Educational Planning
Activity 1: Why People Work
Foundational Objectives:
Awareness and understanding of the relationship between work and learning.
Awareness and knowledge of educational benefits.
Awareness and knowledge of the interrelationship of life roles.
Learning Objectives:
The student will:
- examine reasons for and importance of work.
- identify personal goals that may be satisfied through a combination of work, community, social, and family roles.
C.E.L.s: COM, CCT, PSVS, NUM, IL
Materials:
- pencil or pen
- handout No. 1 "Do You Agree?"
- paper
- handout No. 2 "Why People Work"
Time: Two class periods.
Activity:
- Have students complete handout No. 1.
- Divide the class into groups or pairs. Students can compare their responses with others and discuss the reasons for their responses. Discuss the activity with the whole class.
- Have students write down as many reasons they can think of regarding why people work.
- Ask for student suggestions and group responses under the following eight categories on the chalkboard.
- Livelihood
- Human Relationships
- Personal Development
- Job Satisfaction
- Service
- Security
- Success
- Happiness
- Distribute the "Why People Work" activity sheet (handout No. 2).
- Explain to students that people work for reasons other than to make money. Have students form groups and discuss their reasons. Have each group discuss the importance of each reason.
- For a closing activity, have students respond to the following statement:
I learned that ...
Additional Activities:
The Interview - Why People Work
As a class project, ask each student to interview at least five people who are or have been employed. As part of the interview, have students ask at least the following questions related to the reasons why people work. (The students may generate additional questions.) You may wish to ask a former student who is currently working to be a resource speaker in the classroom.
- What is there about the work you do that gives you the most satisfaction?
- Are there aspects of your work that sometimes "get you down", that you wish were not part of the job?
- If you were fortunate enough to win a sum of money large enough to support yourself and your family, would you still continue to work? Explain.
Once the interviews have been completed, compile the results, observing common threads of job satisfaction or dissatisfaction. Basically, the class will be looking for:
- the reasons why people work
- the qualities of work that people find most satisfying/dissatisfying.
Before the interview, students might hypothesize what they think the answers will be for each of the three questions.
Evaluation:
Resources:
For printing and copying this template Requires Acrobat Reader (click on the table title)
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Do You Agree?
Below is a list of statements about work. Record your feelings about the statements by placing a check mark under "Agree" or "Disagree" for each statement. Write down your reason for each answer.
- All adults should earn their living by working.
- Most work is dull, routine, and uninteresting.
- Work means physical labour.
- All women should work outside the home.
- Mothers should stay at home with their children.
- Men should earn more than women.
- A job can give a person prestige.
- In a household where both partners work, household chores
should be shared equally.
- Most people would want to work, even if they had enough
money to support themselves.
- Work gives meaning and purpose to a person's life.
- It is possible to obtain a lot of satisfaction from doing
a job well.
- Anyone can rise to fame and fortune by working hard.
- It is easier to relate to people when we know what kind of work they do.
- Work provides an opportunity to be creative.
- Having a job is equally important to men and women.
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Grade 8 Module: Educational Planning
Handout No. 1 "Do You Agree?"
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Do You Agree? (continued)
Reasons for Answers
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Source: One step at a time, Educational and Career Explorations, Intermediate Division, Ministry of Education, Ontario, 1984.
Grade 8 Module: Educational Planning
Handout No. 1 "Do You Agree?"
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Why People Work
Livelihood
People work to provide themselves and their families with the basic essentials of life -- food, clothing and shelter. Once these basic essentials are met, other needs and wants become important.
Human Relationships
People basically like companionship. People seek companionship with persons who have interests similar to their own. Working is a means of associating with people who have similar interests. Being part of a group gives people a feeling of belonging. Your work can provide companionship and associations with others.
Personal Development
Work can provide an opportunity to learn and grow intellectually and socially. It is a means of attaining new goals in life by developing new skills and learning new things. Work allows people to reach their fullest potential. Your work can help you grow and reach your potential.
Job Satisfaction
Because most of your adult waking life will be spent working, it is important to choose an occupation that will bring job satisfaction. You, as well as your family, will be happier if the occupation you choose is satisfying.
Service
Service may be defined as the things a person does which are beneficial or useful to others. People like to make quality products, provide useful services and, in general, make a contribution to society. In addition, people like to feel that the work they do is important and of value to others. Your work can be a service to others.
Security
People look for security in their occupations. We need to know that when tomorrow comes, there will be work for us so that money can be earned. People want stability in their lives in order to make realistic and effective plans for the future. Your work can provide you with this security.
Success
All ambitious young people are interested in securing an entry-level job that offers an opportunity for advancement. Employers are interested in employing persons who like a challenge and who want to be successful in life. Your work can give you success.
Happiness
Last, but not least, an important reason why people work is happiness. Thomas Edison, the great inventor, was once encouraged by his wife to take a vacation. He responded by stating that he "couldn't think of anything he would rather do than work in his laboratory". Most people who choose their occupations wisely, thoroughly enjoy their work. This contributes to their overall happiness.
