Career-Life Education

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Big Ideas

Grandes idées

Career-life choices

Sample questions to support inquiry-based learning:
- How do we pursue open-ended career-life goals in a rapidly changing world?
- What tools and strategies can help us commit to short-term actions, while keeping us open to emerging possibilities?
- What evidence of learning both in school and out of school best represents development of our competencies?

are made in a recurring cycle of planning, reflecting, adapting, and deciding.

Career-life decisions

Sample questions to support inquiry-based learning:
- How do self-awareness and knowledge of skills, talents, and challenges contribute to career-life choices?
- How can local contexts, including sense of place, inform our career-life role choices?
- In light of local and global trends, in what ways can we use our strengths, interests, and competencies to position ourselves for success?

are influenced by internal and external

internal and external

for example, internal factors may include personal interests, abilities, and circumstances, and external factors may include place-based, community, and digital influences

factors, including local and global trends.

Cultivating networks

Sample questions to support inquiry-based learning:
- In what ways can our networks of family, peers, and community members help us develop confidence and initiative in career-life development?
- What communication and collaboration strategies can we use to broaden our networks?
- In what ways can we positively represent ourselves digitally in the global network?

and reciprocal relationships

reciprocal relationships

with family, peers, and community members

can support and broaden career-life awareness and options.

Finding balance

Sample questions to support inquiry-based learning:
- What tools and strategies can help us maintain balance between our personal and work lives?
- In what ways can we approach career-life challenges and stressors to sustain a healthy balance?
- How can we use our knowledge about balance among many personal and work life roles to nurture our own well-being?

between personal and work life promotes well-being.

Lifelong learning

Sample questions to support inquiry-based learning:
- What habits of mind and attitudes help us develop as lifelong learners?
- As lifelong learners, how can we tap into our strengths, interests, and competencies when exploring potential career-life opportunities?
- How can we use experiences and reflection to foster our growth as lifelong learners?

fosters career-life opportunities.

Curricular Competencies

Students are expected to be able to do the following:

Examine

Examine the influences of personal and public profiles

personal and public profiles

taking into consideration:

personal versus public contexts
digital and face-to-face contexts
various audiences being addressed
social and peer group interactions and the potential loss or gain of reputation/opportunities/status
the importance of both verbal and non-verbal communications in interviews and presentations

on career-life opportunities

Identify risks

risks

considering:

levels of privacy in social media
what encompasses appropriate content
permanency of digital uploads
negative public images and their potential for loss of scholarships, employment, reputation, and social status

and appreciate benefits associated with personal and public digital footprints

Consider the role of personal and employment networks

personal and employment networks

for example, among family members, friends; within religious organizations, local community, sports teams, local First Peoples’ community youth organizations

in exploring career-life opportunities

Interact

Apply a mentor

mentor

The role of a mentor is often performed by the Career-Life Education educator.Mentors play an important role in helping students with career-life development, including exposure to possibilities, planning, decision making, and finding emerging opportunities.

’s guidance in career-life exploration

Collaborate with supportive community

supportive community

as determined by the passions, interests, and goals of the student; for example, educators, local First Peoples’ community leaders, family, local career-life professionals, apprenticeship/college/university students, and peers

members to explore the reciprocal influences

reciprocal influences

how internal and external factors – including personal, social, economic, environmental, and global – interact to inform our choices

of career-life choices

Communicate with the intent to highlight personal strengths, talents, accomplishments, and abilities

Experience

Demonstrate inclusive, respectful, and safe interactions in diverse career-life environments

environments

may include personal, community, education, and workplace contexts

Identify career-life challenges and opportunities, and generate and apply strategies

Explore and connect experiential learning both inside and outside of school with possible and preferred career-life pathways

Practise effective strategies for healthy school/work/life balance

Initiate

Explore and reflect on career-life roles

career-life roles

including personal, family, student, community, and employment

, personal growth, and initial planning for preferred career-life pathways

Develop preliminary profiles and flexible plans for career-life learning journeys

