| Content |
Career-life planning- self-assessment to achieve goals that advance preferred career-life futures
- methods of organizing and maintaining authentic career-life evidence
- career-life roles and transitions
- diverse post-graduation possibilities, including personal, educational, and work options
- labour market trends and local and global influences on career-life choices
- post-graduation budget planning
- capstone guidelines
- approaches to showcasing the learning journey
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Career-Life Connections |
No CCG |
| Keyword: self-assessment |
Elaboration: includes:considering the interconnectedness of personal values and career-life choicesreflecting on career-life explorationdetermining what is attainable considering internal and external factors |
| Keyword: methods |
Elaboration: including both digital and non-digital formats; for example, learning profile, portfolio, blog, anthology, archives, dossier, docket, journals, videos |
| Keyword: career-life roles |
Elaboration: considering multiple personal, educational, and work roles throughout life; for example, friend, colleague, partner, parent, student, apprentice, volunteer, employee, entrepreneur, advocate |
| Keyword: work |
Elaboration: Consider multiple work possibilities; for example:unionized and non-unionizedentrepreneurshipself-employmentpiece work and contract workpart-time, full-time, temporaryworking from home, working remotelypaid and unpaid work (e.g., stay-at-home parent) |
| Keyword: influences |
Elaboration: may include cultural roles and expectations, community needs, geographical factors, economic drivers, employment, emerging opportunities, declining occupations, specialized training requirements |
| Keyword: capstone guidelines |
Elaboration: https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/curriculu… |
| Keyword: approaches |
Elaboration: 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 |
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| Content |
Connections with community- social capital and transferrable skills, including intercultural, leadership, and collaboration skills
- career-life exploration
- ways to represent themselves, including consideration of personal and public profiles, digital literacy, and citizenship
|
Career-Life Connections |
No CCG |
| Keyword: social capital |
Elaboration: 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 |
| Keyword: intercultural |
Elaboration: for example:knowledge of diverse cultures, organizations, and institutionscultural awareness and sensitivityunderstanding of contextsacceptance of differences, social norms, histories |
| Keyword: personal and public profiles |
Elaboration: taking into consideration:personal versus public contextsdigital and face-to-face contextsdifferences between various audiencessocial and peer group interactions and the potential loss or gain of reputation/opportunities/statusimportance of both verbal and non-verbal communications in interviews and presentations |
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| Content |
Personal career-life development- mentorship opportunities
- competencies of the educated citizen
- self-advocacy strategies
- factors that shape personal identity and inform career-life choices
- strategies for personal well-being and work-life balance
- reflection strategies
- employment marketing strategies
- rights and regulations in the workplace, including safety
|
Career-Life Connections |
No CCG |
| Keyword: mentorship opportunities |
Elaboration: 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. |
| Keyword: competencies |
Elaboration: see Core Competencies at https://curriculum.gov.bc.ca/competencies |
| Keyword: self-advocacy strategies |
Elaboration: to communicate personal strengths, preferences, views, values, and interests with confidence |
| Keyword: factors |
Elaboration: such as family expectations, personal awareness, culture, religion, gender, socio-economics |
| Keyword: reflection |
Elaboration: to explore strengths and areas for growth; passions, values, and aspirations; development in competencies; career-life explorations; and how these inform preferred futures |
| Keyword: employment marketing |
Elaboration: for example, resumé, cover letter, cold calls, social media, interviews, application forms, accessing employment networks |
| Keyword: safety |
Elaboration: Young workers are at increased safety risk and may benefit from a review of:injury prevention and safety protocols, such as WHIMIS, PPE, safety trainingWorkSafeBCBC Employment Standardsoccupational health and safety rights and responsibilitiesharassment prevention |
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| Curricular Competency |
Design, assemble, and present a capstone project |
Career-Life Connections |
Share |
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| Curricular Competency |
Reflect on experiences in school and out of school, assess development in the Core Competencies, and share highlights of their learning journey |
Career-Life Connections |
Share |
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| Curricular Competency |
Engage in, reflect on, and evaluate career-life exploration |
Career-Life Connections |
Experience |
| Keyword: career-life exploration |
Elaboration: 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. |
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| Curricular Competency |
Identify and apply preferred approaches to learning for ongoing career-life development and self-advocacy |
Career-Life Connections |
Experience |
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| Curricular Competency |
Explore possibilities for preferred personal and education/employment futures, using creative and innovative thinking |
Career-Life Connections |
Experience |
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| Curricular Competency |
Demonstrate and reflect on inclusive, respectful, and safe interactions in multiple career-life contexts |
Career-Life Connections |
Interact |
| Keyword: career-life contexts |
Elaboration: social groups, school community, local community, post-secondary communities, cultural communities, workplace, digital spaces |
|
| Curricular Competency |
Create and critique personal and public profiles for self-advocacy and marketing purposes |
Career-Life Connections |
Interact |
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| Curricular Competency |
Engage with personal, education, and employment networks to cultivate post-graduation resources and social capital |
Career-Life Connections |
Interact |
| Keyword: post-graduation resources |
Elaboration: 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 |
|
| Curricular Competency |
Collaborate with a mentor to inform career-life development and exploration |
Career-Life Connections |
Interact |
| Keyword: mentor |
Elaboration: 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. |
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| Curricular Competency |
Explore and evaluate personal strategies, including social, physical, and financial, to maintain well-being |
Career-Life Connections |
Examine |
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| Curricular Competency |
Assess personal transferable skills, and identify strengths and those skills that require further refinement |
Career-Life Connections |
Examine |
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| Curricular Competency |
Analyze internal and external factors to inform personal career-life choices for post-graduation planning |
Career-Life Connections |
Examine |
| Keyword: career-life choices |
Elaboration: may include consideration of passions, preferences, strengths, education/work opportunities, well-being |
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