work, how to put plans into action responsibly, and how toreflect on the actions they’ve taken and revise their plans as necessary.They learn by doing.They synthesize what they have learned by reflecting, analysing, evaluating, making decisions,and setting goals.They apply their learning both in the classroom and in other contexts, andthey evaluate their progress. Ultimately, students learn to take responsibility for their ownlearning in preparation for life beyond secondary school.

It is essential to emphasize the relationship of guidance and career education to the world out-side the classroom, so that students recognize that what they learn in these courses can have asignificant influence on the rest of their lives, from their educational choices to decisions abouttheir careers and personal lives.

Planning for Experiential Learning and Cooperative Education

In courses within the guidance and career education program, there is a specific emphasis onexperiential learning as a key method of instruction – that is, learning acquired wholly or inpart through practical experiences inside and outside the classroom.The curriculum expecta-tions incorporate a broad range of experiential learning opportunities (e.g., information inter-views, worksite visits, job shadowing, community involvement, work experience, and virtual or


simulated work experience) that are intended to meet the needs of students at various stages ofreadiness for work.These experiences will also influence the direction students take in theircareer exploration and educational planning.

Cooperative education programs, which provide opportunities for learning in apprenticeshipand workplace settings in combination with classroom studies, are designed to suit students’particular strengths, interests, and needs and further enhance their preparation for the future.

Students need opportunities to learn about the work world through experiences in workplacesand interaction with employers and employees.They can also learn about active and responsi-ble citizenship through opportunities to make contributions to their communities and schools.Their personal, interpersonal, and learning development can be enhanced and supportedthrough connections with community service agencies, postsecondary institutions, and thebroader community. For all these reasons, strong connections with the community outside theschool, including partnerships with employers and community organizations, are essential tothe delivery of an effective guidance and career education program.

All experiential learning opportunities and cooperative education programs will be providedin accordance with the ministry’s policy document entitled Cooperative Education and OtherForms of Experiential Learning: Policies and Procedures for Ontario Secondary Schools, 2000.

Planning Program Pathways and Programs Leading to a Specialist High-Skills Major

Guidance and career education courses are well suited for inclusion in programs leading to aSpecialist High-Skills Major (SHSM) and in programs designed to provide pathways to partic-ular apprenticeship or workplace destinations. In an SHSM program, guidance and career edu-cation courses can be bundled with other courses to provide the academic knowledge andskills important to particular industry sectors and required for success in the workplace andpostsecondary education, including apprenticeship. Guidance and career education coursesmay also be combined with cooperative education credits to provide the workplace experi-ence required for SHSM programs and for various program pathways to apprenticeship andworkplace destinations. (SHSM programs would also include sector-specific learning oppor-tunities offered by employers, skills-training centres, colleges, and community organizations.)

Planning Guidance and Career Education Programs forStudents With Special Education Needs

In planning guidance and career education courses for students with special education needs,teachers should begin by examining both the curriculum expectations for the course and theneeds of the individual student to determine which of the following options is appropriate forthe student:

• no accommodations2 or modifications; or

• accommodations only; or

• modified expectations, with the possibility of accommodations

2. “Accommodations” refers to individualized teaching and assessment strategies, human supports, and/or individualizedequipment.

21S O M E C O N S I D E R A T I O N S F O R P R O G R A M P L A N N I N G I N G U I D A N C E A N D C A R E E R E D U C A T I O N

If the student requires either accommodations or modified expectations, or both, the relevantinformation, as described in the following paragraphs, must be recorded in his or her IndividualEducation Plan (IEP). For a detailed discussion of the ministry’s requirements for IEPs, seeIndividual Education Plans: Standards for Development, Program Planning, and Implementation, 2000(referred to hereafter as IEP Standards, 2000). More detailed information about planning pro-grams for students with special education needs can be found in The Individual Education Plan(IEP):A Resource Guide, 2004 (referred to hereafter as the IEP Resource Guide, 2004). (Bothdocuments are available at www.edu.gov.on.ca.)

Students Requiring Accommodations Only. With the aid of accommodations alone, somestudents are able to participate in the regular course curriculum and to demonstrate learningindependently. (Accommodations do not alter the provincial curriculum expectations for thecourse.) The accommodations required to facilitate the student’s learning must be identified inhis or her IEP (see IEP Standards, 2000, page 11).A student’s IEP is likely to reflect the sameaccommodations for many, or all, courses.

There are three types of accommodations. Instructional accommodations are changes in teachingstrategies, including styles of presentation, methods of organization, or use of technology andmultimedia. Environmental accommodations are changes that the student may require in the class-room and/or school environment, such as preferential seating or special lighting. Assessmentaccommodations are changes in assessment procedures that enable the student to demonstrate his or her learning, such as allowing additional time to complete tests or assignments or permit-ting oral responses to test questions (see page 29 of the IEP Resource Guide, 2004, for moreexamples).

If a student requires “accommodations only” in guidance and career education courses, assess-ment and evaluation of his or her achievement will be based on the appropriate course curricu-lum expectations and the achievement levels outlined in this document.The IEP box on theProvincial Report Card will not be checked, and no information on the provision of accom-modations will be included.

Students Requiring Modified Expectations. Some students will require modified expectations,which differ from the regular course expectations. For most students, modified expectations willbe based on the regular course curriculum, with changes in the number and/or complexity ofthe expectations. It is important to monitor, and to reflect clearly in the student’s IEP, the extentto which expectations have been modified.As noted in Section 7.12 of the ministry’s policydocument Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999,the principal will determine whether achievement of the modified expectations constitutessuccessful completion of the course, and will decide whether the student is eligible to receive a credit for the course.This decision must be communicated to the parents and the student.

When a student is expected to achieve most of the curriculum expectations for the course,the modified expectations should identify how they differ from the course expectations.Whenmodifications are so extensive that achievement of the learning expectations is not likely toresult in a credit, the expectations should specify the precise requirements or tasks on which thestudent’s performance will be evaluated and which will be used to generate the course mark


recorded on the Provincial Report Card. Modified expectations indicate the knowledge and/orskills the student is expected to demonstrate and have assessed in each reporting period (IEPStandards, 2000, pages 10 and 11). Modified expectations represent specific, realistic, observable,and measurable achievements and describe specific knowledge and/or skills that the student candemonstrate independently, given the appropriate assessment accommodations.The student’slearning expectations must be reviewed in relation to the student’s progress at least once everyreporting period, and must be updated as necessary (IEP Standards, 2000, page 11).