Content

Students are expected to know the following:

Career-life development

mentorship opportunities
mentorship opportunities
Ongoing conversations focused on student needs, interests, and goals foster purposeful career-life development.
The role of mentor is often performed by the Career-Life Education educator.
strategies for maintaining well-being
strategies for maintaining well-being
for example, stress management, mindfulness practices, awareness of digital presence/footprint and how it can influence self-esteem and anxiety
in personal and work life
preferred ways of knowing and learning
preferred ways of knowing and learning
recognizing what works for self and what works for others may be different; awareness of cultural influences, including traditional and contemporary First Peoples’ worldviews and cross-cultural perspectives
competencies
competencies
See Core Competencies at https://curriculum.gov.bc.ca/competencies
of the educated citizen, employability skills
employability skills
For example, see https://www.conferenceboard.ca/spse/employability-skills.aspx
, essential skills
essential skills
For example, see https://www.canada.ca/en/employment-social-development/programs/essentia...
, leadership and collaboration skills
self-assessment and reflection strategies
ways to represent themselves both personally and publicly
appropriate workplace behaviour
appropriate workplace behaviour
- including:
  - respectful interactions
  - work ethic
  - appropriate use of technology
  - workplace etiquette
and workplace safety
workplace safety
- injury prevention and safety protocols, such as WHIMIS, PPE, safety training, WorkSafeBC
- BC Employment Standards
- occupational health and safety rights and responsibilities
- harassment prevention

Connections with community

inclusive practices
inclusive practices
acknowledging the value of diversity (e.g., First Nations, Metis, and Inuit worldviews, gender, race, sexual orientation, diverse abilities, religious beliefs, anti-sexist and anti-racist practices); Reconciliation as a responsibility for all individuals
, including taking different worldviews
different worldviews
particular philosophies of life or conceptions of the world that underpin identity and how people interact with the world; for example, First Peoples, new immigrant, refugee, rural, urban, colonial, geocentric; see
https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-...
and diverse perspectives
diverse perspectives
attitudes of people according to their gender, race, sexual orientation, diverse abilities
into consideration
personal networking
personal networking
accessing support networks to continue exploring career-life opportunities; for example, family, school, community, peers
and employment marketing
employment marketing
for example, resumé, cover letter, cold calls, social media, interviews, application forms, accessing employment networks
strategies
factors that both inform career-life choices and are influenced by them, including personal
personal
- for example:
  - family values, dynamics, and expectations
  - friends
  - community membership
, environmental
environmental
for example, climate change, impact on ecology, sustainability, stewardship
, and land use
land use
respectful consideration of First Peoples’ claims and rights, places of historical and social significance, legal considerations. The connection between people and place is foundational to First Peoples’ perspectives on the world.
factors
ways to contribute to community and society that take cultural influences
cultural influences
on the nature of an individual’s contributions, roles, values, duties
into consideration
value of volunteerism
value of volunteerism
for example, develops self-esteem, resilience, social responsibility, connections, and practical workplace skills and provides opportunities for service learning; contributes to community
for self and community

Career-life planning

career-life development research
career-life development research
related to diverse career-life roles; for example, post-graduation options, personal passions, work, family, education, volunteerism
methods
methods
including both digital and non-digital formats; for example, learning profile, portfolio, blog, anthology, archives, dossier, docket, journals, videos
of organizing and maintaining authentic career-life evidence
models of decision making and innovative thinking for flexible planning and goal setting
financial planning
financial planning
for example, budgeting for post-graduation career-life options and entrepreneurship; considering influence on work-life balance decisions
tools, pre- and post-graduation opportunities
pre- and post-graduation opportunities
such as extracurricular activities, volunteerism, travel, passion projects; includes course and program selection related to post-graduation plans
, and local and global labour and market trends
local and global labour and market trends
for example, employment opportunities in many contexts, emerging opportunities, community needs, declining occupations, specialized training requirements

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