DRAFT - Prince Edward Island...Career Explorations and Opportunities Renewed Curriculum DRAFT -...

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September 15, 2015

2015Prince Edward Island

Department of Education, Early Learning and Culture

Holman Centre250 Water Street, Suite 101

Summerside, Prince Edward Island Canada, C1N 1B6Tel: (902) 438-4130Fax: (902) 438-4062

princeedwardisland.ca/curriculum

Career Explorations and Opportunities Renewed Curriculum DRAFT - Sept, 2015 1

Career Explorations and OpportunitiesRENEWED CURRICULUM DRAFT

The Prince Edward Island Department of Education, Early Learning and Culture gratefully acknowledges the contribution of the following individuals in the development of the Career Explorations and Opportunities Curriculum (CEO401A):

Curriculum Renewal: Kieran Hennessey Department of Education, Early Learning and Culture Shelley MacLean-Ellis Department of Education, Early Learning and Culture

Previous Curriculum Development Team: Kent Avery Charlottetown Rural High School Brian Gard Westisle Composite High School Kara Walsh Souris Regional School Mike Leslie Department of Education and Early Childhood Development

The Prince Edward Island Department of Education, Early Learning and Culture recognizes the contribution of the following organizations for granting permission to use their ideas and resources in the creation of this curriculum guide, and student and teacher resources:

Australian Blueprint for Career Development

Blueprint for Life Work Designs

Canadian Career Development Foundation

Canadian Education and Research Institute for Counselling Career Development Practice in Canada: Perspectives, Principles, and Professionalism

Government of Alberta, Human Resources and Employment

National AWAL Project © 2004

Planning 10 Integrated Resource Package 2007, Ministry of Education, Province of British Columbia. © 2007 Province of British Columbia. All rights reserved. Province of British Columbia, Ministry of Education

Province of Nova Scotia, Department of Education

Workers Compensation Board of Prince Edward Island

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IntroductionCareer Explorations and Opportunities (CEO401A) is a full-credit course offered at the Grade 10 level which allows students to extend and further develop their knowledge and refine skills developed in Grade 7, 8, and 9 health.

An important reality in today’s multifaceted world is that change is a constant. Nothing is more important than preparing our young people to achieve success in our ever-changing global economy. By helping them understand the knowledge, skills, and attitudes considered essential, the complex skills necessary for competition in today’s globally competitive workplace will be acquired.

By strengthening the connections between high school, post-secondary education, and the workplace, schools help students understand the relevance of their studies, while at the same time, heightening their interests in learning and motivating them toward higher personal goals.

Preparing students who are competent, not only in the basics of content areas, but in productive and creative thinking, will help in their development of becoming lifelong learners, knowledge creators, and problem solvers who can live and work effectively in a world of constant change.

The high school program offers students multiple pathways leading to graduation. Each learner’s pathway through high school should contribute to and reflect the career planning process. To make informed decisions about the courses they will take and the learning experiences they will undertake in their wider community, students require a clear understanding of their strengths, and comprehensive and accurate information about career and educational opportunities. Career education empowers students to develop a clear understanding of their options at the high school level, the opportunities offered through different types of post-secondary education, and the ways high school and post-secondary education relate to labour market opportunities.

Students should understand the critical links between the CEO401A course and the PED401A course (Wellness). Wellness is a state of optimal well-being that broadens, extends, and reaches beyond the traditional ideas of fitness and health. Outcomes in the Wellness course relate to the following areas: understanding of wellness, service learning, physical literacy, mental well-being, self awareness/self management, culture of safety, components of fitness, healthy eating, and more. Many of these outcomes connect to career development. Therefore, teachers from both subject areas are encouraged to use cross-curricular strategies in order to better meet the outcomes in both courses.

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Course Description

Career Explorations & Opportunities is a course which enables students to develop the skills they need to become self-directed individuals who set goals, make thoughtful decisions, and take responsibility for pursuing their goals throughout life. Students will explore a wide range of post-secondary education and career options, think critically about health issues and decisions, develop financial literacy skills related to pursuing their education and career goals, and begin planning for their transition beyond secondary school.

The course provides relevant and experiential learning opportunities, helping students relate their learning in school to the demands of the working world and the expectations of society. It also provides opportunities for students to develop skills, attitudes, and behaviours that will allow them to manage their lives more purposefully and effectively, enhance their personal well-being, and realize their full potential.

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Curriculum Guide Organization Specific curriculum outcomes are organized in units. Suggestions for learning, teaching, assessment, and resources are provided to support student achievement of the outcomes.

Curriculum Outcomes Suggested Time Frame

Suggested Weight for

Grading

Number of Outcomes

Career Explorations ● SCO 1 Analyse the significance and complexity of career

development. ● SCO 2 Evaluate their career development through self-discovery. ● SCO 3 Develop personal short, medium, and long-term career

goals, and support networks and strategies for achieving those goals.

● SCO 4 Evaluate labour market information to support their career development.

● SCO 5 Develop multiple potential high school pathways that reflect provincial graduation requirements, self-discovery, labour market opportunities, and post-secondary and career interests.

● SCO 6 Develop multiple potential post-high school pathways that reflect self-discovery, labour market opportunities, and post-secondary and career interests.

6 weeks

30%

6

Career Building ● SCO 7 Analyse the role of employability skills, i.e., fundamental

skills, personal management skills, and teamwork skills in career development.

● SCO 8 Analyse strategies used to secure, create, and maintain employment.

● SCO 9 Explain the legal rights and responsibilities of employers and employees.

● SCO 10 Analyse practices associated with personal and work-related risk reduction and injury prevention.

5 weeks

30%

5

Financial Literacy ● SCO 11 Demonstrate knowledge and skills associated with

saving, investing, and banking. ● SCO 12 Interpret concepts associated with personal income and

taxes. ● SCO 13 Explain the role and importance of credit, debt, and

insurance in personal finance. ● SCO 14 Develop a financial plan that supports the attainment of

their education and career goals.

5 weeks

25%

4

Career Planning ● SCO 15 Develop a personal career portfolio that is flexible and

shows evidence of the career development process. ● SCO 16 Demonstrate their learning by sharing their personal

career portfolio.

1 week

15%

2

17 weeks 100% 17

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The Cognitive Process Dimensions

Know

ledge D

imensions

Cognitive Process

CEO401A

Remembering (recalling information)

Lower Order Thinking

Understanding (constructing meaning, explaining ideas or concepts)

Applying (using ideas and concepts to solve problems)

Analysing (breaking information into parts to explore understanding, relationships, and overall structure)

Evaluating (justifying a decision or course of action based on criteria and standards)

Creating (generating new ideas, products, ways of viewing things, or structures)

Higher Order Thinking

Factual Knowledge (essential facts, terms, details, elements)

Conceptual Knowledge (principles, generalizations, theories, models)

SCO 9 SCO 11 SCO 12 SCO 13

SCO 7 SCO 10

SCO 4

Procedural Knowledge (methods of inquiry, skills, techniques, strategies)

SCO 1 SCO 8

Metacognitive Knowledge (awareness of own thinking and processes)

SCO 16 SCO 2

SCO 3 SCO 5

SCO 14 SCO 15 SCO 6

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Table of Specifications

Strands/Units Level 1 Level 2 Level 3 % of Curriculum

Career Explorations

SCO 1 SCO 2 SCO 3 SCO 4 SCO 5 SCO 6

30%

Career Building SCO 9 SCO 7 SCO 8

SCO 10

30%

Financial Literacy

SCO 11 SCO 12 SCO 13

SCO 14 25%

Career Planning

SCO 16 SCO 15 15%

TOTAL 100%

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Career Explorations and Opportunities CEO401A Renewed Curriculum DRAFT

Units/Outcomes

CAREER EXPLORATIONS 1. Analyse the significance and complexity of career development. 2. Evaluate their career development through self-discovery. 3. Develop personal short, medium, and long-term career goals, and support

networks and strategies for achieving those goals. 4. Evaluate labour market information to support their career development. 5. Develop multiple potential high school pathways that reflect provincial

graduation requirements, self-discovery, labour market opportunities, and post-secondary and career interests.

6. Develop multiple potential post-high school pathways that reflect self-discovery, labour market opportunities, and post-secondary and career interests.

CAREER BUILDING 7. Analyse the role of employability skills, i.e., fundamental skills, personal

management skills, and teamwork skills in career development. 8. Analyse strategies used to secure, create, and maintain employment. 9. Explain the legal rights and responsibilities of employers and employees. 10. Analyse practices associated with personal and work-related risk reduction and

injury prevention.

FINANCIAL LITERACY 11. Demonstrate knowledge and skills associated with saving, investing, and

banking. 12. Interpret concepts associated with personal income and taxes. 13. Explain the role and importance of credit, debt, and insurance in personal

finance. 14. Develop a financial plan that supports the attainment of their education and

career goals.

CAREER PLANNING 15. Develop a personal career portfolio that is flexible and shows evidence of the

career development process. 16. Demonstrate their learning by sharing their personal career portfolio.

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CEO401A OUTCOMES AND ELABORATIONS

CAREER EXPLORATIONS

SCO 1 Students will be expected to... Analyse the significance and complexity of career development.

Achievement Indicators: Students who have achieved this outcome should be able to

1. Interpret the definition of career development as a lifelong process of managing learning and transitions related to work, family, and leisure activities

2. Explain the concept of preferred future 3. Explain how individuals can either be active or passive participants throughout the

career development process 4. Examine the changing nature of work within an ever-changing world 5. Explain misconceptions related to career development 6. Distinguish among the stages of career development (i.e., Who am I? What are my

opportunities? What are my next steps and why? What is my action plan?) 7. Analyse how career development can help to support personal fulfillment, well-being,

and a balanced lifestyle

Elaboration: The term career development can be used flexibly and many definitions exist; however, in this course, career development will be defined as the lifelong process of managing learning, work, and transitions in order to move toward a personally determined and evolving preferred future. This outcome is the starting point that will build a foundation for the remainder of the course and provide students with an understanding of the purpose of career development. At the beginning of the course, teachers should encourage students to begin thinking about how career development is a very individual journey that begins with finding out more about themselves. Throughout this course, students will be extending and further developing on the learning from Grade 9 health. The career development process can be organized into four themes:

● Who am I? ● What are my opportunities? ● What are my next steps and why? ● What is my action plan?

