| Curricular Competency |
Recognize personal worldviews and perspectives, and consider their influence on values, actions, and preferred futures |
Career-Life Connections |
Examine |
| Keyword: worldviews |
Elaboration: 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 |
| Keyword: perspectives |
Elaboration: attitudes of people according to their gender, race, sexual orientation, diverse abilities |
|
| Big Ideas |
Lifelong learning fosters career-life opportunities. |
Career-Life Education |
No CCG |
| Keyword: Lifelong learning |
Elaboration: Sample questions to support inquiry-based learning:What habits of mind and attitudes help us develop as lifelong learners? As lifelong learners, how can we tap into our strengths, interests, and competencies when exploring potential career-life opportunities?How can we use experiences and reflection to foster our growth as lifelong learners? |
|
| Big Ideas |
Finding balance between personal and work life promotes well-being. |
Career-Life Education |
No CCG |
| Keyword: Finding balance |
Elaboration: Sample questions to support inquiry-based learning:What tools and strategies can help us maintain balance between our personal and work lives?In what ways can we approach career-life challenges and stressors to sustain a healthy balance?How can we use our knowledge about balance among many personal and work life roles to nurture our own well-being? |
|
| Big Ideas |
Cultivating networks and reciprocal relationships can support and broaden career-life awareness and options. |
Career-Life Education |
No CCG |
| Keyword: Cultivating networks |
Elaboration: Sample questions to support inquiry-based learning:In what ways can our networks of family, peers, and community members help us develop confidence and initiative in career-life development?What communication and collaboration strategies can we use to broaden our networks?In what ways can we positively represent ourselves digitally in the global network? |
| Keyword: reciprocal relationships |
Elaboration: with family, peers, and community members |
|
| Big Ideas |
Career-life decisions are influenced by internal and external factors, including local and global trends. |
Career-Life Education |
No CCG |
| Keyword: Career-life decisions |
Elaboration: Sample questions to support inquiry-based learning:How do self-awareness and knowledge of skills, talents, and challenges contribute to career-life choices?How can local contexts, including sense of place, inform our career-life role choices?In light of local and global trends, in what ways can we use our strengths, interests, and competencies to position ourselves for success? |
| Keyword: internal and external |
Elaboration: for example, internal factors may include personal interests, abilities, and circumstances, and external factors may include place-based, community, and digital influences |
|
| Big Ideas |
Career-life choices are made in a recurring cycle of planning, reflecting, adapting, and deciding. |
Career-Life Education |
No CCG |
| Keyword: Career-life choices |
Elaboration: Sample questions to support inquiry-based learning:How do we pursue open-ended career-life goals in a rapidly changing world?What tools and strategies can help us commit to short-term actions, while keeping us open to emerging possibilities?What evidence of learning both in school and out of school best represents development of our competencies? |
|
| Content |
Career-life planning- career-life development research
- methods of organizing and maintaining authentic career-life evidence
- models of decision making and innovative thinking for flexible planning and goal setting
- financial planning tools, pre- and post-graduation opportunities, and local and global labour and market trends
|
Career-Life Education |
No CCG |
| Keyword: career-life development research |
Elaboration: related to diverse career-life roles; for example, post-graduation options, personal passions, work, family, education, volunteerism |
| Keyword: methods |
Elaboration: including both digital and non-digital formats; for example, learning profile, portfolio, blog, anthology, archives, dossier, docket, journals, videos |
| Keyword: financial planning |
Elaboration: for example, budgeting for post-graduation career-life options and entrepreneurship; considering influence on work-life balance decisions |
| Keyword: pre- and post-graduation opportunities |
Elaboration: such as extracurricular activities, volunteerism, travel, passion projects; includes course and program selection related to post-graduation plans |
| Keyword: local and global labour and market trends |
Elaboration: for example, employment opportunities in many contexts, emerging opportunities, community needs, declining occupations, specialized training requirements |
|
| Content |
Connections with community- inclusive practices, including taking different worldviews and diverse perspectives into consideration
- personal networking and employment marketing strategies
- factors that both inform career-life choices and are influenced by them, including personal, environmental, and land use factors
- ways to contribute to community and society that take cultural influences into consideration
- value of volunteerism for self and community
|
Career-Life Education |
No CCG |
| Keyword: inclusive practices |
Elaboration: acknowledging the value of diversity (e.g., First Nations, Metis, and Inuit worldviews, gender, race, sexual orientation, diverse abilities, religious beliefs, anti-sexist and anti-racist practices); Reconciliation as a responsibility for all individuals
|
| Keyword: different worldviews |
Elaboration: particular philosophies of life or conceptions of the world that underpin identity and how people interact with the world; for example, First Peoples, new immigrant, refugee, rural, urban, colonial, geocentric; see
https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/indigenous-education/awp_moving_forward.pdf
|
| Keyword: diverse perspectives |
Elaboration: attitudes of people according to their gender, race, sexual orientation, diverse abilities
|
| Keyword: personal networking |
Elaboration: accessing support networks to continue exploring career-life opportunities; for example, family, school, community, peers
|
| Keyword: employment marketing |
Elaboration: for example, resumé, cover letter, cold calls, social media, interviews, application forms, accessing employment networks
|
| Keyword: personal |
Elaboration:
for example:
family values, dynamics, and expectations
friends
community membership
|
| Keyword: environmental |
Elaboration: for example, climate change, impact on ecology, sustainability, stewardship
|
| Keyword: land use |
Elaboration: respectful consideration of First Peoples’ claims and rights, places of historical and social significance, legal considerations. The connection between people and place is foundational to First Peoples’ perspectives on the world.
|
| Keyword: cultural influences |
Elaboration: on the nature of an individual’s contributions, roles, values, duties
|
| Keyword: value of volunteerism |
Elaboration: for example, develops self-esteem, resilience, social responsibility, connections, and practical workplace skills and provides opportunities for service learning; contributes to community
|
|
| Content |
Career-life development- mentorship opportunities
- strategies for maintaining well-being in personal and work life
- preferred ways of knowing and learning
- competencies of the educated citizen, employability skills, essential skills, leadership and collaboration skills
- self-assessment and reflection strategies
- ways to represent themselves both personally and publicly
- appropriate workplace behaviour and workplace safety
|
Career-Life Education |
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 Education educator. |
| Keyword: strategies for maintaining well-being |
Elaboration: for example, stress management, mindfulness practices, awareness of digital presence/footprint and how it can influence self-esteem and anxiety |
| Keyword: preferred ways of knowing and learning |
Elaboration: recognizing what works for self and what works for others may be different; awareness of cultural influences, including traditional and contemporary First Peoples’ worldviews and cross-cultural perspectives |
| Keyword: competencies |
Elaboration: See Core Competencies at https://curriculum.gov.bc.ca/competencies |
| Keyword: employability skills |
Elaboration: For example, see https://www.conferenceboard.ca/spse/employability-skills.aspx |
| Keyword: essential skills |
Elaboration: For example, see https://www.canada.ca/en/employment-social-development/programs/essenti… |
| Keyword: appropriate workplace behaviour |
Elaboration: including:respectful interactionswork ethicappropriate use of technologyworkplace etiquette |
| Keyword: workplace safety |
Elaboration: injury prevention and safety protocols, such as WHIMIS, PPE, safety training, WorkSafeBCBC Employment Standardsoccupational health and safety rights and responsibilitiesharassment prevention |
|
| Curricular Competency |
Develop preliminary profiles and flexible plans for career-life learning journeys |
Career-Life Education |
Initiate |
|
| Curricular Competency |
Explore and reflect on career-life roles, personal growth, and initial planning for preferred career-life pathways |
Career-Life Education |
Initiate |
| Keyword: career-life roles |
Elaboration: including personal, family, student, community, and employment |
|
| Curricular Competency |
Practise effective strategies for healthy school/work/life balance |
Career-Life Education |
Experience |
|
| Curricular Competency |
Explore and connect experiential learning both inside and outside of school with possible and preferred career-life pathways |
Career-Life Education |
Experience |
|
| Curricular Competency |
Identify career-life challenges and opportunities, and generate and apply strategies |
Career-Life Education |
Experience |
|
| Curricular Competency |
Demonstrate inclusive, respectful, and safe interactions in diverse career-life environments |
Career-Life Education |
Experience |
| Keyword: environments |
Elaboration: may include personal, community, education, and workplace contexts |
|