Career-Life Connections

Core Competencies

Communicating
 
Collaborating
Critical and Reflective Thinking
 
Creative Thinking
Personal Awareness and Responsibility
 
Positive Personal and Cultural Identity
 
Social Awareness and Responsibility

Students are expected to know the following:

Students are expected to be able to do the following:

Students are expected to know the following:

Students are expected to be able to do the following:

Students are expected to know the following:

Students are expected to be able to do the following:

Students are expected to know the following:

Students are expected to be able to do the following:

Students are expected to know the following:

Students are expected to be able to do the following:

Big Ideas

Big Ideas

Career-life development
  • Sample questions to support inquiry-based learning:
    • How can intentional career-life development move us toward personally determined and evolving preferred futures?
    • What personal tools and strategies can help us develop and commit to short-term goals and actions, while keeping us open to emerging possibilities?
    • How do career-life roles and goals change throughout life?
includes ongoing cycles of exploring, planning, reflecting, adapting, and deciding.
Career-life decisions
  • Sample questions to support inquiry-based learning:
    • In what ways can we integrate knowledge of self and educational/labour market realities to pursue our preferred futures?
    • How can our values and passions inform career-life decision making?
    • How do we respectfully navigate competing social, familial, and cultural expectations as we pursue our preferred career-life pathways?
influence and are influenced by internal and external factors
For example, internal factors may include personal interests, abilities, and competencies, and external factors may include place-based, community, and digital influences and circumstances.
, including local and global trends
for example:
  • sustainability and economic trends
  • shifts in societal norms, such as family roles and structures, living arrangements (e.g., with immediate or multi-generational family/families, on-reserve or off-reserve, alone, with friends, with partner), expectations for self-regulation of work/life balance
  • influence of place, such as urban, suburban, small town, rural, remote
  • work options, such as entrepreneurship, flexible work schedules, working from home
.
Engaging in networks
  • Sample questions to support inquiry-based learning:
    • How do our communications and interactions represent who and how we want to be in the world?
    • In what ways can we collaborate with people from our personal and educational/workplace networks to explore and further meaningful career-life opportunities?
    • What role can mentors play in our career-life development and in advancing our career-life goals?
and reciprocal relationships
with family, social groups, local community, post-secondary education communities, professional communities, digital communities, the global community
can guide and broaden career-life awareness and options.
A sense of purpose and career-life balance support well-being
  • Sample questions to support inquiry-based learning:
    • During career-life transitions, what personal tools and strategies can help us achieve and maintain a positive orientation toward the future?
    • How can our values and goals guide us to find meaningful balance among multiple career-life roles?
    • How do we capitalize on our strengths and interests to help us make meaningful contributions in the world?
.
Lifelong learning and active citizenship foster career-life opportunities
  • Sample questions to support inquiry-based learning:
    • As lifelong learners, how do we reflect on formal and informal education/work experiences to enhance our career-life development?
    • In an ever-changing world, how do we recognize and adjust to emerging career-life opportunities?
    • In what ways can our passions lead to service for our communities?
for people and communities.