In order to fully experience career development, students will need to navigate through each of the above questions. Students should make connections to the many sub-themes that exist within each question. Also, it is important to understand that this is an iterative process. Students will often move back and forth among the four questions, and will continue to do so even after the course has been completed. Activities in myBlueprint, the online platform for

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the PEI Student Graduation and Transitions Planner, are organized according to these questions. In the past, career development practices were often focused on youth making one long-term career choice in intermediate or high school. This created unnecessary stress on students. Many young people struggle to identify a “calling” by the time they leave high school, despite strong pressures to do so. Current evidence shows that people now entering the workforce are likely to have many jobs in several occupations and in multiple industry sectors during their working lives. Therefore, how can students confidently answer the question, “What will you be doing when you grow up?” That question needs to be replaced by the following:

● Who are you now, and what do you love to do? ● What are your unique assets, talents, skills, and predispositions? ● What evidence do you have that what you offer is special? ● What types of situations, people, environments, and roles appeal to you? ● What types of organizations or consumers need/want what you can offer? ● What innovative work arrangements will suit you and potential employers? ● What do you want to do first when you graduate? Then what? ● What competencies do you need to focus on to increase your options? ● What will success look and feel like?

By asking the right questions, we place control and responsibility in the hands of the individual - not in tests, computer assessments, or specialists. To be fully in control of their own lives, students need to learn career management competencies just as they learn mathematics, science, language, or technical skills. Career management must be a lifelong learning process for everyone, rather than an occasional counselling process for the perceived few who need help. Career development is not about making the right occupational choice. It is about equipping students with the competencies (skills, knowledge, attitudes, character, and emotional intelligence) to make sound decisions about the many choices they will face throughout their lives. Career development will happen whether it is managed or not. Students will need to decide the extent to which they want to influence their career direction versus leaving it to chance. The concept of preferred future, which is woven throughout the course, provides an empowering perspective for students. This way of thinking allows them to consider their hopes and dreams, while the components of the career development process help to ground those aspirations in reality. Students should understand that the world of work is not what it used to be. The relatively secure and stable career pathways of the 20th century have been replaced with a changing, complex, and uncertain working environment. While technical and job-specific skills were sufficient in the past, employees of the future will need a more comprehensive set of skills and competencies that are not occupation-specific and are transferable across many facets of life and work. Many myths about career development exist in our society. Some students may have a narrow understanding of the labour market, and others may be influenced by old concepts or

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ideas that do not apply to the existing world of work.

● Students may think that their career choice is forever. They may believe that they need to choose one occupation and be committed to one employer. This naturally creates a great deal of pressure on students and is usually untrue. Staying with one organization for life is increasingly rare. This should not be viewed as a negative change, but one that offers more freedom and broader experiences.

● Students may believe there is a right choice and a wrong choice. They may think that if

they choose the correct option, then they will never need to choose again. Unfortunately, the future is not guaranteed, and most people move through multiple occupations over their lifetime.

● Students may be looking for a career that provides total personal fulfillment. They may

be looking for an occupation that meets all of their needs. Some students believe that work needs to be their main source of meaning and satisfaction. This is not the case, since personal fulfillment generally requires much more than an occupation can offer.

Although it is important to find an occupation that motivates and inspires us, students must understand that career development is much more than just their job. Career development includes many aspects of life, such as

● friends and family; ● education; ● sports, hobbies, and travel; ● cultural activities; ● community involvement; ● work.

Personal fulfillment generally involves aspects from several of the above mentioned areas. Career development allows students to make fully intentional and fully informed decisions. It will allow them to make connections among various aspects of their life that truly suit their interests, skills, personality, and well-being. The objective of career development is to support students in leading a satisfying and fulfilling life with purpose, meaning, and balance. By showing students the relevance their life choices can have on their preferred future, their choices become more purposeful. Career development is about exposure, experience, reflection, and the development of personal career management and employability skills. Throughout adulthood, these skills are refined, expanded, and deployed to navigate an ever-changing labour market. The importance of career development must not be overlooked. Quality career education impacts not only educational attainment, but also worker productivity, health, dependence on social assistance, criminal involvement, and capacity to contribute to tax revenues. Career education has been demonstrated to reduce the numbers of high school dropouts and increase student academic achievement (Kotamaraju, 2011).

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SCO 2 Students will be expected to… Evaluate their career development through self-discovery.


1. Identify the purpose of self-assessment tools in the career development process 2. Use a variety of methods that support self-discovery (e.g., personality questionnaires,

learning styles inventory, creativity assessments, interest scales, conversations with someone they trust, community based learning)

3. Analyse the knowledge gained through the self-discovery process 4. Evaluate experiences that support personal fulfillment and well-being 5. Explain how various factors can positively and negatively impact self-concept 6. Deconstruct personal values, behaviours, presumptions, attitudes, and beliefs

associated with learning and work 7. Evaluate their lifestyle preferences by visualizing their future (e.g., living and working

environments, family structure, leisure activities) 8. Deconstruct the influence or impact of cultural identity on their career development

(e.g., gender, ethnicity, religion, age, sexual orientation, ability, family, peers, socioeconomic situation)

9. Analyse the connection between resiliency and career development

Elaboration: Career development is about intentionality. For the purpose of this course, the term self-discovery refers to reflective self-examination in order to ensure that decisions made about learning and work are grounded in knowledge of self. Through participating in a self-discovery process, students will discover information that can be used for planning and decision making. There are a variety of methods and resources that can be applied in the self-discovery process; it is important that students be provided with opportunities to approach this process using as many of them as possible. Students should identify the purpose of the various assessments they will be completing in the course. Before beginning these assessments, students should understand that there are no right or wrong answers, but they should try to answer each question as honestly as possible. Students should also be aware that while these assessments provide some information, they are only a starting point to a much deeper process. Although many students may have completed some of these assessments in previous grades, it is important to reassess to gain understanding of consistencies and differences in their results. It should be noted that students will complete these assessments at different paces. When moving students through the self-discovery process it is important for them to gather information about a variety of key factors:

● Interests ● Attributes ● Knowledge ● Personality type ● Work environment preferences

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● Personal and work related values and motivators ● Natural talents and competencies (strengths/weaknesses) ● Learning style preferences ● Life purpose and lifestyle preferences ● Personal needs and factors ● Academic strengths

Self-assessments increase students’ confidence about making informed decisions. Students will be expected to relate the information provided by their assessments to their potential high school and post-high school pathways. These assessments will also support the tasks of writing resumes and preparing for interviews by providing students with a vocabulary to describe their strengths. Completing self-assessments are not a means to an end. These assessments can help to provide some information to students; however, students should consider other options to deepen their knowledge and understanding of self. For example, students should be encouraged to talk about their interests and skills with someone they trust. Conversations with others can sometimes help us see qualities and strengths within ourselves that we may not have considered. Students should also be exploring opportunities within their school and community that relate to their interests. Community-based learning opportunities offer an authentic and practical method for students to further explore their interests. Students should be asked to consider their lifestyle preferences by visualizing their future. This could be done as a reflective exercise where students are asked to envision the future they would like for themselves as vividly as possible. Students should consider all the elements within their preferred future, including family, work, education, travel, health, contribution to community, creative expression, and environment. Such exercises will help students understand that their preferred future is much more than their occupation - it provides insight into how students want to live their life. Several factors can impact self-concept. Each of us develops a self-concept that reflects the way we see ourselves as well as how we believe others see us. Therefore, our self concept is partly due to the messages we have been receiving throughout our lives. We also view ourselves in terms of how we compare ourselves with others. These comparisons can bring out feelings of superiority or inferiority, and awareness of similarities or differences. A student’s cultural identity can also have a big impact on self-concept. The term cultural identity has been used to describe a unique composite of cultural influences (including gender, ethnicity, religion, age, sexual orientation, ability, socioeconomic situation) that define each individual. Personal cultural identities are transmitted through shared customs, values, and traditions that change and evolve over time. Through our life experiences, we integrate new understanding into how we define ourselves. The more students understand their cultural influences, the more they can understand how these influences impact their career development. The factor most important in understanding the cultural identity of another person is how they see themselves. Because each student is unique, a broad range of personal values, behaviours, presumptions, attitudes, and beliefs regarding employment, education, and opportunities will be represented in any classroom. By focusing on the voices of students and their experiences, more emphasis can be placed on empowering, engaging, and including all

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students. This will strengthen their ability to achieve success, growth, and transformation throughout the career development process. Societal attitudes such as having limited employment expectations associated with a seasonal economy, or not placing a high value on learning may also play a role in limiting the outlook and career decisions of some students. The same may be said of strong family influences. For example, without adequate access to career development information and strategies, traditional employment opportunities – such as traditional occupations, following in a parent’s footsteps, or taking over a family business – may be the only pathway options considered by some Island students. That is not to say these choices are not valid, but students should at least consider their self-awareness as a starting point for exploring a range of potential options. Students are deeply connected to their environment. They acquire knowledge, skills, values and perspectives from what they hear, see, and experience. Career aspirations and expectations are shaped by these personal experiences and perceptions. A young person in a single industry town will have a different view of employment prospects than someone who, because he or she lives in a city, has been exposed to a wide range of business and occupational opportunities. Within its culturally diverse landscape, PEI has populations that require special consideration. For example, the Island’s strong First Nations community and growing immigrant community represent an array of unique understandings and needs in terms of career development. Being aware of differing ways of knowing, ways of solving problems, ways of communicating, ways of learning, ways of dealing with conflict, and ways of using symbols will help teachers to support these individuals in their self-discovery and career planning activities. Another common theme throughout career development is that of resiliency. Although there are many definitions for resiliency, one of the most straightforward definitions is “positive adaptation despite adversity” (Suniya Luthar, Columbia University, 2006). Career resiliency is a central theme in career success. Students should understand that resiliency is necessary in order to overcome life’s challenges and move successfully through life’s transitions. Resiliency is supported by internal and external protective factors. Current research would suggest that protective factors can be summarized in three core elements: caring and supportive adult relationships, opportunities for meaningful participation in school and community, and high parent and teacher expectations regarding student performance and future success. It is imperative that the CEO401A classroom evolves as a safe and open environment that fosters respectful communication and feedback, supports development of a positive self-concept, resiliency, and beneficial character attributes in students, while celebrating the uniqueness of individuals.

