Educational Planning
Activity 1: Occupations Contribute to the Community
Foundational Objectives:
Awareness and understanding of the relationship between work and learning.
Awareness and knowledge about changing gender roles.
Learning Objectives:
The student will:
- examine reasons for and importance of work.
- examine interconnections between jobs and community.
C.E.L.s: COM, CCT, IL, PSVS
Materials:
- pen or pencil
- handout No. 1 "Definitions Match"
- collection of hats representing different occupations (they can be made beforehand)
Time: One class period.
Activity:
- Ask students to being hats from parents, relatives, neighbours and friends that represent various occupations. You can also use pictures of hats. