Students are expected to know the following:

Students are expected to be able to do the following:

Students are expected to know the following:

Students are expected to be able to do the following:

Students are expected to know the following:

Students are expected to be able to do the following:

Students are expected to know the following:

Students are expected to be able to do the following:

Students are expected to know the following:

Students are expected to be able to do the following:

Big Ideas

Big Ideas

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
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
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.

Content

Learning Standards

Content

Career-life development
Connections with community
  • 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

    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-to-grade-12/indigenous-education/awp_moving_forward.pdf

    and diverse perspectives

    attitudes of people according to their gender, race, sexual orientation, diverse abilities

    into consideration
  • personal networking

    accessing support networks to continue exploring career-life opportunities; for example, family, school, community, peers

    and 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
    • for example:
      • family values, dynamics, and expectations
      • friends
      • community membership
    , environmental

    for example, climate change, impact on ecology, sustainability, stewardship

    , and 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

    on the nature of an individual’s contributions, roles, values, duties

    into consideration
  • 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
    related to diverse career-life roles; for example, post-graduation options, personal passions, work, family, education, volunteerism
  • 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
    for example, budgeting for post-graduation career-life options and entrepreneurship; considering influence on work-life balance decisions
    tools, 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
    for example, employment opportunities in many contexts, emerging opportunities, community needs, declining occupations, specialized training requirements

Curricular Competency

Learning Standards

Curricular Competency

Examine

Examine the influences of 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
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
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
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
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
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
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
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