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SCO 3 Students will be expected to... Develop personal short, medium, and long-term career goals, and support networks and strategies for achieving those goals.


1. Set specific short, medium, and long term career goals 2. Describe in detail the required knowledge and skills for meeting their career goals 3. Identify learning opportunities (e.g., course options, community-based learning

opportunities, co-curricular activities, volunteer and work experience) available to support the attainment of their career goals

4. Identify potential challenges to attaining their career goals 5. Determine strategies, support networks, and resources for managing, pursuing, and

achieving their career goals 6. Prepare a timeline that includes important dates and deadlines for meeting their career

goals (e.g., summer job application deadlines, course selection deadlines, student loan and bursary applications)

7. Predict the potential implications of their actions and decisions on the ability to develop support networks and achieve their goals

8. Evaluate the relationship of their goals to the career development process, allowing flexibility for revision, throughout the course

Elaboration: A major aspect of the career development process is setting and working toward goals. Goal setting allows students to determine priorities, get organized, and make decisions. Commitment to the completion of goals depends on (a) the importance of the outcome for the student, (b) the personal belief that the goal is achievable, and (c) the extent to which others are involved. In Grade 9 health, students were asked to refine their personal goals and priorities relevant to learning and career pathways. Within this course, students should build on and extend that learning. Students will develop three types of goals:

1. Short term: things students can do over the next few days and weeks 2. Medium term: things students can do over the next few weeks and months 3. Long term: things students can do over the next few months up to five years

By creating goals, students will have something to work toward. Goals should be SMART:

Specific - know what you are striving for Measurable - know when you have completed the goal Action-Oriented - an activity that will produce results Realistic - it is practical and can be achieved Timed - it has a deadline that includes important dates for achieving their goal

When creating their goals, it is critical that students stop and reflect. It is important for students to be able to describe the knowledge and skills necessary for meeting their career goals. To do this, students can consider several options (e.g., course options, community-based learning opportunities, co-curricular activities, volunteer and work experience).

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Students should consider timelines that include realistic and necessary targets for meeting their goals, such as high school course registration or scholarship deadlines. They should also consider the challenges to attaining their career goals and think about ways to overcome those challenges. Through this process, they should identify support networks and resources that will help them to achieve their goals, such as family members, mentors, community groups and organizations, and online resources. A support network provides social relationships and affiliations which can have powerful effects on physical and mental health. A network can provide support through

● social support; ● social influence; ● social engagement; ● person-to-person contact; ● access to resources and materials.

Students should consider the purposes of support networks in their lives. By the time students reach Grade 10, they have already encountered and overcome many challenges, and they will experience many more in the future. Students may be facing or have faced several situations that put them at risk. All students need to understand the supports accessible to them to help them work through their challenges, avoid risk, and successfully complete high school. They should think about the types of support (e.g., financial, emotional, informational), and sources of support (e.g., family, elders, teachers, coaches, community leaders, employers, online communities). Students should identify their existing support network and describe strategies for building their support network as they move through high school. They should also be able to describe strategies to overcome challenges that may impact high school planning and success. By monitoring their goals over the semester, students will be able to measure and celebrate progress. This also provides opportunities to revise or completely change their goals, which is a normal part of the career development process. Students should be encouraged to continue to monitor and revise their goals after the course has finished. Career goals are not visions, hopes, dreams, or wishes. Goals are a defined method for getting students to where they want to be in the future. When goals are directly connected to a students’ life purpose, they can become strong motivational factors. Ideally, career goals need to be aligned with student’s strengths and values in order to support the highest possible degree of personal satisfaction and engagement with their work. It is important for teachers to avoid praising certain goals and diminishing others. The teacher’s role is to be as objective as possible and to ask open-ended questions that encourage students to think and speak about their goals to determine if they are SMART goals. Success and happiness in life are generally related to good decision making. Every day, students make many decisions that vary in terms of importance. Considering that career development relates to all facets of life, it is important for student to think about the implications of their decisions on multiple aspects of life. Students make decisions regarding their physical, mental, emotional, social, academic, and economic situations, and should be challenged to consider the positive and negative aspects of the decisions they have already made. They should also try to deconstruct the positive and negative implications of decisions on their future career goals. Decision making can be difficult. Even spontaneous decisions can have long-term impacts.

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Outlined below are some commonly used steps in career decision making that may be applied to many of the outcomes in this course:

1. Reach a decision point required to make an important career decision. 2. Research

a. Yourself: Identify your interests, skills, values, temperament, and lifestyle factors.

b. Career: Learn more about the educational programs and occupations you are most interested in pursuing. Once this research is complete, alternatives can be generated.

3. Evaluate alternatives and make a choice: It is important to have more than one choice to allow you to develop a contingency plan in case things do not work out with your first choice.

4. Take action: Implement one of your choices and use an action plan containing goals and timelines.

5. Review the decision and take action as necessary. Career decisions should never be set in stone. You may need to make adjustments.

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SCO 4 Students will be expected to... Evaluate labour market information to support their career development.


1. Identify labour market data by accessing a variety of sources (e.g., newspapers, myBlueprint, Statistics Canada, field trips, guest speakers, employment centres)

2. Analyse the credibility of various sources of labour market information 3. Relate the personal perspectives of people from a variety of educational backgrounds

and occupations (e.g., through guest speakers, participants in a human library activity, online videos, information interviews, video conferencing) to their own career development

4. Examine how various sectors, industries, and occupations have changed over time 5. Describe a broad range of local and regional work opportunities (e.g., full-time, part-

time, seasonal, self-employment, contract) 6. Relate the impact of a variety of factors (e.g., supply and demand for workers; social,

demographic, occupational and industrial trends; technological advancements; environmental conditions; geographic location) to employment opportunities

7. Understand the concept of a global economy and how it affects individuals, communities, provinces, and the country

8. Examine how labour market information can be used when making career and education decisions

Elaboration: The labour market in Canada is diverse and extremely flexible in nature. Occupations are being created, changed, and eliminated faster than ever before. An overall understanding of labour market trends helps guide long-term career plans and determines specific career paths. As students move through the career development process, it is important they understand the labour market prospects they might face. All students have access to labour market information (LMI), however, students may have difficulty making sense of that information. Given the importance of using LMI when making career-decisions, it seems necessary to better support students in its use. As students explore sources of LMI it is important they discuss the credibility of each source. Labour market sources of information are generally grouped into three categories:

● Print - including both hard (e.g., newspaper) and soft (e.g., Internet) ● People - including networking, information interviewing, guest speakers ● Participant - including job shadowing, volunteering, work experience

Students should examine the changing nature of various sectors, industries, and occupations. In understanding labour market conditions and trends and predicting outlooks for various occupational groups, it is important to consider a variety of factors: economic, demographic, social, political, technological, and global. If students have an understanding of their labour market and the realities associated with jobs of interest, they are better able to make a personally meaningful and realistic plan. If LMI is presented without context, it is not very

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useful. Accurate LMI that students can interpret and contextualize to their own situations is imperative. Students should examine the difference between the traditional labour market (full-time employment contracts, regular working hours, and working at the employer’s place of business) and the current labour market (part-time and temporary employment contracts, teleworking, and flexible contract hours). In the past, employees were expected to be loyal to one employer and move their way up the “corporate ladder”. The current labour market rarely provides individuals with one job/employer for life. Most students can expect to change career directions many times over their lifespan. Students should be asked to characterize their current labour market and look for opportunities. The “opportunity structure” of an area refers to the opportunities people have for work and consequently can limit or open the choices a person has for work, whether paid or unpaid. It is determined by the industries, resources, and services in the region. The labour market, like other markets, can be described in terms of supply and demand. In the labour market, labour services are exchanged. It is the place where employers (buyers of skills) meet employees (sellers of skills). It is the interaction of workers and employers that determines, in part, the price of labour, the number of workers employed, and the working conditions attached to employment, such as the work schedule, compensation, and specific duties. Supply and demand for labour help to determine why there are different wage rates for different types of labour. Students can compare wages for a position on Prince Edward Island to similar jobs in other places around Canada and the globe. By doing this, students can determine causes of similarities or differences in wage rates. The growth and development of vast globalized companies demonstrates how the world is changing and becoming more interconnected. As national economies become connected, it becomes important for students to develop knowledge around how these changes can affect individuals, communities, provinces, and the country. We live in a world of uncertainty and constant change. Preparing for employment in tomorrow’s world is difficult because we do not know what changes to expect and we do not know how much these changes will influence our lives. Many changes are beyond our control. Nobody can precisely predict the future; consequently, there is no guarantee that a chosen path, no matter how well thought out, will ensure personal success. By thinking about change and its implications, however, it is possible to make “educated guesses” about the direction of change and its effect on opportunities.

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SCO 5 Students will be expected to... Develop multiple potential high school pathways that reflect provincial graduation requirements, self-discovery, labour market opportunities, and post-secondary and career interests.


1. Identify the requirements for a Prince Edward Island graduation certificate 2. Identify potential pathway options after completing high school 3. Explain the types of courses appropriate for a variety of possible pathways 4. Review elective courses that will promote motivation, drive, and fulfillment 5. Examine how flexible learning options available in high school (e.g., independent study

credit, distance learning, cooperative education, external credentials, Accelerated Secondary Apprenticeship Program, Transitions Program, Academy Diploma Program) can help develop the knowledge and skills necessary for potential career pathways

6. Identify a broad range of options both within and outside school (e.g., clubs, sports, programs, committees, volunteering, working, training) that would support their career development

7. Evaluate multiple potential high school pathways in several areas of interest 8. Select their preferred three year high school pathway, allowing flexibility for revision

Elaboration: In Grade 9 health, students were asked to develop a learning plan for transition to senior high school. The plan should have included identifying PEI graduation requirements. Students in the CEO course should be provided with more detailed information about the requirements for successful completion of a high school graduation certificate, elective courses, and the various flexible learning options. Students will need to interpret information about specific courses, including pathway options associated with various course codes. In planning and making decisions about their pathways through high school, students need to be made aware of options and opportunities available to them so that they can make informed decisions about which pathway they wish to pursue when navigating through and transitioning from secondary school. Potential pathway options include the transition from public school to

• university; • college or private training institutions; • apprenticeship training; • the labour market.

In the interest of positive and ethical career development practice, teachers must be very careful not to impose their beliefs and opinions upon students or appear to value one pathway over others. In particular, students who are planning to move directly from high school to the labour market after graduation must feel that their choices are as valid and require as much consideration as those of anyone else in the class. Students must also realize that they are

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planning only for their first post-high school experience and that as they grow and change, their career journey will probably lead them in many other occupational and educational directions. To raise their career maturity, students need exposure and experience both within and outside of school. It is for this reason that students should be highly encouraged to explore the advantages of the community-based learning options available within their high school: Academy Diploma Program, Cooperative Education, Designing Your Future, External Credentialing, Independent Study, Transitions Program, Accelerated Secondary Apprenticeship Program, and UPEI High School Physics Enrichment Program. Career development cannot be limited to sitting at a computer or listening to the teacher. All research around best practice points to the benefits and impacts of community-based learning. Community-based learning intentionally links academic standards to the real world. It provides students with the experiences to ensure their interests, skills, and values are in line with the post-secondary pathways they are considering. Extracurricular activities, whether within or outside the school setting, provide other avenues for students to explore their interests while enhancing their skills, real-world experiences, and sense of belonging. Multiple opportunities must exist for students to reflect on all the options that are available to them. Students should be encouraged to think critically about the decisions they make when selecting courses. The choices they make will have an impact on what they can study in later grades and the pathways available to them after high school. For example, in order to enter some university or college programs, as well as some apprenticeship programs, students need to take specific secondary school courses. Students should be strongly encouraged to discuss their course selection with family members, teachers, and school counsellors as they consider their choices. They should also access a variety of sources of information. By consulting a variety of people and resources, students may be exposed to ideas or suggestions that they had not previously considered, and will be aware of current educational and occupational requirements. Developing multiple high school pathways will help students think about, and select courses and extracurricular activities that match their interests, talents, abilities, and ambitions while being aware that circumstances may change. It will also help students take the courses needed to graduate and work in a particular field or be accepted to a program of study leading toward their preferred future. Students should be expected to rethink and update their high school pathway plans, since they are continually exposed to new learning opportunities and their interests may change as they mature. Students need to plan multiple potential pathways through high school and evaluate their plans:

● Are they meeting high school graduation requirements? ● Have they selected courses that reflect their interests? ● Have they taken advantage of options related to community-based learning? ● Are they meeting entrance requirements for the post-secondary pathways they are

considering? ● Will the courses and learning experiences they have chosen help them to meet their

goals? What types of extracurricular opportunities are available to them?

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SCO 6 Students will be expected to... Develop multiple potential post-high school pathways that reflect self-discovery, labour market opportunities, and post-secondary and career interests.


1. Explore a broad range of options for post-secondary education, work, and community involvement

2. Research and report on occupations of interest 3. Evaluate occupations of interest in relation to:

a. self-discovery b. career goals c. education and training requirements and costs d. work/life balance (e.g., hours of work, travel, working conditions, the perceived

influence of work on other life roles ) e. expected salary range f. labour market information (e.g., local, regional, national, and global

employment outlook) g. apprenticeship and training opportunities

4. Research and report on a variety of post-secondary education and training/apprenticeship institutions and programs of interest

5. Evaluate multiple education or training program(s) of interest in relation to: a. self-discovery b. career goals c. cost of program d. entrance requirements and prerequisites e. length and delivery method of training f. location of institution g. exit qualifications and credentials (e.g., certificate, diploma, baccalaureate,

associate degree, bachelor degree, graduate degree, professional degree, citation, apprenticeship, journeyperson)

h. labour market information (e.g., employment prospects and trends) 6. Select their preferred post-high school pathway, allowing flexibility for revision

Elaboration: In the past, students often relied on the advice of a single teacher or school counsellor when making decisions about their post-high school career development. The result of this interaction sometimes led students to follow a pathway that did not necessarily take into account their skills, abilities, hopes and dreams, or the realities of the labour market. Expansion of post-secondary options and work alternatives has created an environment in which high school students need to make many complex decisions and choices. Research

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shows that many students are leaving high school without the skills and knowledge they need to make evidence-based decisions about post-secondary options, and as a result, many will enter fields of work that they are not well suited for, switch their educational focus, or drop out of post-secondary programs. “Students are finding themselves in costly education programs without much consideration of the link between what they are learning and what they would prefer to be doing once they graduate” (Bell and O’Reilly, “Making Bridges Visible”, 2008). By providing opportunities for students to integrate their learning related to career development, teachers will better support students in the choices they will need to make. In meeting this outcome, students should begin by exploring in detail a broad range of opportunities related to potential pathways of interest – in terms of education, employment, and community involvement. Gradually they should narrow their focus based on their learning related to all facets of career development. Having students share their findings with others in the class will broaden everyone’s knowledge base. Students should be encouraged to look for opportunities to gather authentic information about various potential educational and occupational areas of interest by engaging in experiences within and outside of school. Through participating in community-based learning, conducting information interviews, or otherwise interacting with people who work and learn in different educational and occupational environments, students will gain a deeper, more realistic understanding of educational opportunities and careers of interest. Many students and their parents or guardians may believe that they cannot afford to consider post-secondary education, but the larger issue may be that many simply are not aware of actual costs or may not know how to access available funding. Students should be encouraged to think of further education as an investment in their future that will provide financial gains over time, but they must also understand that, given the realities of the labour market, having a post-secondary certificate, diploma, or degree is not a guarantee of employment in their chosen field. It is important for students to explore all their options even though they may not be planning to move directly into an education program right after high school. Students who choose not to pursue post-secondary education right away may find learning opportunities in the workplace or choose to return to school when they are older. During discussions with individual students, teachers should be realistic about the limited opportunities available for anyone without some type of post-secondary education or training, but must not appear to place more value on any one particular post-high school pathway or pass judgment on students’ choices.

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CAREER BUILDING

SCO 7 Students will be expected to... Analyse the role of employability skills, i.e., fundamental skills, personal management skills, and teamwork skills in career development.


1. Identify specific examples of employability skills 2. Relate employability skills to the skills needed for success in school (e.g., academic

integrity, initiative, self-reliance, study skills, collaboration, time management, communication, positive and respectful attitude)

3. Identify the skills they already have and those they want to further develop 4. Describe personal strategies for developing selected skills 5. Practise, as appropriate, the application of skills to complete specific tasks in the

classroom, in the community, or in the workplace 6. Provide evidence of their skills 7. Examine the necessity of continually building and maintaining skills to support different

life roles and stages (e.g., at home, at work, at school, as a volunteer)

Elaboration: Throughout their career, students will need the specific skills that many employers, business leaders, and community members feel are lacking in today’s high school graduates. Employability skills are an important component to career education and development. These are the survival skills necessary in today’s evolving world. The Employability Skills 2000+, as defined by the Conference Board of Canada, are the skills needed to enter, stay in, and progress in the world of work – whether you work on your own or as part of a team. They are the skills, attitudes, and behaviours students need to participate and progress in today’s dynamic world of work. These skills can be broken down into three themes:

● Fundamental Skills - the skills needed as a basis for further development (e.g., communication, managing information, problem solving)

● Personal Management Skills - the personal skills, attitudes, and behaviours that drive one’s potential for growth (e.g., adaptability, responsibility, continuous learning).

● Teamwork Skills - the skills and attributes needed to contribute productively (e.g., working with others, participating in projects and tasks).

Fundamental skills, personal and management skills, and teamwork skills are referred to as employability skills, however, these skills will help students succeed in all areas of their life: at home, at work, at school, as a volunteer. Practising these skills in the classroom will help prepare students for their life during and after high school. The classroom can be similar to the workplace in many ways. Students are expected to work effectively and efficiently, with the same people, over a long period of time. Students should consider how their skills, attitudes, and behaviours in school relate to their ability to demonstrate employability skills.

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The application of employability skills within the classroom can involve several elements including: attendance, responsibility, time management, respect, open mindedness, interpersonal skills, paying attention, following instructions, and working well with others. Throughout this course, students should reflect on the skills they already have and identify the skills they wish to develop. It is important to note that employability skills can be acquired, developed, and improved. A student’s’ interests and pathway choices should influence the skills they wish to focus on developing. Students can prepare different strategies for the development of their selected skills, including describing what skills they wish to focus on, why they have chosen those skills, and where, when, and how they will develop their skills. It is understood that every classroom composition is different, and each class or group of students can have different strengths and weaknesses. This outcome allows teachers who have identified gaps in specific areas of the employability skills (i.e., fundamental skills, personal management skills, and teamwork skills) to allocate additional time to the areas that better meet the needs of the students in their classroom. For example, a teacher may determine a need to spend additional time on personal management skills with the understanding that the other employability skills should not be overlooked. Employers are looking for employees who can articulate and provide evidence of their employability skills. Students should draw from several areas including academic, extracurricular, volunteering, and workplace experience to provide evidence of their skills. By doing this, students will not only understand their skills and areas for development, but will also be better prepared to complete a resume, a cover letter, and a well delivered interview.

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SCO 8 Students will be expected to... Analyse strategies used to secure, create, and maintain employment.


1. Identify and practise a variety of employment search strategies (e.g., online job searches, accessing newspaper classified ads, cold calls, volunteering, work experience)

2. Understand the role of developing and maintaining networks to enhance career-building activities

3. Compare resume formats, application forms, and cover letter styles in terms of their appropriateness for specific uses (e.g., chronological versus skills-based resumes to highlight personal strengths, general cover letter that is easily adaptable for specific jobs)

4. Prepare a personal resume and cover letter for a specific purpose (e.g., for a current part-time job, for a future job, for a volunteer position, for a college or training program application)

5. Practise appropriate job interview skills (e.g., preparing answers for common interview questions, appropriate dress and behaviour during interview, use of career portfolio during interview, interview follow-up etiquette)

6. Explore innovative approaches to securing, creating, and maintaining employment (e.g., entrepreneurship, emerging technologies and industries, linking diverse skill sets, non-traditional occupations)

7. Analyse the potential impact (positive and negative) of their character (e.g., online presence, references, reputation) on their ability to secure, create, and maintain employment

Elaboration: To identify job leads, students can use a variety of job search strategies. Some students may already have experience in seeking and finding employment; these students can be asked to share the job search strategies used during this process (e.g., cold calls, using newspapers, Internet searches, emailing resumes, network building, school apprenticeship programs, volunteering, work experience, internships). Employers often use online sites, newspapers, and occupation specific journals to advertise available positions. It is also important that students become aware of the hidden job market (i.e., those jobs currently available, or about to become available, that are not yet advertised). Resumes continue to be a crucial document used by people to gain employment. Students should be exposed to various examples of different kinds of resumes and cover letters. Students should be supported in choosing the best format that will highlight their knowledge, experience, and skills. It is important for students to prepare documents that are clear and compelling, and that present only information the employer will want to know. Students can select any of the following four basic resume styles, or a combination or

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variation of one or more: ● Chronological Resume - lists education and work experience separately, in reverse

chronological order, beginning with the most recent ● Skills-Based Resume - emphasizes transferrable skills; format works well for those

who do not have a lot of work experience ● Functional Resume - focuses on skills and talents; highlights accomplishments rather

than listing previous jobs; organizes skills and accomplishments by category ● Technical Resume - highlights educational, training, and technical proficiencies

Students should write a cover letter and a resume to introduce themselves to a prospective or fictional employer. Points to note in creating a cover letter include:

1. Address it to a specific person. 2. Add specific references about the company/position. 3. Point out your most relevant accomplishments, skills, and experience, and how these

would make you an asset to the job. 4. Include where and when you can be reached and your willingness to attend an

interview. 5. Sign the letter.

Job interviews can be stressful for anyone, especially students. Teachers can help alleviate part of that stress by ensuring students are well prepared for job interviews. To begin, students need to know the different types of interviews they may experience (e.g., screening, one-on-one, panel or committee interview, telephone interview, group interview, informal interview). Employers will often use behavioural based questions, a technique that is based on the belief that past behaviour can predict future behaviour. Being prepared for interviews will help students respond to these types of questions. Students should brainstorm possible interview questions and practise answering them. When answering questions, students should try to highlight some of the information they have learned about themselves through the career development process. When preparing for an employment interview it is important to research the potential employer and study the job advertisement. By doing this, students can determine the types of questions that may come up during the interview. It is also important for students to think about possible questions they might wish to ask the employer. Questions to the employer in an interview should be appropriate (e.g., ask about job content/corporate culture, upcoming projects, working conditions). Details such as salary, benefits, or vacation can be negotiated once a job offer is made. Students should be taught the proper way to conduct themselves in an interview setting. They should greet the interviewer by introducing themselves, shaking hands firmly, and standing until invited to sit. Once the interviewer has started the interview, students should answer questions honestly and sincerely, explaining why they are “right” for the job. They should be enthusiastic, ask for clarification when unsure, ask questions previously prepared, and upon conclusion, thank the interviewer, shake hands, and leave. After an interview, students should know that it is good practice to send a thank-you note to each interviewer. Networking is developing and maintaining a line of communication with people you know, or would like to know, for the purpose of getting and sharing information for mutual benefit. Students should be mindful that different people can help in different ways.

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Networking is… planned, purposeful, ongoing, reciprocal

Networking is not… manipulative, “shmoozing”, unplanned, asking for a job!

Networking is an important work search strategy and can be very useful exploring the hidden job market. It is important to have students identify everyone who might be in their network (e.g., peers, family members, teachers, past/present employers, neighbours, and community members). Students can use members of their networks to learn more about specific occupations or industries, or become connected with others who may offer assistance/advice, provide referrals, or act as references. Students should understand proper networking etiquette:

● Keeping contacts informed of your skills, abilities, and education ● Being specific with your requests ● Nurturing your network ● Identifying what help you may be able to provide ● Going beyond “schmoozing” or collecting business cards – seeking to build

relationships ● Thanking your contracts for any assistance provided

Given that many students might be interested in using social media to network, identify job leads, and research potential employers, it is important students use simple rules to ensure their use of social media does not harm future opportunities. At minimum, students should set account privacy levels to the highest, most secure setting, upload only those photos suitable for prospective employers to view, be professional with what they post, and watch whom they accept as friends/contacts. Today’s labour market calls for a much different kind of worker – one that knows what they have to offer and can navigate, reinvent, and adapt to take advantage of or create new opportunities. It has been said that we are preparing today’s students for jobs that do not yet exist. Students should think creatively and innovatively about different ways they can secure, create, and maintain employment. Having students brainstorm how several seemingly different skill sets and interests may link to various occupations will encourage creative approaches to career development. Discussions about the necessity of innovative people and ideas in the labour market will provide opportunities for teachers to spend some time on the concept of entrepreneurship. Strength of character can be broken down into several attributes including but not limited to: judgment, perseverance, honesty, kindness, social intelligence, and fairness. Character development is influenced by such factors as a student’s family, role models, culture, and life experiences. Students should understand the interconnectedness of character strengths and career development. Students will already be familiar with the core values that guide expectations in a variety of situations (e.g., codes of conduct, sportsmanship, respect in the classroom), which is closely tied to character building. One goal of character building is for students – who will become our future parents, scientists, politicians, artists, and social activists – to really think about their

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core values, beliefs, and attitudes; to allow them to reach their full potential. Who are they and who do they want to become? It can be said that ethical and moral conduct will be of more importance than ever with the rapid rate of technological and scientific advancements in our global economy. Character development can provide motivation for students to engage in learning and community involvement. Strength of character is essential in success as an individual and as a responsible, caring, contributing member of society. Their character impacts how others see them and affects their ability to secure references needed for employment, scholarships, and other opportunities. It also impacts behaviour and decision-making.

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SCO 9 Students will be expected to… Explain the legal rights and responsibilities of employers and employees.


1. Distinguish among the legislation governing employment (e.g., Employment Standards Act, Human Rights Act, Workers Compensation Act, Occupational Health and Safety Act, Labour Relations Code)

2. Identify sources of information relating to the legal rights and responsibilities of employers and employees (e.g., employment centres, school or community career centres, Worker’s Compensation Board, public library)

3. Identify the legal rights and responsibilities of employers and employees (e.g., as related to safety standards, overtime pay, statutory holidays, breaks during the workday, and minimum wage)

4. Explain why injuries and unsafe working conditions must be reported 5. Identify the steps in reporting an injury to workers Compensation Board

Elaborations: As part of the Grade 9 health curriculum, students were introduced to the PEI Workers Compensation Board’s Occupational Health and Safety Act, which outlines specific rights and responsibilities in the workplace. Students should have a prior understanding that under the Occupational Health and Safety Act, workers have a legal responsibility to immediately report all unsafe acts, unsafe conditions, and injuries. Reporting may help to identify and correct hazards and unsafe actions, minimize the risk of injury to themselves and their co-workers, and improve health and safety practices by employers making the workplace safer for everyone. Students in CEO401A should be given opportunities to build on their previous knowledge and examine specific situations they may find themselves in as young workers now and in the future. Students should be aware of sources of additional information regarding rights and responsibilities for employers and employees, including the following:

The Employment Standards Act - outlines the specific standards associated with working conditions (e.g., overtime pay, statutory holidays, breaks during the workday, minimum wage)

The PEI Human Rights Act - states that every person is free and equal in dignity and rights. In order to promote this principle, the act prohibits discrimination on PEI in certain areas, such as employment, public services, and accommodations, on the basis of certain characteristics or grounds, such as age, race, sex, and disability. The Labour Relations Act - outlines the jurisdiction of the Labour Relations Board in PEI, which works to resolve applications dealing with employment issues that either management or labour may bring forward.

The Occupational Health and Safety Act - outlines specific rights and responsibilities of

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employers and employees in the workplace. It also provides guidelines for preventing and reporting injury. There are special sections of this act that deal with young workers and those who are part of cooperative education programs.

Students should also be provided with opportunities to explore other sources of information that relate to their rights and responsibilities as employees – including employment centres and the Workers Compensation Board – which may be done through a variety of means, such as guest speakers, field trips, and using online resources. In meeting this outcome, students should become familiar with rights and responsibilities related not only to safety standards, but also to standards related to wages, overtime, holidays, and breaks during the workday. Since young workers are at higher risk of injury, it is important that students receive clear information about injury prevention measures, regulations for reporting unsafe acts or conditions, and the process and duty to report any injuries. Some reasons that young workers may not report include

● fear of getting in trouble or being penalized for speaking up; ● uncertainty as to proper procedures; ● uncertainty as to whether or not something is a “real” hazard; ● potential embarrassment about having made a mistake; ● feeling that the injury is not “serious” and reporting it will make him/her appear

incompetent to co-workers or supervisor. The goal of this outcome is for students to be aware of standards and legislation governing employers and employees, and knowledgeable about how to access this type of information. Teachers are not experts in health and safety in the workplace, and as such, should be careful not to give advice to students about specific situations. Such advice and counselling should be left to the experts.

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SCO 10 Students will be expected to... Analyse practices associated with personal and work-related risk reduction and injury prevention.

1. Identify the most common types of workplace injuries and their primary causes, particularly for young workers

2. Identify common hazards in a variety of workplaces 3. Describe strategies to reduce the risk of workplace injuries (e.g., safety training,

hazard recognition, risk management, use of personal protective equipment, communication)

4. Analyse the importance of acting in a legal, safe, and ethically responsible manner (e.g., digital citizenship, use of drugs and alcohol, road related risk, harassment, intimidation) and the associated consequences of illegal, unsafe, and unethical behaviour

Elaboration: In Grade 9, students were introduced to the topic of safe work practices. They should be aware that, according to the PEI Workers Compensation Board, young workers are more likely to get injured on the job than any other demographic group. Although injuries for young workers have steadily declined in the past few years, the numbers are still concerning. Students should also be aware of some common injuries that young workers experience, including sprains and strains, back injuries, soft tissue injuries, bone fractures, inflammation of the joints, and burns or scalds. Consequences of a workplace injury may include short and long term disability, disfigurement, dismemberment, and death. Teachers should review the fact that young workers are at high risk of being injured on the job, especially during their first six months. This may be due to inexperience and eagerness to take on more than they can safely handle; insufficient orientation, training, and supervision; feelings of powerlessness; or a lack of confidence to ask questions. It is important that students have accurate information about the rights and responsibilities of workers and employers. Teachers should refrain from offering advice to them about specific situations students may find themselves in at their workplaces. Students will have learned that workplace hazards fall under four category headings; physical, chemical, ergonomic, and biological, and that a variety of personal protective equipment is used by workers to reduce the risk of injury. According to the PEI Workers Compensation Board, the most hazardous jobs and activities in PEI are fish product manufacturing, restaurant work, retail work, general construction, and potato farming, which are sectors of employment for many students. Although basic content about workplace safety and use of personal protective equipment is considered prior learning for most students, it is important for teachers to review this information with CEO401A students, as many of them may be already involved in community-based learning, or working in a variety of environments. The PEI Workers Compensation Board’s WORK OUT LOUD! Program uses the following to promote workplace safety awareness among youth:

● Prep it! Come to work...prepared to be safe. ● Say it! Speak up...ask all the questions you need to stay safe.

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● Know it! Understand your legal rights and responsibilities at work. ● Spot it! Be on the lookout for workplace hazards. ● Own it! Take responsibility for your own safety. Do what you can to keep yourself

safe. Increasingly, people are talking about the effects of bullying and harassment in the workplace as a safety concern. Students should be made aware that legislation exists that protects employers and employees from such acts in the workplace. The transition to high school can be difficult for many students, since it presents greater academic and social challenges and expectations. While high school also provides students with more independence, it is at a time in their development when they are more likely to engage in risky behaviors. It is also at this point when students begin to make important decisions regarding their academic and career pathways. Students should be given opportunities to analyse the potential impacts of behaviours such as use of drugs and alcohol, harassment, and intimidation on career development. Digital citizenship, road related risk, and the associated consequences of illegal, unsafe, and unethical behaviour are also important issues for students to consider. Helping students to make connections between their behaviours and actions, and consequences that may impact their career development is a positive step towards helping them to make better choices.

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FINANCIAL LITERACY

SCO 11 Students will be expected to... Demonstrate knowledge and skills associated with saving, investing, and banking.


1. Describe a variety of banking services offered by financial institutions 2. Explain the difference between saving and investing 3. Explain strategies useful to boost savings (e.g., avoid impulse purchases, avoid

unnecessary buying habits, comparison shopping, pay yourself first, invest your savings)

4. Interpret information about investment alternatives (e.g., stocks, mutual funds, GICs, savings accounts) by comparing the characteristics of each (e.g., risk, growth potential, knowledge of investment, time horizon)

5. Explain the purpose of the following investment accounts: RRSP, TFSA, RESP 6. Determine how compound interest impacts the value of investments over time, using

online tools 7. Describe strategies for keeping financial information secure and preventing and/or

repairing damage from identity theft and fraud

Elaboration: It is important that high school students receive guidance around money. Most students enjoy spending money, but are unfamiliar with the benefits related to saving and investing. When discussing savings, it is important for students to know they need to start early, set up an emergency fund, and make savings a habit. Savings can build much faster if individuals use effective strategies for boosting their savings: avoid impulse purchases, avoid unnecessary buying habits, use comparison shopping, pay yourself first, and invest your savings. This outcome will support students in making better decisions about money. Before money can be invested, it must be saved. A saver limits spending and allows a surplus of funds to accumulate. An investor puts savings to work with the expectation of future return or benefit. Saving and investing can help students reach both their short-term and long-term goals. Students should become familiar with the types and features of different investments, such as savings accounts, guaranteed investment certificates, mutual funds, and stocks. This will allow students to better understand the different characteristics of various investment products. Students should also be exposed to the power of compounding. This refers to the growth that can occur with savings and investments. Students should complete exercises illustrating the benefits of letting their money grow. There are several on-line tools that students can use to determine how compound interest impacts the value of investments over time. Students should understand the purpose of three commonly used accounts in which many Canadians purchase investments: registered retirement savings plans (RRSP), tax free

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savings accounts (TFSA), and registered education savings plans (RESP). An RRSP is an account registered with the federal government that people can use to save for retirement. Within an RRSP an individual can hold a variety of investment products, however, an RRSP is not an investment product, it is an investment account. Any contributions to an RRSP are deducted from income for tax purposes in the year it is placed in the RRSP. When the taxpayer withdraws funds from their RRSP, the amount withdrawn is taxable. RRSPs have many benefits: contributions are tax deductible, investments grow tax free, and funds can be withdrawn from an RRSP without tax implications for first time home buyers and/or to pay for education. Some of the drawbacks to RRSPs are the contribution limits and the taxes withheld with early withdrawals. The TFSA is a flexible, registered, general-purpose savings vehicle that allows Canadians to earn tax-free investment income to more easily meet lifetime savings needs. The personal maximum tax-free contribution is set by the federal government. Contributions into a TFSA are not tax-deductible, however, investment income earned, and withdrawals from it are tax-free. Similar to RRSPs, a variety of investment products can be purchased within a TFSA. An RESP is a special account used to save for post-secondary education. The Canadian Education Savings Grant is money the government adds to an RESP to support savings. The basic grant provides 20 cents on every dollar contributed, up to a maximum of $500 on an annual contribution of $2,500. After high school, funds can be withdrawn to pay for either full or part-time studies. This grant is available up until the end of the calendar year in which the child turns 17. Taking steps to protect personal financial information is becoming increasingly important with the surge in online shopping, banking, and other interactions requiring the virtual sharing of personal details. Students should be aware of best practices for protecting their personal information, including verifying the credibility of websites, using strong passwords, and avoiding the use of public computers for certain activities.

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SCO 12 Students will be expected to... Interpret concepts associated with personal income and taxes.


1. Explain different sources of income (e.g., employment income, investment income, inheritance, government transfers)

2. Describe different remuneration methods (e.g., hourly rate, overtime rate, job or project rate, commission, salary, gratuities) and remuneration schedules (e.g., weekly, bi-weekly, semi-monthly, monthly)

3. Understand the factors that impact remuneration (e.g., education, training, experience, economy, work ethic)

4. Interpret the information on a pay stub (e.g., Canadian Pension Plan, Employment Insurance, gross and net income, benefits, union dues)

5. Describe the interconnectedness between lifestyle preferences and personal income 6. Explain why taxes are paid and how taxes are used 7. Explain different types of taxes (e.g., income tax, sales tax, property tax) 8. Interpret the process involved in reporting personal income

Elaboration: This outcome will allow students to interpret the concepts associated with personal income and taxes. There are many different sources of income that students may acquire. Most people earn employment income by working for others. This includes wages and salaries, but students should also understand some of the other benefits that can be provided from employers including paid vacation days, extended health care insurance, dental insurance, and a company pension plan. Investment income includes capital gains, interest, and dividends. Buying an asset and selling it for a higher price is an example of a capital gain. Interest is the income received for letting others borrow your money. Although the interest is typically modest, a bank account is an example of this form of income. Dividends are a sum of money paid regularly by a company to its shareholders. Students should be able to explain the different government programs that provide support to individuals at different life stages, including the Child Tax Benefit, Employment Insurance, and Social Assistance. Many students may have already experienced the world of work; others will likely begin to work in some capacity in the near future. Generally, a major reason for working is remuneration. Students should understand the different types of remuneration that exists (e.g., hourly rate, overtime rate, job or project rate, commission, salary, gratuities) and remuneration schedules (e.g., weekly, bi-weekly, semi-monthly, monthly). Students should also be able to interpret their pay stub. A pay stub includes important information:

● General information - name, employee number, pay period ● Earnings - type of earnings (regular, overtime, etc.), hours or days worked, amount

earned in a current period, and amount earned year-to-date

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● Deductions - income tax, Employment Insurance, and may also include union dues, and social and personal benefits

● Vacation Pay - pay or paid time off, which is required by law from employers to employees

Students should be able to explain the deductions from their gross income, including details of

● Canadian Pension Plan (CPP) - provides pensions and benefits when contributors retire, become disabled, or die. With very few exceptions, every person who is 18 to 70 and works in Canada outside of Quebec must contribute to the CPP. If you work in the province of Quebec, you contribute to the QPP.

● Employment Insurance (EI) - provides temporary financial assistance to unemployed Canadians who have lost their job through no fault of their own. The income supports them while they look for work or upgrade their skills. People who are sick, pregnant, or caring for a newborn or adopted child or seriously ill family member may also be assisted by EI. There is no age limit for paying EI premiums.

● Income tax - a direct tax applied to income. Your employer deducts income tax from your earnings based on your province or territory of employment and your completed Form TD1.

There are a number of factors that influence the remuneration of employees, some external and some internal. External factors include the labour market, cost of living, labour unions, government legislation, and the economy. The internal factors that impact pay structure include the employer’s ability to pay, job evaluations, performance appraisals, upgrading knowledge and skills, seniority, and experience. Students should understand these influences and know which of these factors are within their control. Students should also be aware of the interconnectedness between lifestyle preferences and personal income. Students have already visualized and reflected upon their preferred future. By doing this they have begun to think about the type of lifestyle they want for themselves. Students have also explored various occupations and the specific salary or wage range for those occupations. Using their anticipated income, students can determine how they would allocate their money (e.g., housing, food, entertainment, travel, transportation, clothing). By doing this exercise, students can determine if their projected income will support the lifestyle they want. Many of the services and benefits we enjoy are made possible through taxes. We pay taxes on our income and on most goods and services we purchase in Canada. The government collects these taxes to pay for such things as roads, highways, hospitals, education, health care services, national defence, police and fire services, parks and playgrounds, libraries, garbage collection, and many other programs and services. Tax revenue also helps redistribute wealth to benefit lower-income families, students, seniors, and people with disabilities. Tax revenue also helps to fund social programs, such as Canada child tax benefits, universal child care benefits, and working income tax benefits. The Income Tax Act is a very complex statute, and considering it is so long and complicated it requires a great deal of time to fully understand. The topics and exercises students should complete regarding income tax should be very general and relate to situations that students their age may encounter. Canadian income taxation is based on self-assessment. Therefore, most residents of Canada

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are required to complete an income tax return. Someone else may prepare the return, but the resident is legally responsible for it. The federal, provincial, and territorial governments require all residents who earn more than a predetermined minimum amount to pay a percentage of their income in tax so that the government will have money to operate through the year. Income taxes are an important source of revenue for the federal and provincial governments. Students should also understand the other taxes that are collected by government, such as sales tax and property tax. The Canadian tax system for individuals is progressive. This means that the higher a person’s levels of taxable income, the higher the rate of tax they pay. When people discuss their tax rate, they usually talk about their marginal tax rate or their average tax rate. The marginal tax rate is the rate that applies to one more dollar of income. The average rate is simply the total tax payable divided by total income. Employers are required to withhold part of the amounts they pay out to their employees and remit them to the government. These amounts are deducted from the tax payable for the year to arrive at a final balance. In some cases, an individual may overpay their taxes over the course of the year and receive a refund from the government when they file income tax. Form TD1, the Personal Tax Credits Return, must be completed by anyone who starts a new job. Employers will provide their employees with the form which they will need to complete and return to them. Employers will use the information from the completed form to determine how much tax they must deduct from the employee’s pay. A T4 slip is a summary of income for the year and the related deductions. Employers must provide T4 slips to all of their employees by the end of February following the calendar year to which it applies. Students need to understand that they need the information on their T4 slip to complete their tax return. Students should be introduced to the General Income Tax and Benefit Guide, which contains all the information students will need to file their tax return. Students could complete a simple tax return by using tax software. Many teachers have limited experience with taxes. This outcome is meant to familiarize students with the process of filing taxes. Teachers are not income tax experts, and should therefore be careful not to provide advice to students about specific tax issues. Such advice should be left to the experts.

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SCO 13 Students will be expected to... Explain the role and importance of credit, debt, and insurance in personal finance.


1. Define credit and debt 2. Explain the advantages and disadvantages of credit 3. Understand the factors involved in establishing a credit rating and obtaining credit 4. Interpret information about various credit products (e.g., credit cards, credit lines,

overdraft, fixed/variable rate loans, and credit available to students) 5. Determine the cost of borrowing money (e.g., balance carried on credit cards, car loan,

student line of credit), using online tools 6. Explain methods to manage debt and challenges related to supporting debt 7. Explain concepts associated with insurance (e.g., policy, premium, deductible,

beneficiary, liability) 8. Explain the different forms of insurance (e.g., auto insurance, travel insurance, health

insurance, renters insurance) 9. Explain the potential implications of experiencing a loss without proper insurance

coverage

Elaboration: The main objective of this outcome is for students to learn about credit and insurance. One does not have to look too far to find an article related to the importance of using credit or insurance. Teachers should build awareness among students of the principles and concepts involved in making credit and insurance decisions. Students should leave this outcome feeling better about their ability to make informed decisions regarding credit and insurance. At some point, most people need credit. Credit is the privilege of using borrowed money for a period of time. Using credit means that a transaction has taken place between a creditor and a debtor. A creditor is any person or business that grants a loan or sells something on credit. A debtor is any person or business that buys on credit or receives a loan. Using credit can have significant implications, both positive and negative. With so many negative stories of people who have overextended themselves in debt, it is easy to see why students can be nervous about debt. Using credit has many disadvantages. The disadvantages of having credit include

● interest payments; ● overspending; ● financial trouble may arise if credit is not managed properly; ● impacts on future purchasing power.

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Although there are disadvantages to using credit, there are also significant advantages, such as

● buying needed or wanted services and goods using anticipated future income; ● not having to carry cash; ● having a record of purchases; ● convenience; ● emergencies.

There are many sources available to gain access to credit. Credit is available from banks, trust companies, credit unions, finance companies, department stores, payday loan companies, and oil and gas companies, just to name a few. Borrowers typically seek the lowest interest rate possible on a loan. Students must understand that access to credit and lower interest rates are generally tied to credit history. Financial companies will assess their clients before granting any credit. Students should understand how these companies will evaluate them when they are seeking credit. Lenders generally ask detailed questions during their evaluation related to the “5 Cs of credit”: character, co-signer/collateral, credit history, capacity, and capital. These 5 Cs are typically what credit granting institutions use to determine risk. Usually, a risky client will be refused credit or will be charged more interest to compensate for the high level of risk. As students mature they will be exposed to a variety of credit products, so they need to develop an awareness around these products in order to avoid serious financial difficulties. Most consumers have credit files. Credit files are created and updated after an individual has applied for or used any form of credit. Lenders routinely check a loan applicant’s credit history. Credit reporting agencies do not evaluate your credit file. Their job is to record all relevant information in your file and make your file available. Before an institution can access your file, you must grant permission. The one single factor that affects future borrowing is the information contained in a credit report. A credit report provides a significant amount of information about a person’s credit (e.g., personal details, use of credit products – current or past, and payment history). Students need to understand the importance of building and maintaining a positive credit history. Although a negative credit rating will limit options in many ways, avoiding credit is not the answer, as lenders typically view the lack of a credit history as being unfavorable. By making all bill payments on time and only accessing an amount of credit that you are able to repay, students should understand that that using debt responsibly can make life easier. Students should discuss the different credit products (e.g., credit cards, credit lines, overdraft, fixed/variable rate loans, and credit available for students). Students need to become familiar with a variety of credit products, and the terminology used within credit contracts (e.g., interest rate, principal, amortization). Because the most common type of credit is credit cards, students should become familiar with the various features of credit cards: annual fees, grace period, interest rate, fees on cash withdrawals, additional features). Student loans should also be discussed in detail. Interest on debt can quickly add up and have negative implications on the future. In order to see the impact of interest, students should use online tools to calculate the cost of a variety of different loans. By doing this, students can see the true cost of purchases when interest is

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considered. Supporting debt can be difficult. This is especially true if debt has not been properly managed. There are many strategies students should be aware of for managing debt, especially if it is becoming a problem. Some of these include paying their highest interest debt first, reviewing their personal budget to see where expenses can be trimmed and redistributed towards debt, talking with a financial planner or credit counsellor, consolidating debt, and refraining from adding to their debt. Insurance Major accidents can cripple a person or family financially. Because certain risks exist, most agree that these risks are too great to accept entirely on our own. Insurance companies operate by pooling risk. If a large number of people who face a common risk pool their money, the result is a fund that is intended to be sufficient to compensate the few who actually experience the disaster in question. Students should understand some of the basic concepts related to insurance, so they are able to make informed decisions. Students should become familiar with the terminology presented in an insurance policy (e.g., premium, liability, depreciation, deductible, indemnification, beneficiary). Actuaries work for insurance companies and take into consideration many complex factors when determining the insurance premium for an insurance policy. Students should consider the variables involved when insurance companies give them a quote. Consider the questions an insurance company may ask when determining auto insurance (e.g., gender, age, driving record, address, vehicle features). By doing this, students can understand why people pay different premiums and how they can minimize their premium. Car ownership poses such a significant threat that it is mandatory to carry a minimum amount of insurance. Car accidents can be financially disastrous; courts have issued settlements in the millions. Liability coverage is insurance that does not apply either to damage to your car or to injury to you, it is limited to situations where others suffer loss due to your negligence. Liability coverage is a legal requirement in Canada. In some areas, a car owner can be held responsible for the consequences of negligence on the part of anyone who is driving his or her car with consent. Students should understand the implications of owning and driving a vehicle. They should know the details of their policy so they can make informed decisions. Other types of auto insurance, such as collision coverage or comprehensive coverage are generally not mandatory. The decision to have this coverage would depend on the car’s actual cash value. The main question people should ask themselves if they are thinking about purchasing life insurance life insurance is: “Would my death create economic hardship for anyone?” The primary purpose of life insurance is to protect an income stream for dependants if the breadwinner dies prematurely. Health insurance can support individuals and families through the financial fallout from a severe health crisis. As Canadians, we are covered by government programs that pay for health supports such as hospitals and doctor’s services. Many people decide to get additional coverage related to long-term disability, extended health care, or dental care. Travel insurance covers expenses related to illness while out of the country. It also provides features such as interruption insurance and cancellation insurance, in case travel schedules need to be changed or altered.

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Many students will become tenants as they move into adulthood. It is therefore important that they understand rental insurance. Usually, landlords carry insurance, but it probably only covers their building – not the tenants’ belongings or the liability for accidents caused by the tenant. Also, if there is a break-in and the tenants’ possessions are stolen or items are damaged by a fire or severe weather, a renter’s insurance policy can allow tenants to recover their value. Students should consider a variety of situations that relate to insurance and reflect on the implications of not having the proper coverage. As in previous outcomes, teachers are not in a position to give advice to students on these matters, but should be providing information to help them make more informed decisions for themselves.

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SCO 14 Students will be expected to... Develop a financial plan that supports the attainment of their education and career goals.


1. Investigate the specific costs associated with various post-secondary education and career options, including;

a. attending post-secondary education or training (e.g., tuition, books, supplies, application fees)

b. living/studying away from home (e.g., housing, utilities, food, transportation) c. starting employment (e.g., clothing, tools and equipment, transportation,

insurance) 2. Investigate sources of funding – earned and awarded – available for post-secondary

education and career options (e.g., scholarships, bursaries, student loans, part-time/full-time employment, savings, family contributions, co-operative education, military, sponsorship, apprenticeship)

3. Develop components of their financial plan by a. comparing all sources of future funding to all future expenses related to their

education and career goals b. ensuring all data and information is realistic and current c. integrating the principles of sound financial planning (e.g., the importance of

saving and investing, accessing and managing credit, risk management, setting priorities, differentiating between needs and wants, differentiating between fixed and variable expenses)

d. examining the positive and negative implications of their financial decisions e. preparing detailed financial projections to support their post-high school

pathway options f. describing strategies, resources, and supports to manage unexpected financial

challenges 4. Evaluate their financial plan and adjust as necessary

This is a summative activity in which students can bring together what they have learned throughout the Financial Literacy Unit. A financial plan has several components and requires a great deal of thinking and decision making. Students should understand that a financial plan is systematic and orderly. It is largely focused around making decisions and will ultimately help students meet their goals. Finally, as students move closer to graduation and beyond they will need to periodically review and revise their plan. Students should begin by choosing a post-high school option they may pursue, and make this option the focus of their financial plan. It is important to note that a student’s plan may change, however, they should be able to apply the knowledge and skills they have learned to any

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option they choose. Students will need to complete the following in order to complete their financial plan:

● compare all sources of future funding to all future expenses related to their education and career goals;

● ensure all data and information is realistic and current; ● integrate the principles of sound financial planning (e.g., the importance of saving and

investing, accessing and managing credit, risk management, setting priorities, differentiating between needs and wants, differentiating between fixed and variable expenses);

● examine the positive and negative implications of their financial decisions; ● prepare detailed financial projections to support their post-high school pathway

options; ● describe strategies, resources, and supports to manage unexpected financial

challenges; To begin, students will need to find information on costs associated with their post-high school options as well as sources of funds. Students can do some research to determine the costs and funding sources, and then use a template to input their data. Students should be sure the information they are using is accurate, and must try to be thorough – even a simple item such as parking can be more costly than students realize. They should critically examine their financial plan by ensuring all figures are realistic and by making revisions if necessary. Students should consider the deadlines and timelines relevant for various sources of funds. This is especially true for scholarships, bursaries, and student loans. Several scholarships and bursaries need to be completed and submitted well before the end of a student’s Grade 12 academic year. Student loans have an application process, and this process can sometimes take longer than expected, delaying access to funding. The following questions will help students think critically about their financial plan:

● By the day I leave school, what financial goals do I want to have achieved? ● What assets and debts will I have when I finish school? ● What income and expenses can I expect in the year after I finish school? ● Will my income cover my expenses? ● What can I do to get the money and the other financial support I need? ● What could go wrong? What will I do about it? ● How will I keep my plan up-to-date?