If a student requires modified expectations in guidance and career education courses, assessmentand evaluation of his or her achievement will be based on the learning expectations identifiedin the IEP and on the achievement levels outlined in this document. If some of the student’slearning expectations for a course are modified but the student is working towards a credit forthe course, it is sufficient simply to check the IEP box on the Provincial Report Card. If,however, the student’s learning expectations are modified to such an extent that the principaldeems that a credit will not be granted for the course, the IEP box must be checked and theappropriate statement from the Guide to the Provincial Report Card, Grades 9–12, 1999 (page 8)must be inserted.The teacher’s comments should include relevant information on the student’sdemonstrated learning of the modified expectations, as well as next steps for the student’s learning in the course.

English as a Second Language and English Literacy Development (ESL/ELD)Young people whose first language is not English enter Ontario secondary schools with diverselinguistic and cultural backgrounds. Some may have experience of highly sophisticated educa-tional systems, while others may have had limited formal schooling.All of these students bringa rich array of background knowledge and experience to the classroom, and all teachers mustshare in the responsibility for their English-language development.

Students who come to Ontario from other countries will find the courses in guidance andcareer education particularly useful.They will develop learning skills that will assist them asthey progress through secondary school. Students will develop interpersonal and communica-tion skills and learn about their local community through career exploration activities.

Teachers of guidance and career education must incorporate appropriate strategies for instruc-tion and assessment to facilitate the success of the English language learners in their classrooms.These strategies include:

• modification of some or all of the course expectations, based on the student’s level of Englishproficiency;

• use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organiz-ers, scaffolding; previewing of textbooks; pre-teaching of key vocabulary; peer tutoring;strategic use of students’ first languages);

• use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionar-ies, and culturally diverse materials);

• use of assessment accommodations (e.g., granting of extra time; use of oral interviews andtasks requiring completion of graphic organizers and cloze sentences instead of essay ques-tions and other assessment tasks that depend heavily on proficiency in English).


Students who are no longer taking ESL or ELD courses may still require program adaptationsto be successful.When learning expectations in a course other than ESL and ELD are modified,this must be clearly indicated on the student’s report card by checking the ESL or ELD box.(See the Guide to the Provincial Report Card, Grades 9–12, 1999.)

For further information on supporting students who are English language learners, refer to The Ontario Curriculum, Grades 9 to 12: English As a Second Language and English LiteracyDevelopment, 1999 and the resource guide Many Roots, Many Voices: Supporting English LanguageLearners in Every Classroom (Ministry of Education, 2005).

Antidiscrimination Education in Guidance and Career Education

The guidance and career education curriculum is designed to help students acquire the habitsof mind essential in a complex democratic society characterized by rapid technological,economic, political, and social change.These involve respect and understanding with regard to individuals, groups, and cultures in Canada and the global community, including an appre-ciation and valuing of the contributions of Aboriginal people to the richness and diversity ofCanadian life.They also involve respect and responsibility for the environment and an under-standing of the rights, privileges, and responsibilities of citizenship. Learning the importance of protecting human rights and of taking a stand against racism and other expressions of hatredand discrimination is also part of the foundation for responsible citizenship.

Learning activities used to implement the curriculum should be inclusive in nature, reflectingdiverse points of view and experiences.They should enable students to become more sensitiveto the experiences and perceptions of others and to understand and respect themselves.Thecritical thinking and analytic skills acquired in guidance and career education will allow stu-dents to recognize barriers, biases, and stereotypes that may be exhibited in social interactionsand in the workplace, and to develop the skills needed to deal with these situations effectively.In guidance and career education courses, students will learn about the importance of culturaldiversity and the value of a broad range of skills and knowledge needed to be successful in aglobal economy.

Antidiscrimination education promotes a school climate and classroom practice that encourageall students to work to high standards, ensure that they are given a variety of opportunities tobe successful, affirm their self-worth, and help them strengthen their sense of identity and positive self-image. It is particularly important in guidance and career education that studentsfrom all backgrounds and experiences learn that they can aspire to a full range of careers. Bothmale and female students should be encouraged to consider any non-traditional careers towhich their aptitudes, skills, and interests are well suited.

Literacy, Numeracy, and Inquiry/Research Skills

Success in all their secondary school courses depends in large part on students’ literacy skills.Many of the activities and tasks students undertake in guidance and career education involvethe use of written, oral, and visual communication skills. For example, students use language torecord their observations, to describe their inquiries in both informal and formal contexts, andto present their findings in oral presentations and written reports.The language of guidanceand career education includes special terms that are recognized as belonging to this field.Study in these courses will thus encourage students to use language with greater care and precision so that they are able to communicate effectively.


The Ministry of Education has facilitated the development of materials to support literacyinstruction across the curriculum. Helpful advice for integrating literacy instruction in guidanceand career education courses may be found in the following resource documents:

• Think Literacy: Cross-Curricular Approaches, Grades 7–12, 2003

• Think Literacy: Cross-Curricular Approaches, Grades 7–12 – Guidance and Career Education:Subject-Specific Examples (Learning Strategies, Grade 9; Career Studies, Grade 10), 2006

The guidance and career education curriculum also builds on and reinforces certain aspects of the mathematics curriculum. For example, clear, concise communication involves the use ofvarious diagrams, charts, tables, and graphs to organize, interpret, and present information. Incourses that include planning for future financial needs, students apply concepts related tobudgeting and personal finance. Statistical information is used in some courses to help studentsunderstand trends in society and the economy.

In all guidance and career education courses, students will develop their ability to ask questionsand to plan investigations to answer those questions.They need to learn a variety of researchmethods in order to carry out their investigations and to know which methods to use in aparticular inquiry. Students need to learn how to locate relevant information from a variety of sources, such as books, newspapers, field studies and interviews, diagrams and charts, andelectronic sources.As they advance through the grades, students will be expected to use thesesources with increasing sophistication.

The Ontario Skills Passport and Essential Skills

Teachers planning programs in guidance and career education need to be aware of the purposeand benefits of the Ontario Skills Passport (OSP).The OSP is a bilingual web-based resourcethat enhances the relevancy of classroom learning for students and strengthens school-workconnections.The OSP provides clear descriptions of essential skills such as reading, writing,computer use, measurement and calculation, and problem solving and includes an extensivedatabase of occupation-specific workplace tasks that illustrate how workers use these skills onthe job.The essential skills are transferable, in that they are used in virtually all occupations.The OSP also includes descriptions of important work habits, such as working safely, beingreliable, and providing excellent customer service.The OSP is designed to help employersassess and record students’ demonstration of these skills and work habits during their coopera-tive education placements. Students can use the OSP to identify the skills and work habitsthey already have, plan further skill development, and show employers what they can do.

The skills described in the OSP are the essential skills that the Government of Canada andother national and international agencies have identified and validated, through extensiveresearch, as the skills needed for work, learning, and life. Essential skills provide the foundationfor learning all other skills and enable people to evolve with their jobs and adapt to workplacechange. For further information on the OSP and essential skills, visit http://skills.edu.gov.on.ca.


The Role of Technology in Guidance and Career Education

Information and communication technology (ICT) provides a range of tools that can signifi-cantly extend and enrich teachers’ instructional strategies and support students’ learning inguidance and career education.These tools include online assessment tools, career explora-tion programs, simulations, multimedia resources, databases, and computer-assisted learningmodules.Teachers can use ICT tools and resources for whole-class instruction as well as in the design of curriculum to meet diverse student needs.

ICT can be used to connect students to other schools, locally and abroad, and to bring theglobal community into the local classroom.Through Internet websites and CD-ROM techno-logy, students can now access resources that provide current labour market information, statisticsand trends, occupational data, community agency information, apprenticeship information, anda host of options for exploring work, learning, and career opportunities locally, nationally, andinternationally. ICT resources allow secondary school students to conduct more far-ranging andauthentic research than ever before.Applications such as databases, spreadsheets, word proces-sors, and presentation software can be used to support various methods of inquiry.

Although the Internet is a powerful learning tool, however, all students must be made aware ofissues of privacy, safety, and responsible use, as well as of the ways in which the Internet can beused to promote hatred.

Health and Safety in Guidance and Career Education

In addition to taking all possible and reasonable steps to ensure the physical safety of students,teachers must also address the personal well-being of students. Students require reassurance andhelp with transitions. In addition, they must understand their rights to privacy and confiden-tiality as outlined in the Freedom of Information and Protection of Privacy Act and be able tofunction in an environment free from abuse and harassment.They need to be aware of harassment and abuse issues in establishing boundaries for their own personal safety.Theyshould be informed about school and community resources and school policies and reportingprocedures with regard to all forms of abuse and harassment.

Because experiential learning is an important component of the guidance and career educa-tion curriculum, students taking guidance and career education courses are often engaged inactivities in the community.Teachers must ensure that students are prepared for these commu-nity-based activities, paying particular attention to health issues and safety procedures in theworkplace. In addition, students need to understand how matters relating to work ethics andwork attitudes contribute to a healthy, positive work environment.Teachers, as well as boardstaff, should be aware of their responsibility and potential liability in terms of students’ healthand safety. Policy/Program Memorandum No. 76A,“Workplace Safety and Insurance Coveragefor Students in Work Education Programs” (September 2000), outlines procedures for ensuringthe provision of Health and Safety Insurance Board coverage for students who are at least14 years of age and are on placements of more than one day. (A one-day job shadowing or job twinning experience is treated as a field trip.) Teachers should also be aware of the mini-mum age requirements outlined in the Occupational Health and Safety Act for persons to bein or to be working in specific workplace settings. Relevant ministry policies are outlined inCooperative Education and Other Forms of Experiential Learning: Policies and Procedures for OntarioSecondary Schools, 2000.

27

Learning Strategies 1: (GLS1O/GLE1O/GLE2O)Skills for Success in Secondary School,Grade 9, Open

This course focuses on learning strategies to help students become better, more independentlearners. Students will learn how to develop and apply literacy and numeracy skills, personal-management skills, and interpersonal and teamwork skills to improve their learning and achievement in school, the workplace, and the community.The course helps students build confidence and motivation to pursue opportunities for success in secondary school and beyond.

Prerequisite: For GLS1O – NoneFor GLE1O and GLE2O – Recommendation of principal


Learning Skills

Overall Expectations

By the end of this course, students will:

• identify and use a variety of literacy skills and strategies to improve reading, writing, and oral communication in everyday contexts;

• identify and use a variety of numeracy skills and strategies to improve their practical application of mathematics in everyday contexts;

• demonstrate an understanding of learning skills and strategies required for success in school.

Specific Expectations

Developing Literacy Skills and StrategiesBy the end of this course, students will:

– identify and use a variety of reading skillsand strategies to improve understanding oftexts (e.g., identifying purpose, applyingprior knowledge, skimming and scanning,highlighting key words, using text featuresto find information);

– identify and use oral communication skillsto support reading, writing, and positiveinteraction with others (e.g., asking ques-tions to clarify meaning, using a think/pair/share strategy in problem solving,brainstorming to generate ideas, makingoral presentations of group work);

– use appropriate forms of writing (e.g.,report, summary, narrative) to suit audi-ence and purpose;

– identify and use a variety of strategies toimprove writing (e.g., identifying purposeand audience, organizing ideas, mapping,editing).

Developing Numeracy Skills and Strategies By the end of this course, students will:

– apply their knowledge of mathematicalfacts and procedures (e.g., interpretinggraphs, computing, using formulas) in various subject areas;

– connect and apply mathematical conceptsand ideas in a variety of problem-solvingsituations;

– develop and demonstrate the key mathe-matical processes (problem solving, reason-ing and proving, reflecting, selecting toolsand strategies, connecting, representing,communicating) throughout their learning;

– describe how mathematics is applied ineveryday situations (e.g., making financialtransactions, budgeting, constructing,scheduling).

Developing Learning Skills and StrategiesBy the end of this course, students will:

– demonstrate effective use of study skillsand test-preparation strategies in a varietyof subjects and evaluate their impact onacademic success;

– select and use strategies to improve theirperformance in school (e.g., taking notes,using an agenda daily, regularly complet-ing homework, using memory strategies);

– identify school and community resources(e.g., library, the Internet, tutors, guidanceoffice, school personnel, community agen-cies) and explain how they can be used to support their learning needs;

– demonstrate effective use of technology(e.g., CD-ROMs, the Internet, wordprocessors) to enhance research, learning,and presentation skills.

29L E A R N I N G S T R A T E G I E S 1 : S K I L L S F O R S U C C E S S I N S E C O N D A R Y S C H O O L , G R A D E 9 , O P E N ( G L S 1 O / G L E 1 O / G L E 2 O )

Personal Knowledge and Management Skills



• apply knowledge of their personal skills and learning strengths to develop strategies for success in secondary school;

• identify and describe personal-management skills required for success, and explain their use to help maximize learning;

• demonstrate the use of personal-management skills and strategies to enhance learning.


Personal Knowledge and LearningBy the end of this course, students will:

– create a personal profile of their compe-tencies and interests, and explain howthese affect their attitude towards learning;

– identify their learning styles, personal qua-lities, and learning challenges by analysingtheir past experiences, both successful andunsuccessful;

– describe their most effective ways ofdemonstrating learning (e.g., writing, oralpresentation, performance, graphic presen-tation) and identify areas that needimprovement;

– use personal knowledge and an understand-ing of self-advocacy to develop effectivestrategies for enhancing success in school(e.g., scheduling homework, seeking academic assistance).

Personal Management and LearningBy the end of this course, students will:

– identify their personal-management skills(e.g., time management, organizationalskills, punctuality, reliability) and describehow they affect learning performance;

– analyse the importance of personal-management skills in school, work, anddaily life (e.g., dealing with stress related totest taking, managing time to accomplish

multiple tasks, persisting with work-related tasks until completion) and theirimpact on success;

– identify and describe personal lifestylestrategies that enhance health and wellnessand improve one’s readiness to learn (e.g.,exercising regularly, getting enough rest,following a nutritious diet, maintaining abalance among priorities; adopting holisticapproaches to well-being, such as thosefound in Aboriginal cultures);

– produce an action plan for improving personal-management skills that identifiespersonal strengths, challenges, and steps for improvement.

Applying Personal-Management SkillsBy the end of this course, students will:

– use personal-management skills (e.g., pri-oritizing tasks, being punctual, completingassignments) to improve learning in differ-ent environments (e.g., classroom, school,workplace, community);

– identify internal and external factors thataffect behaviour and school performance(e.g., emotional stress, motivation, racism,peer attitudes, exclusion, physical distrac-tions), and identify strategies for improv-ing behaviour to enhance learning;


– demonstrate behaviours that reflect self-motivation and self-reliance (e.g., takinginitiative, being persistent in pursuing agoal, completing tasks independently);

– explain how stress can positively and neg-atively affect learning performance (e.g.,with regard to test taking and work com-pletion), and demonstrate effective use ofstress-management techniques to maxi-mize performance.

31L E A R N I N G S T R A T E G I E S 1 : S K I L L S F O R S U C C E S S I N S E C O N D A R Y S C H O O L , G R A D E 9 , O P E N ( G L S 1 O / G L E 1 O / G L E 2 O )

Interpersonal Knowledge and Skills



• identify and describe the knowledge and skills necessary for successful interpersonal relationsand teamwork;

• assess their interpersonal and teamwork skills and strategies, and explain how those skillsrequiring further development affect their learning;

• demonstrate the ability to apply appropriate interpersonal and teamwork skills in a variety of learning environments.


Understanding Interpersonal Knowledge and SkillsBy the end of this course, students will:

– identify and describe a variety of verbaland non-verbal communication skills (e.g., active listening, making appropriateeye contact, exhibiting appropriate bodylanguage) necessary for successful inter-personal relations in a variety of settings(e.g., school, workplace, community);

– identify and describe positive teamworkskills (e.g., sharing ideas, managing tasks,offering constructive criticism, using conflict-resolution strategies) used in different learning environments;

– describe how interpersonal and teamworkskills can promote achievement of individ-ual learning goals.

Assessing Interpersonal Knowledge, Skills, and StrategiesBy the end of this course, students will:

– assess their interpersonal and teamworkskills and identify those needing improve-ment by analysing past experiences, bothsuccessful and unsuccessful;

– describe how interpersonal and teamworkchallenges (e.g., inability to listen actively,interpersonal conflicts, negative peer influ-ences) affect their learning;

– identify interpersonal and teamworkstrategies that will help them overcomethe challenges they experience whenworking with others;

– describe how interpersonal and teamworkskills are enhanced by respect for indivi-duals with different backgrounds andexperiences, and explain the significanceof respect in Aboriginal cultures.

Applying Interpersonal SkillsBy the end of this course, students will:

– use appropriate interpersonal skills tomaximize learning (e.g., following instruc-tions from a teacher, working with a peertutor, clarifying directions from a work-place supervisor);

– use appropriate teamwork skills (e.g.,encouraging participation of group mem-bers, planning and delegating tasks, sharingdecision making, showing respect fordiverse points of view) in a variety oflearning situations;

– evaluate the importance of various inter-personal and teamwork skills in a varietyof learning situations.


Exploration of Opportunities



• apply their knowledge of school, work, and community involvement opportunities todevelop a personal learning plan;

• demonstrate an understanding of school and community resources and how these can beutilized to support their learning needs;

• develop a portfolio of documents pertaining to self-assessment, research, and career exploration that are necessary for planning a pathway for secondary school success.


Making ConnectionsBy the end of this course, students will:

– describe how academic studies, volunteeractivities, part-time employment, and participation in school activities can con-tribute to the development and enhance-ment of employability skills;

– identify the employability skills beingdeveloped through their school studies;

– create a learning plan that is based onidentified learning strengths, challenges,needs, goals, and strategies for success insecondary school.

Learning Through the CommunityBy the end of this course, students will:

– identify school and community resourcesavailable to support learning, and explainhow they can be accessed;

– identify and describe individuals or pro-grams that can assist with their specificlearning needs (e.g., peer tutors, mentors,community youth programs);

– use appropriate communication skills togather information and request assistancefrom peers, teachers, and/or school andcommunity programs;

– explain how individual learning can beenhanced through community-basedlearning experiences.

Exploring CareersBy the end of this course, students will:

– explain the organization and graduationrequirements of the secondary school program, including types of courses andprogram pathways and the possible desti-nations for which they are appropriate;

– describe opportunities for learning in allstages of life and in various contexts (e.g.,evening courses, on-the-job training,workshops, presentations by guest speakers);

– identify, on the basis of research, selectedoccupations or fields of work most suitedto them based on their personal profile;

– organize relevant documents (e.g., learn-ing plan, personal profile, career research,action plan) into a portfolio and use themto select an appropriate pathway for secondary school studies.

33

Career Studies, Grade 10, Open (GLC2O)

This course teaches students how to develop and achieve personal goals for future learning, work,and community involvement. Students will assess their interests, skills, and characteristics andinvestigate current economic and workplace trends, work opportunities, and ways to search for work.The course explores postsecondary learning and career options, prepares students for managing work and life transitions, and helps students focus on their goals through thedevelopment of a career plan.

Prerequisite: None

Personal Management



• use a self-assessment process to develop a personal profile for use in career developmentplanning;

• evaluate and apply the personal-management skills and characteristics needed for school success, document them in their portfolio, and demonstrate their use in a variety of settings;

• demonstrate effective use of interpersonal skills within a variety of settings.


Developing Personal KnowledgeBy the end of this course, students will:

– demonstrate an understanding of the pur-pose of self-assessment and the use of stan-dardized assessment tools (e.g., aptitudeand interest tests, skills inventories, learningstyles inventories);

– use a variety of assessment tools to pro-duce a personal profile that describes theircurrent interests, skills, competencies,accomplishments, and characteristics, andidentify occupations that are suited to theirpersonal profile;

– identify the essential skills (e.g., readingtext, computer use, working with others,numeracy) they have developed throughschool, extracurricular, and/or communityexperiences, and explain how these skillsrelate to career development;

– identify internal and external influences(e.g., previous successes, peer pressure,parental expectations, family responsibili-ties) that may limit or expand the range ofeducational and career opportunities theywould consider.

Applying Personal-Management SkillsBy the end of this course, students will:

– describe and explain the importance ofpersonal-management skills (e.g., organi-zational skills, problem solving), habits (e.g., maintaining a personal planner),and characteristics (e.g., adaptability) forsuccess in career development;

– create a portfolio that documents personalinformation (e.g., interests, skills, talents,achievements, credentials) and career-related information;

– demonstrate effective use of their personal-management skills and habits (e.g., beingpunctual, maintaining well-organizednotes, completing assignments, studyingfor tests and examinations) in order toaddress areas for improvement.

Communicating With OthersBy the end of this course, students will:

– describe a variety of verbal and non-verbalcommunication skills (e.g., active listening;using and interpreting facial expressions,gestures, and body language appropriately;giving and receiving feedback);

– demonstrate effective use of communica-tion skills in a variety of situations inschool, at home, and in the community(e.g., information interviews, presenta-tions, role play, group work);

– identify a range of teamwork and leader-ship skills (e.g., task assessment, task management, consensus building, under-standing and respecting diversity, media-tion, conflict resolution) and explain theiruse in a variety of settings (e.g., family,classroom, school, community, workplace).


35C A R E E R S T U D I E S , G R A D E 1 0 , O P E N ( G L C 2 O )




• use a research process to locate and select relevant career information from a variety ofsources for inclusion in a portfolio;

• identify current trends in society and the economy and describe their effect on work opportunities and work environments;

• identify a broad range of options for present and future learning, work, and communityinvolvement.


Accessing and Managing InformationBy the end of this course, students will:

– identify and describe, using an occupa-tional classification system (e.g., NationalOccupational Classification), various fieldsof work that are of interest to them;

– demonstrate effective use of research skillsto locate and select career-related informa-tion from a variety of sources (e.g., infor-mation interviews; print, video, and com-puter-based resources);

– describe, on the basis of research, selectedoccupations or fields of work, using identi-fied criteria (e.g., education, training, andskill requirements; duties; safety issues;employment prospects; security and bene-fits; knowledge and skills valued by theemployer), and describe the ways in whichsecondary school students can prepare forthose occupations;

– explain the importance of safety in theworkplace and related employee andemployer rights and responsibilities;

– organize and integrate selected careerinformation into a portfolio.

Identifying Trends and OpportunitiesBy the end of this course, students will:

– identify economic and societal trends (e.g.,globalization, developments in informationtechnology, the changing role of unions

and professional organizations, outsourcingor “contracting out”, emerging work-stylealternatives, self-employment, entrepre-neurship, changing demographics) andexplain how they influence available jobopportunities and work environments;

– explain how knowledge of and respect for various cultures and languages (e.g.,understanding customs and practices,multilingualism) can be an asset in theglobal job market;

– identify a broad range of local andregional work opportunities, includingself-employment and entrepreneurship,using a variety of resources (e.g., Internetwebsites, field trips, guest speakers,employment centres).

Identifying Personal OptionsBy the end of this course, students will:

– demonstrate an understanding of the sec-ondary school program and graduationrequirements and related terms (e.g., com-pulsory credit, transcript, full disclosure,types of courses, literacy test, communityinvolvement, diploma, certificate of achieve-ment, Specialist High-Skills Major);

– identify and describe a variety of learningopportunities for secondary school stu-dents, including secondary school courses,community-based learning (e.g., school–work transition programs, community


involvement, work experience, volunteer-ing, cooperative education), and co-curricular activities;

– compare a variety of postsecondary learn-ing options (e.g., apprenticeship, college,distance education, on-the-job training,private training, university) and identifythose most suited to them based on theirpersonal interests, competencies, and aspirations.

37C A R E E R S T U D I E S , G R A D E 1 0 , O P E N ( G L C 2 O )

Preparation for Transitions and Change



• use appropriate decision-making and planning processes to set goals and develop a careerplan;

• analyse changes taking place in their personal lives, their community, and the economy, andidentify strategies to facilitate smooth transitions during change;

• demonstrate an understanding of, and the ability to prepare for, the job-search process.


Developing a Career PlanBy the end of this course, students will:

– demonstrate an understanding of the decision-making process as it relates tocareer planning;

– articulate personal, learning, community,and occupational goals, taking into con-sideration the results from their personalprofile and their exploration of selectedoccupations;

– produce a preliminary career plan thatidentifies secondary school courses, acti-vities in the school and community, andpostsecondary education options that willhelp them achieve their goals;

– identify potential barriers (e.g., learningdifficulties, financial constraints, distancefrom opportunities) that could interferewith the achievement of their goals, anduse problem-solving strategies to identifyappropriate actions.

Managing ChangeBy the end of this course, students will:

– demonstrate an understanding of careerdevelopment as a lifelong process that willinclude transitions, changes, and lifelonglearning;

– describe the characteristics of transitionsand changes, and identify some of the personal and work-related transitions and

changes that they or others have experi-enced (e.g., moving to a new country,losing a job, going to a new school);

– identify positive ways of dealing with transitions and change.

Searching for WorkBy the end of this course, students will:

– compare the “open” (publicly advertised)job market and the “hidden” (unadver-tised) job market, and identify appropriatestrategies to access each market;

– use a variety of resources (e.g., personalnetworks, employment centres, Internetjob postings) to identify summer or part-time job opportunities in their community;

– create effective résumés and cover lettersfor the work-search process, using word-processing software and appropriate formatting, vocabulary, and conventions;

– demonstrate the ability to complete jobapplications effectively;

– demonstrate the ability to prepare effec-tively for the job interview process (e.g.,setting up appointments; deliveringrésumés and applications; identifying andpreparing answers to common interviewquestions; preparing follow-up activities,including thank-you letters).

38

Discovering the Workplace, Grade 10, Open (GLD2O)

This course provides students with opportunities to discover and develop the workplace essential skills and work habits required to be successfully employed. Students will develop an understanding of work through practical hands-on experiences in the school and in thecommunity, using real workplace materials.They investigate occupations of interest throughexperiential learning opportunities, such as worksite visits, job shadowing, work experience,simulations, and entrepreneurial projects.This course helps students make plans for continuedlearning and work.

Prerequisite: None

39D I S C O V E R I N G T H E W O R K P L A C E , G R A D E 1 0 , O P E N ( G L D 2 O )

Essential Skills for Working and Learning



• identify and describe the workplace essential skills necessary for success in life, school, andwork;

• identify the literacy and numeracy strategies that support the application of workplaceessential skills, and use them to complete specific tasks in school, in the community,or in real or simulated workplace settings;

• describe learning and thinking strategies, and use them effectively in school or in thecommunity;

• plan for, assess, and document their ongoing development and demonstration of selectedworkplace essential skills.


Understanding Workplace Essential SkillsBy the end of this course, students will:

– identify and describe the workplace essen-tial skills, using a variety of electronic,print, and human resources (e.g., theHuman Resources and Social DevelopmentCanada [HRSDC] website, the OntarioSkills Passport, brochures on essential skills,employers);

– identify the most important workplaceessential skill requirements for a range ofoccupations, using various resources andpersonal workplace experiences (e.g.,Essential Skills Profiles from the HRSDCwebsite, the Ontario Skills Passport,employers);

– describe how the essential skills are trans-ferable from home to school, school towork, occupation to occupation, and sector to sector.

Using Literacy and Numeracy Strategies By the end of this course, students will:

– identify the numeracy strategies requiredfor calculation and estimation, and usethem effectively to manage money (e.g.,make change), to work with schedules andbudgets (e.g., schedule room reservations),to analyse data (e.g., compare monthly

reports), and to measure and make nume-rical calculations (e.g., measure ingredientsand reduce quantity by half) using realworkplace materials in school, in the community, or in real or simulated work-place settings;

– identify strategies for reading and inter-preting text (e.g., pre-reading strategies,such as identifying signal words; strategiesused during reading, such as sorting ideasusing a concept map; post-reading strate-gies, such as writing brief notes inresponse to a text) and use them effectivelyfor specific tasks in school, in the commu-nity, or in real or simulated workplace settings, using real workplace materials;

– identify strategies for writing text with orwithout a computer (e.g., generating ideasusing rapid writing; developing ideas usingmapping; revising using peer editing) anduse them effectively for specific tasks inschool, in the community, or in real orsimulated workplace settings, using realworkplace materials;

– identify strategies for communicatingorally (e.g., active listening, paraphrasing,verbal affirmation) and use them effec-tively in school or in the community;


– explain how non-verbal communication(e.g., body language, dress, facial expressions,gestures) can affect the communication ofan intended message.

Using Learning and Thinking StrategiesBy the end of this course, students will:

– describe and effectively use a process forreflecting on their home, school, or com-munity experiences (i.e., describe theirexperience, assess their performance, setgoals for future performance, identifystrategies for achieving them, apply thelearning in a new situation), and explainhow this reflection process contributes tocontinuous learning;

– describe how they learn best (e.g., byvisual means, in kinesthetic ways, by usingvarious technologies, through discussion)and use this knowledge to develop effectivestrategies for learning in school and in thecommunity;

– describe strategies for remembering (e.g., using mnemonics, dividing writtenmaterials into memorable “chunks”) anduse these effectively in situations thatrequire significant use of memory inschool and in the community;

– describe a process for decision makingand use it effectively in situations inschool (e.g., in selecting school subjects)and in the community;

– describe a process for problem solving anduse it effectively in challenging situations(e.g., in dealing with problems that arise in group work) in school or in the community.

Developing Workplace Essential Skills By the end of this course, students will:

– assess their use of selected workplaceessential skills, using feedback from others(e.g., peers, teachers, supervisors);

– demonstrate the ability to plan for thedevelopment of the workplace essentialskills that they require to complete specific tasks in school and in the community;

– document their development of selectedworkplace essential skills, including evi-dence of demonstration of these skillsfrom their Ontario Skills Passport.


Personal Management



• identify their interests, strengths, and needs, and describe how these influence their decisionsabout education and work;

• identify and use effectively the strategies required to manage their behaviour in school andin the community;

• identify and use effectively the interpersonal and teamwork skills and strategies requiredwhen working with others in school or in the community;

• demonstrate the ability to use the task-planning and organizing skills and strategies that arerequired for success in school and in the workplace.


Self-KnowledgeBy the end of this course, students will:

– identify, summarize, and document variousaspects of their personal profile (e.g., inter-ests, skills, needs, values), using feedbackfrom others, personal reflection, and infor-mation from standardized assessment tools,and explain how this information con-tributes to the development of their goalsand plans (e.g., decisions about courseselection, part-time work, work experienceplacements);

– describe how learning from experience(e.g., work done in school subjects, volun-teer work, part-time jobs) can influencetheir plans for learning and work;

– identify and describe internal and externalfactors that motivate them (e.g., sense ofsatisfaction, money, recognition), andexplain how such factors may contributeto the achievement of their short-termgoals for learning and work.

Self-ManagementBy the end of this course, students will:

– describe strategies used by people inschool or in the workplace to managethemselves effectively when dealing withchallenges (e.g., changes, stress, work overload);

– identify the strategies (e.g., change management, stress management, angermanagement) that they use to managetheir behaviour in response to a variety ofsituations, and describe how their manage-ment of these situations influences theirrelationships with others, their achieve-ment in school, and their accomplishmentsin the community and workplace;

– demonstrate effective use of strategies tomanage their behaviour in challenging situations (e.g., work overload) in schooland in the community (e.g., prioritizingto balance school and part-time job orhome responsibilities);

– obtain the resources and support requiredto meet their needs in school and in thecommunity in appropriate ways (e.g., byasking questions, clarifying needs).


Working With Others By the end of this course, students will:

– explain how diversity (e.g., in perspective,ability, culture, gender) can contribute toeffective and productive group work;

– identify strategies that contribute to effec-tive teamwork (e.g., presuming positiveintentions, managing conflict, payingattention to self and others, seeking diversestrengths and perspectives), and use themto work collaboratively to accomplishteam goals in school or in the community;

– describe strategies for managing conflict(e.g., negotiation, mediation), and use thesestrategies effectively when working withothers in school or in the community;

– identify a specific need in the school orthe community, and respond to this need,working as part of a team (e.g., coordinatea food drive).

Task Planning and Organization By the end of this course, students will:

– describe their use of time, and assess theeffectiveness of their time-managementskills;

– demonstrate effective use of time-management skills (e.g., prioritizing, allo-cating adequate time, limiting interrup-tions, overcoming procrastination) andtime-management tools (e.g., personalplanners, schedules,“to-do” lists) to com-plete tasks in school and in the community;

– develop and complete a project (e.g., setup a job-shadowing experience), usingtask-planning and organizing skills andstrategies (e.g., clustering and sequencingof tasks, scheduling), and evaluate the success of the project.





• demonstrate the ability to research information about education and work opportunities,using print, electronic, and human resources;

• describe opportunities for learning and work, and identify ways in which they can preparefor these opportunities;

• demonstrate an understanding of the nature of work and of workplace expectations andissues;

• identify, explain, and follow health and safety policies and procedures in school and inworkplace settings.


Researching InformationBy the end of this course, students will:

– use an inquiry process (i.e., formulate andask questions; gather, organize, interpret,assess, and present information) to locateinformation about education and workopportunities related to their career inter-ests (e.g., school subjects, cooperative edu-cation, certification courses, work experi-ence opportunities);

– locate information for a range of occupa-tions, using print, electronic, and humanresources (e.g., Ontario Prospects, NationalOccupational Classification, mentors,guidance counsellors);

– describe, through investigation, learningopportunities (e.g., cooperative education,Ontario Youth Apprenticeship Program,school courses, industry certification, first-aid training) that are related to their edu-cation and career goals, using resources inthe school (e.g., guidance counsellors,teachers, the Internet) and in the commu-nity (e.g., career centres, local businesses,employment and community supportagencies);

– report on occupations in selected fields ofwork, using information gathered frominterviews (e.g., by e-mail, in person, by

telephone) and experiential learning (e.g.,job shadowing, job twinning, simulations,site visits).

Exploring Learning and Work OpportunitiesBy the end of this course, students will:

– demonstrate knowledge of a range ofoccupations (e.g., duties, employmentprospects, required knowledge and skills)and of the related education and/or training requirements;

– describe the educational opportunitiesavailable in school (e.g., specific courses),in the community/workplace (e.g., jobshadowing, volunteer work, first-aid train-ing), or on the Internet (e.g., e-learning,e-cooperative education) that can con-tribute to the achievement of their goalsfor learning and work;

– describe the characteristics and skillsrequired for self-employment, includingentrepreneurship;

– describe work-style alternatives (e.g.,contract work, job sharing,“flex-time”arrangements, telecommuting) and iden-tify which ones best suit their interests,skills, and values.


Understanding the WorkplaceBy the end of this course, students will:

– identify the attitudes, behaviours, workhabits, and skills, including the workplace essential skills, required to obtain and keep a job;

– identify various workplace issues (e.g.,ethics, confidentiality, harassment, equity,responsible use of technology) and explainhow policies and procedures dealing withthese issues contribute to a positive andproductive work environment;

– explain workers’ rights (e.g., right torefuse unsafe work, right to reasonableaccommodation) and responsibilities (e.g.,accident reporting), and identify federaland provincial legislation in which theyare described (e.g., Hazardous ProductsAct, Ontario Human Rights Act);

– describe the role of unions in the workplace.

Demonstrating Health and Safety Awareness By the end of this course, students will:

– identify health and safety hazards inschool and in the workplace;

– explain and follow health and safety poli-cies (e.g., proper handling of tools/equip-ment, correct use of personal protectiveequipment) and procedures (e.g., fire drill,evacuation, equipment lockouts) at schoolor in a workplace setting;

– identify procedures for reporting accidentsand unsafe practices in school and in theworkplace.


Preparation for Transitions and Change



• identify changes and transitions that take place in their lives, and describe strategies toeffectively manage these changes;

• identify goals and develop plans for their learning in school, the community, and the workplace;

• apply job-search strategies and tools to find or create opportunities for work and for learningabout work.


Managing ChangeBy the end of this course, students will:

– identify and describe the changes and tran-sitions that can occur during adolescenceand young adulthood (e.g., a move to anew community, the transition from Grade 8 to Grade 9);

– describe the positive and negative impactof changes in their lives (e.g., going to anew school);

– identify strategies for managing changes(e.g., preparing and planning for changes),both planned (e.g., a move, a part-timejob) and unplanned (e.g., illness).

Planning for Learning and WorkBy the end of this course, students will:

– identify their career goals and explain how these relate to their interests, skills,and values;

– describe the career-planning process (i.e.,determine personal interests and attributes;investigate education and career opportuni-ties in the school, community, and work-place; decide which opportunities to select;plan the transition) and use it to developgoals and plans for learning and work;

– identify strategies (e.g., back-up plan,tutoring) to overcome possible difficultiesin achieving their goals;

– describe factors that are changing theworkplace (e.g., technology, globalization)and the implications that these may havefor their learning and work plans.

Searching for WorkBy the end of this course, students will:

– identify various job-search strategies (e.g.,conducting online job searches, developinga personal network, making “cold calls”)and tools (e.g., résumé, covering letter), andfind or create opportunities for experientiallearning, part-time work, or summeremployment using these strategies;

– communicate their interest in a volunteeror work opportunity by telephone or e-mail and by completing a real job appli-cation form;

– use job-interview skills effectively in simu-lated and/or real workplace interviews;

– document evidence of the knowledge,skills (including workplace essential skills),and work habits that they have acquired inschool, the community, or the workplace,using the Ontario Skills Passport andother tracking tools;

– create effective job-search tools (e.g.,résumé, covering letter, portfolio) thatreflect their knowledge, strengths, experi-ence, skills (including workplace essentialskills), and work habits, using a word-processing program and appropriatevocabulary and conventions, for an experiential learning, volunteer, or work opportunity.

46

Glossary

The following definitions of terms areintended to help teachers and parents/guardians use this document.

Aboriginal person. A person who is a des-cendant of the original inhabitants of NorthAmerica.The Canadian Constitution (1982)recognizes three primary groups as Abori-ginal peoples: Indians, Inuit, and Métis.

action plan. A plan used to guide theprocess of achieving a goal.An action planincludes such details as monitoring progress,revising action steps, and refining goals.

annual education plan. A detailed plan,completed by students each year from Grades7 to 12, summarizing their learning, inter-personal, and career goals and the actionsthey intend to take to achieve these goals.

apprenticeship. A form of education thatincludes both classroom and on-the-jobtraining and that leads to certification in aspecific trade.

career. The sum of one’s experiences in avariety of roles throughout life. Every personhas a career, which includes all of the indi-vidual’s work, learning, community, and family roles.

community partners. People or organiza-tions in the community (e.g., parents, busi-nesses, agency personnel) that work withschool staff and/or students to achievemutually beneficial goals.

competencies. The specialized knowledge,skills, and attitudes that assist in accomplish-ing specific tasks.

conflict-resolution strategies. A varietyof methods used to resolve conflict amongpeople peacefully (e.g., negotiation, media-tion, avoidance, accommodation).

cooperative learning. Instruction thatinvolves students working in teams toaccomplish a common goal.All members ofthe team must work together to complete atask, and each member is accountable for thefinal result.

demographics. Statistics that describe thecharacteristics of human populations, such assize, age, and distribution.

diversity. In reference to a society, the vari-ety of groups of people who share a range ofcommonly recognized physical, cultural, orsocial characteristics. Categories of groupsmay be based on various factors or charac-teristics, such as gender, race, culture, ethnic-ity, sexual orientation, ability/disability, age,religion, and socioeconomic level.

employability skills.The core competen-cies required in all work settings.TheConference Board of Canada’s EmployabilitySkills Profile identifies three critical groups ofskills: academic, personal management, andteamwork.

entrepreneurship. A creative process thatinvolves the use of resources to implementinnovative ideas for new, thoughtfullyplanned ventures.

essential skills. Skills that are used in nearlyevery occupation and throughout daily lifein different ways and at different levels ofcomplexity.They provide the foundation forlearning other skills, such as the technicalskills required in specific occupations.Thenine essential skills identified by theGovernment of Canada’s Essential SkillsResearch are reading text, document use,writing, numeracy, oral communication,thinking skills, working with others, com-puter use, and continuous learning.

47G L O S S A R Y

experiential learning. Learning acquiredwholly or in part through practical experi-ences inside and outside the classroom.

guided learning. A teaching style thatinvolves direct guidance from teaching staffto assist students in learning new content orcompleting an activity.

information interview. An interview con-ducted by a career or job seeker to acquirerealistic information about a field, uncoverunadvertised jobs or other work opportuni-ties, or learn about other people with whomto network.

inquiry/research process. A process thatinvolves asking questions, investigating,experimenting, and relating what is discov-ered to what is already known. It enablesstudents to see the connections among people, things, events, processes, and ideas.Inquiry is an ongoing search for meaningthat develops in students the skills andknowledge required to understand theirworld and to influence change.

job. A specific set of duties performed for aspecific employer in a prescribed location orrange of locations for a specific rate of pay.

job shadowing. An activity in which a stu-dent observes a worker performing a job inorder to gather information to assist his orher own career planning.

job twinning. Specific to experientiallearning, job twinning involves the pairingof a student with a cooperative-educationstudent for purposes of observation at awork placement.

literacy. In this document, literacy refers toreading, writing, and oral communicationskills in all subject areas for the purpose ofdeveloping and applying critical thinkingskills. For additional information, refer to theMinistry of Education resource documentThink Literacy: Cross-Curricular Approaches,Grades 7–12, 2003.

mediation. A process of resolving conflictor difficulties in which a neutral personbrings together and facilitates a negotiationbetween disputants. In peer mediation, themediators are students trained to mediatebetween other students.

National Occupational Classification(NOC).A Canadian occupational classifica-tion system that codes and categorizes morethan 25 000 occupational titles according totwo basic criteria, skill type and skill level.

networking. The process of connectingwith other people, often for the purpose ofinformation exchange and support, whensearching for work or advancing or changinga career.

numeracy. Numeracy refers to buildingmathematical knowledge and skills, includingreasoning, problem solving, and communica-tion, as they apply in all subject areas. Foradditional information, refer to the Ministryof Education resource document ThinkLiteracy: Cross-Curricular Approaches, Grades7–12 – Mathematics: Subject-Specific Examples,Grades 7–9, 2004.

occupation. A cluster of jobs with similartasks and skills performed at a variety oflocations.“Teacher” is an occupation;“teacher at Sturgeon Falls High School” is a job.

occupational classification system. Away of grouping occupations according tovarious criteria, such as similarity of tasks,that provides an overview of the work world.

Ontario Skills Passport (OSP). A biling-ual web-based resource that provides cleardescriptions of the skills and work habitsrequired for success in the workplace.Theskills in the OSP are transferable from schoolto work, from job to job, and from sector tosector.Applications of the OSP for use bystudents, teachers, employers, and job-seekersare available at http://skills.edu.gov.on.ca.


peer support. The variety of roles in whichstudents help other students (e.g., tutoring,orientation for students new to the school,mediation, mentoring).

personal-management skills. In this curriculum, those skills that people use tomanage themselves in relation to such fac-tors as time, goals, money, risk, change, andauthority. Personal management is rooted inpersonality or temperament and so includesnot only skills but also characteristics (e.g.,optimism, independence, persistence).

portfolio. A tool used to organize and main-tain personal, academic, and/or career-relatedcredentials and evidence of accomplishments.

program pathway. The combination ofcourses and supports that make up a student’seducational program, designed to lead thestudent to a particular destination.A pro-gram pathway reflects the underlying pur-pose that motivates students in their choiceof courses.

school–work transition programs.Programs that support students who may be choosing to go directly to work after sec-ondary school.These programs incorporateboth academic and technical expectations.They provide a process for making the transition to a new workplace or to relatededucation/training opportunities and aprocess for gaining direct experience in aworkplace.

Service Excellence. A training sessionoffered through the Ontario TourismEducation Corporation (OTEC).The program covers the basics of excellent and consistent service and focuses on theimportant role of the individual in buildingclient loyalty and creating a positive imageof the business or operation.Topics includecustomer loyalty, service commitments,teamwork, and communication.

skill. An ability or a capability that can beacquired and improved with experience,practice, and training. Many skills are transfer-able; that is, they can be transferred from onesituation or task to another.

SuperHost. A training session offeredthrough the Ontario Tourism EducationCorporation (OTEC).The program isdesigned to raise the level of customer ser-vice in the tourism industry through thedevelopment of core customer service skills.Topics include “Hello,Welcome to …”;“The Power of Listening”; and “Tourism –It’s Everybody’s Business”.

Workplace Hazardous MaterialsInformation System (WHMIS). A healthand safety area of training related to chemi-cal use.

work-style alternatives. Ways of workingthat differ from traditional full-time employ-ment at one workplace. Examples includejob sharing, shift work, flex-time arrange-ments, contract work, telecommuting, andconsulting.

The Ministry of Education wishes to acknowledgethe contribution of the many individuals, groups, andorganizations that participated in the developmentand refinement of this curriculum policy document.

Ministry of Education

The Ontario CurriculumGrades 9 and 10

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Guidance andCareer Education

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Grades 9 and 10 - Guidance and Career Education