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Source: Developmental guidance classroom activities, Vocational Studies Centre, University of Wisconsin-Madison, 1991. Reprinted with permission.
Grade 8 Module: Educational Planning
Handout No. 2 "Why People Work"
Activity 2: Subjects and Occupations
Foundational Objectives:
Awareness and knowledge of educational benefits.
Awareness and understanding of the relationship between work and learning.
Awareness of and knowledge, skills, and attitudes needed to access, understand, and use occupational information.
Learning Objectives:
The student will:
- identify interests and personal strengths and weaknesses in subject areas.
- identify various ways that occupations can be classified.
- demonstrate skills in using school and community resources to learn about occupational groups.
C.E.L.s: COM, CCT, IL, PSVS
Materials:
- pen or pencil
- handout No. 3 "Subjects and Occupations"
- poster paper
- scissors
- glue
Time: Two class periods.
Activity:
- Remind students that they have already considered some jobs through on-the-job tasks and categorized others according to such criteria as tools used on the job, education required and the need for special clothing. Point out that in one lesson they appreciated the importance of considering individual personality.
- While distributing the `Subjects and Occupations' sheet, tell students that, believe it or not, another factor to consider when looking at jobs is the subjects they like. Ask students to explain why this is so. Have students complete the activity, advising them they will be asked to explain their choices.
- Review the responses with the students, seeking reasons and suggesting other subjects as appropriate. The other subjects could also include those which students may not encounter until high school or postsecondary education.
- Distribute the `Subjects and Occupations' sheets. Have students add subjects and occupations to the sheets. Be prepared to explain why some careers are listed under some subjects. For example, why does a stock clerk need English?
- Have students divide into groups of three or four. Each group should select one subject and construct a Subject Occupations Poster (make sure each group selects a different subject).
Additional Activities:
- Have students ask adults working in a variety of jobs about the school subjects they would consider most important for success in their line of work and the reasons for their choices. Share the results with the class.
- Have students identify the skills they acquire in their school subjects (perhaps with the assistance of subject teachers) and the reasons why these contribute to on-the-job success.
Evaluation:
Resources:
For printing and copying this template Requires Acrobat Reader (click on the table title)
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Subjects and Occupations
Name: ______________________________ Grade: __________ Date: __________
For each career place a checkmark in the column under the school subjects that would be most necessary for success in that career. List additional subjects in the columns provided.
JOBS
Aircraft Mechanic Dancer Hunter Nuclear Engineer Broadcaster Farmer Secretary Urban Planner Trapper Dentist Filmmaker Truck Driver Police Officer Publisher Chemical Technician Forest Ranger Electrician Gardener Teacher Choreographer Travel Agent Hospital Administrator Firefighter Machinist Florist Artistic Director Chef Bus Driver Dishwasher Astronomer Recording Engineer Flight Attendant Produce Manager Cabinet Maker |
Arts Education ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______
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English
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Math
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Science
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French
______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______
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Social Studies ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______
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Other Subjects ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______ ______
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Source: Junior high school career guidance, New Brunswick, Department of Education, 1988.
Grade 8 Module: Educational Planning
Handout No. 3 "Subjects and Occupations"
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Subjects and Occupations (continued)
ENGLISH
Actor/Actress Advertising Director Business Administrator Counsellor Economist File Clerk Insurance Agent Journalist Librarian Medical Librarian Screenwriter Police Officer Public Relations Officer Trader Speech Therapist Typist |
Announcer Entrepreneur Columnist Court Reporter Editor Game Show Hostess Welder Lawyer Marketing Director Navigator Director Postal Worker Receptionist Secretary Teacher Professor |
Copy Writer Broadcaster Cartoonist Curator Publisher Saleperson Interpreter Legal Aide Library Technician Novelist Producer Promoter Reporter Social Worker Telephone Operator Farmer |
MATHEMATICS
Accountant Air Traffic Controller Astronomer Bricklayer Budget Officer Logger Machinist Instrumentation Technician Mathematician Pharmacist Clerk Bank Teller Welder Building Inspector Physician Veterinarian |
Administrative Assistant Applicance Technician Auditor Carpenter Comptroller Consumer Analyst Engineer Laboratory Technologist Meteorologist Salesperson Stock Broker Surveyor Estimator Cartographer Physicist Surgeon |
Actuary Architect Bookkeeper Payroll Director Computer Programmer Drafting Technician Geologist Mason Researcher Sheet Metal Worker Real Estate Agent Systems Analyst Hairdresser Chemist Pilot Interior Designer |
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Grade 8 Module: Educational Planning
Handout No. 3 "Subjects and Occupations"
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Subjects and Occupations (continued)
FRENCH
Armed Forces Personnel Broadcaster Conference Planner Foreign Correspondent Lawyer Personnel Officer Reporter Secretary Teller Trade Analyst Theologian Personnel Director |