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CAREER PLANNING

SCO 15 Students will be expected to... Develop a personal career portfolio that is flexible and shows evidence of the career development process.


1. Explain the role of a well-developed, current career portfolio 2. Differentiate among the different types and purposes of portfolios (e.g., language

portfolio, art portfolio, career portfolio, interview portfolio). 3. Compile documentation and artefacts for their career portfolio, including:

a. knowledge gained through self-discovery b. career goals, strategies, and associated timelines c. support networks and resources d. evidence of learning and skill development e. high school course selection and flexible learning options f. post-secondary education, training, and/or apprenticeship programs of interest g. workplace opportunities of interest h. relevant labour market information and opportunities i. financial planning for transition j. evidence of having explored alternate career options k. evidence that their plans are realistic and achievable

4. Demonstrate effective organizational, communication, and critical thinking skills in their career portfolio

5. Demonstrate appropriate writing and representing skills (e.g., style, structure, format, media) to reflect their career development process

6. Relate their career planning to their preferred future, and adjust as necessary

Elaboration: In our complex and rapidly changing world of globalization and technological advancement, individuals are expected to transition several times in their lifetime between learning and work. As a result, career development has become an important task for individuals as they navigate their way in society and the new world of work. Development of a personal career portfolio will equip students with the tools they need to begin to manage these transitions and work toward and navigate their unique career pathway throughout life. Additionally, developing their career portfolios will provide opportunities for students to

● develop a chronological record of their personal growth and achievement; ● take responsibility for their personal growth and career development;

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● clarify their interests, abilities, and aspirations; ● connect self-discovery to post-secondary programs and occupations of interest; ● connect their learning to life outside of school; ● illustrate their growth and achievements; ● increase self-confidence and pride in their accomplishments; ● document, develop, and market their skills.

In Grade 7 health, students begin collecting artefacts for their career portfolio. Students should continue to develop and adapt content through their intermediate and senior high years, and take portfolios with them when they complete high school. Portfolios are living documents that will continue to grow and further develop as students progress through life. The personal career portfolio can take on many different forms. For example, throughout the semester, students will have created and collected a variety of types of documents and stored many of those online in their personal portfolio space on myBlueprint. While this format will provide a basic level of evidence of learning, teachers may also wish to have students assemble a more thoughtfully organized and visually appealing compilation of their work such as a hard copy version of their career portfolio, an e-portfolio, or a personally developed website. The key is that the career portfolio is in a format that will best showcase each student’s skills and their unique career development journey thus far. Demonstrating achievement of this outcome will require students to organize and reflect on the various aspects of their work in all areas of career development. Students will continually revisit the four themes of career development throughout this course:

● Who am I? ● What are my opportunities? ● What are my next steps and why? ● What is my action plan?

Regardless of the format chosen to organize its components, a successful career portfolio will contain evidence of achieving all outcomes in this course and will provide detailed plans for pursuing multiple potential pathways a student may take during and after high school. It will contain information related to all components of their career development in CEO, such as

● self-discovery; ● career goals, strategies and associated timelines; ● support networks and resources; ● evidence of learning and skill development; ● high school course selection and flexible learning options; ● post-secondary education, training, and/or apprenticeship programs of interest; ● workplace opportunities of interest; ● relevant labour market information and opportunities; ● financial planning for transition; ● evidence of having explored alternate career options (e.g., having a “Plan B”); ● evidence that their plans are realistic and achievable.

A student’s’ career portfolio should demonstrate growth and skill development in many areas throughout the semester. For example, employability skills such as continuous learning, critical thinking, and organizational and problem solving skills should be evident in their career portfolio. Practising appropriate writing and representing skills will allow students to build on their learning from other high school curricula, such as language arts. Evidence of students’

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learning should also include artifacts such as ● certificates, diplomas, transcripts; ● resume, cover letter, references; ● personal narratives and reflections; ● work samples or photographs; ● thank-you letters, accolades, awards.

A career portfolio provides students with a “master portfolio” document that can then be tailored to meet specific objectives for different circumstances. For example, an art portfolio is often used to attain acceptance into a college or university art program and should showcase a variety of artistic writings, skills, and techniques (e.g., drawings, paintings, sculptures, digital arts, portraits, landscapes, perspective techniques, artist statement, resume). Interview portfolios can assist students in gaining clarity about their career development and can be useful during job interviews to provide evidence of their learning and skills to prospective employers. Students can compile relevant components and artefacts from their career portfolio to create specific types of portfolios for various situations, but their entire career portfolio is more about assisting them in gaining clarity about their career development, and helping them keep everything organized and current. Each student’s career portfolio must show evidence that their career planning is flexible enough to allow for changes as they progress through high school and come to better know themselves, their situation, and their aspirations for their preferred future. Having alternate plans to address the potential for changing priorities, goals, and situations is a necessary part of career planning. Students should be encouraged to revisit the description of their preferred future during and after this course in order to determine parallels with their career planning and goals, and adjust as necessary.

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SCO 16 Students will be expected to... Demonstrate their learning by sharing their personal career portfolio.


1. Organize their career portfolio presentation in a format that showcases their strengths 2. Communicate their career development process effectively (e.g., eye contact, strong

voice, clarity) using appropriate supports (e.g., technology, images, artefacts) 3. Present components of their career portfolio through a student-led conference or

presentation (e.g., with parents/guardians, teachers, peers, school counsellor, coach, community mentor)

4. Demonstrate personal growth through their career portfolio conference or presentation (e.g., skill development, insights, refining of values and priorities)

5. Respond to questions and critical feedback regarding their career portfolio

Elaboration: The variety of methods students could choose for sharing their personal career portfolio can be as individual as they are. Within the constraints of time and the realities of the classroom environment, teachers should provide an opportunity for each student to be involved in determining how evidence of their learning is communicated. The chosen format will depend greatly on the strengths of each student and how they believe they can best highlight those strengths. For example, the presentation of learning could be organized into a slideshow, a video, or a website. Some students may choose to use the online portfolio component of myBlueprint to share highlights of their career development journey, while others may prefer to use a physical career portfolio to guide their presentation. Students could choose to share their work through a small group discussion with only their parents/guardians and the CEO401A teacher (i.e., a student-led conference), or they may wish to do a more formal presentation including only some of their peers or the entire class. Flexibility and comfort level on the part of students are key considerations, as the content of material they will be sharing is very personal in nature. A student-led conference involves a student leading their teacher(s), parent(s), guardian(s) or other guests through a portfolio or collection of prepared work, sharing their learning and skill development, and discussing how they have reached decisions regarding their career development and planning. This type of interaction not only encourages self-directed learning, but requires students to be clear about their own thinking and demands a measure of independence. Prior to implementing student-led conferences, each participant must be clear on what their role will be, and students must be well prepared in advance to lead the discussion while sharing examples of their work. Typically, teachers would begin this type of conference by setting a positive tone and letting everyone know that the student will play the role of facilitator. As the meeting progresses, the teacher would then move to the background to allow the student to control the information sharing. Any mediation or time monitoring during the student-led conference would be done by the teacher.

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In meeting expectations for this outcome, students should work with the teacher to set up a mutually agreeable format and timeframe for sharing their learning about their career development process and next steps. Students will be assessed on their communication skills, as well as the level of completeness of their planning, and evidence of each of the stages of career development. Those teachers who have one or two sections of CEO401A could potentially set up times for student-led conferences during exam week. Alternately, CEO401A teachers could request the help of a substitute teacher, cooperative education teacher, or school counsellor in working with other students in the class for short periods of time near the end of the semester. This would allow the CEO401A teacher to focus solely on supporting and assessing a student in their student-led conference in a nearby, private area during class time. Students may wish to invite parents or guardians, a community mentor chosen by the student, a youth worker, or the school counsellor to their conference. If parents or guardians are unable to attend, teachers may wish to send home a form to sign indicating that they have seen and discussed the information contained within the student’s career portfolio. Details of the student-led conference should include student input and arrangements should be made well in advance of the conference. Inherent in the process of sharing is the need for students to organize, select, and perhaps further develop components of their career portfolio so as to reflect their best efforts. During this process, students will undoubtedly recognize that some personal growth and refinement of skills has occurred. Formative feedback provided by the teacher throughout the semester will enable students to make improvements and showcase their best work. Having students peer-assess practice sessions of student-led conferences in small groups will help them develop a comfort level with the process while improving their communication and critical thinking skills. Students should be able to provide clear and logical rationale for the decisions they have made and the pathways they have chosen to further explore. Evidence provided through students’ career portfolios should indicate that their planning is based on knowledge they have gained throughout the course (e.g., self, labour market, financial planning, post-secondary education and occupational opportunities). It is, therefore, imperative that students be given ample opportunities to reflect on their work and their decisions at various times throughout the course so that they will be able to clearly articulate the reasoning behind their pathway choices.

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DRAFT - Prince Edward Island...Career Explorations and Opportunities Renewed Curriculum DRAFT -...

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