Content

Learning Standards

Content

Personal career-life development
  • mentorship opportunities
    Ongoing conversations focused on student needs, interests, and goals foster purposeful career-life development. The role of mentor is often performed by the Career-Life Connections educator.
  • competencies
    see Core Competencies at https://curriculum.gov.bc.ca/competencies
    of the educated citizen
  • self-advocacy strategies
    to communicate personal strengths, preferences, views, values, and interests with confidence
  • factors
    such as family expectations, personal awareness, culture, religion, gender, socio-economics
    that shape personal identity and inform career-life choices
  • strategies for personal well-being and work-life balance
  • reflection
    to explore strengths and areas for growth; passions, values, and aspirations; development in competencies; career-life explorations; and how these inform preferred futures
    strategies
  • employment marketing
    for example, resumé, cover letter, cold calls, social media, interviews, application forms, accessing employment networks
    strategies
  • rights and regulations in the workplace, including safety
    Young workers are at increased safety risk and may benefit from a review of:
    • injury prevention and safety protocols, such as WHIMIS, PPE, safety training
    • WorkSafeBC
    • BC Employment Standards
    • occupational health and safety rights and responsibilities
    • harassment prevention
Connections with community
  • social capital
    networks of reciprocity among people who live and work in a particular society, enabling the individual and society to function effectively for the common good
    and transferrable skills, including intercultural
    for example:
    • knowledge of diverse cultures, organizations, and institutions
    • cultural awareness and sensitivity
    • understanding of contexts
    • acceptance of differences, social norms, histories
    , leadership, and collaboration skills
  • career-life exploration
  • ways to represent themselves, including consideration of personal and public profiles
    taking into consideration:
    • personal versus public contexts
    • digital and face-to-face contexts
    • differences between various audiences
    • social and peer group interactions and the potential loss or gain of reputation/opportunities/status
    • importance of both verbal and non-verbal communications in interviews and presentations
    , digital literacy, and citizenship
Career-life planning
  • self-assessment
    includes:
    • considering the interconnectedness of personal values and career-life choices
    • reflecting on career-life exploration
    • determining what is attainable considering internal and external factors
    to achieve goals that advance preferred career-life futures
  • methods
    including both digital and non-digital formats; for example, learning profile, portfolio, blog, anthology, archives, dossier, docket, journals, videos
    of organizing and maintaining authentic career-life evidence
  • career-life roles
    considering multiple personal, educational, and work roles throughout life; for example, friend, colleague, partner, parent, student, apprentice, volunteer, employee, entrepreneur, advocate
    and transitions
  • diverse post-graduation possibilities, including personal, educational, and work
    Consider multiple work possibilities; for example:
    • unionized and non-unionized
    • entrepreneurship
    • self-employment
    • piece work and contract work
    • part-time, full-time, temporary
    • working from home, working remotely
    • paid and unpaid work (e.g., stay-at-home parent)
    options
  • labour market trends and local and global influences
    may include cultural roles and expectations, community needs, geographical factors, economic drivers, employment, emerging opportunities, declining occupations, specialized training requirements
    on career-life choices
  • post-graduation budget planning
  • capstone guidelines
    https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculu…
  • approaches
    flexible ways to showcase the learning journey based on student preferences and types of audiences; for example, face-to-face conversation with display during an open-house format, digital showcase, oral presentation to a panel; may include performances, artifacts, and/or artistic works
    to showcasing the learning journey

Curricular Competency

Learning Standards

Curricular Competency

Examine

Recognize personal worldviews
particular philosophies of life or conceptions of the world that underpin identity and the ways people interact with the world; for example, First Peoples, new immigrant, refugee, rural, urban, colonial, geocentric
and perspectives
attitudes of people according to their gender, race, sexual orientation, diverse abilities
, and consider their influence on values, actions, and preferred futures
Analyze internal and external factors to inform personal career-life choices
may include consideration of passions, preferences, strengths, education/work opportunities, well-being
for post-graduation planning
Assess personal transferable skills, and identify strengths and those skills that require further refinement
Explore and evaluate personal strategies, including social, physical, and financial, to maintain well-being

Interact

Collaborate with a mentor
The role of a mentor is often performed by the Career-Life Connections educator. Mentors play an important role in helping students with career-life development, including planning, decision making, providing exposure to possibilities, and finding emerging opportunities.
to inform career-life development and exploration
Engage with personal, education, and employment networks to cultivate post-graduation resources
as determined by student needs, interests, and goals; may include educators, family, professionals, community members, members of local First Peoples communities, apprenticeship and post-secondary students and personnel, peers and friends
and social capital
Create and critique personal and public profiles for self-advocacy and marketing purposes
Demonstrate and reflect on inclusive, respectful, and safe interactions in multiple career-life contexts
social groups, school community, local community, post-secondary communities, cultural communities, workplace, digital spaces

Experience

Explore possibilities for preferred personal and education/employment futures, using creative and innovative thinking
Identify and apply preferred approaches to learning for ongoing career-life development and self-advocacy
Engage in, reflect on, and evaluate career-life exploration
Career-life exploration refers to substantive experiential learning (30 hours or more) that is intended to expand and/or deepen student exposure to career-life possibilities. Based on student needs and interests, it can include service learning, volunteerism, employment, fieldwork projects, entrepreneurship, and passion projects.
Reflect on experiences in school and out of school, assess development in the Core Competencies, and share highlights of their learning journey
Design, assemble, and present a capstone project