Airline Personnel Buyer Diplomat Interpreter Police Officer Pilot Restaurant Manager Social Worker Travel Agent Translator Public Relations Officer |
Bank Officer Cashier Hotel Manager Journalist Prison Guard Receptionist Salesclerk Telephone Operator Travel Guide Writer Politician |
SCIENCE
Aerospace Engineer Archaeologist Biologist Chemist Dentist Hunter Engineer Forest Ranger Mortician Landscaper Machinist Medical Technician Oceanographer Technician Pharmacist Anesthesiologists Welder Research Assistant |
Agronomist Astronomer Botanist Computer Operator Dietician Drafting Technician Environmental Geologist Home Economist Veterinarian Mechanic Nurse Optometrist Photoengraver Pilot Technical Writer Forensic Scientist Trapper |
Architect Audilogist Cartographer Conservationist Ecologist Farmer Food Scientist Gastroenterologist Jeweller Dental Hygeinist Physiotherapist Ophthalmologist Photographer Psychiatrist Pathologist Fire Fighter |
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Grade 8 Module: Educational Planning
Handout No. 3 "Subjects and Occupations"
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Subjects and Occupations (continued)
SOCIAL STUDIES
Anthropologist Counsellor Curator Diplomat Educational Administrator Historian Social Worker Police Chief Lawyer Market Researcher Recreation Specialist Sociologist Statistician Elder |
Business Administrator Consumer Analyst Day Care Worker Ecologist Employment Officer Interpreter Psychologist Personnel Officer Labour Relations Specialist Occupational Therapist Nursing Home Operator Speech Writer Travel Agent |
Archivist Corrections Officer Demographer Economist Geographer Journalist Urban Planner Judge Archaeologist Architect Reporter Politician Warden |
ARTS EDUCATION
Dancer Filmmaker Choreographer Artistic Director Recording Engineer Cabinet Maker Graphic Artist Illustrator |
Actor/Actress Broadcaster Curator Producer Professor Artist Photographer Journalist |
Set Designer Interior Designer Musician Composer Theatre Critic Architect Cartoonist Model |
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Source: Junior high school career guidance, New Brunswick, Department of Education, 1988.
Grade 8 Module: Educational Planning
Handout No. 3 "Subjects and Occupations"
Activity 3: Transferable Skills
Foundational Objectives:
Awareness and understanding of the relationship between work and learning.
Awareness and knowledge of educational benefits.
Learning Objectives:
The student will:
- identify skills learned in school that may be useful in careers.
- describe the knowledge, skills, and attitudes needed to adjust to changing occupational requirements.
- identify transferable knowledge, skills, and attitudes.
C.E.L.s: COM, CCT, PSVS, IL
Materials:
- pen or pencil
- handout No. 4 "Transferable Skills"
Time: One class period.
Activity:
- Have students complete the "Transferable Skills" activity sheet in a small group.
- Write down knowledge, skills, or attitudes that are learned in one situation and used again in different situations.
- In small groups, have students develop a list of occupations where you would require various transferable knowledge, skills, or attitudes.
- Role play activities on various transferable skills, knowledge, or attitudes (in small or large group).
Additional Activities:
Have students identify which transferable knowledge, skills, or attitudes they have that could use some improvement. In small groups, discuss ways improvements can be made.
Evaluation:
For printing and copying this template Requires Acrobat Reader (click on the table title)
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Transferable Skills
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Transferable
skills |
Situations when used in school |
Situations when used in an occupation |
- Meeting deadlines
- Expressing yourself verbally
- Expressing yourself in writing
- Remembering
- Working independently
- Taking notes
- Writing in an organized manner
- Organizing
- Making decisions
- Solving problems
- Using criticism for growth
- Being dependable
- Being responsible
- Working as part of a team
- Planning ahead
- Negotiating
- Being motivated
- Leading
- Arriving on time
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Source: Developmental guidance classroom activities, Vocational Studies Centre, University of Wisconsin-Madison, 1991. Reprinted with permission.
Grade 8 Module: Educational Planning
Handout No. 4 "Transferable Skills"
Activity 4: Planning My Future
Foundational Objectives:
Awareness and understanding of the occupational planning process.
Knowledge and skills to prepare for the transition to secondary level.
Awareness and understanding of the relationship between work and learning.
Awareness of and knowledge, skills, and attitudes needed to set goals and to make appropriate decisions.
Learning Objectives:
The student will:
- identify strategies for managing personal resources (talent, time money) to achieve tentative occupational goals.
- identify ways in which decisions about education and work relate to other major life decisions.
C.E.L.s: COM, CCT, IL, PSVS
Materials:
- paper
- student journal
- pencil or pen
Time: Two - three class periods.
Activity:
- Discuss with students the tentative plans they have for education beyond high school graduation.
(a)"Are the educational plans appropriate for the kinds of occupations you wish to pursue as an adult?"
(b)"What can you do now to help meet these goals?"
- Have students write a brief description of their tentative educational plans based on this activity.
- Have students share their plans (in small groups).
- Have students complete the following statement in their journals:
I learned that ...
Additional Activities:
Future projections: have students write a story of their life 5 or 10 years in the future ... be as creative as possible.
Class Reunion Party - have students plan a 20 year high school reunion party. Students should be encouraged to dress up, bring food, prepare program.
Adapted from: Developmental guidance classroom activities, Vocational Studies Centre, University of Wisconsin-Madison, 1991.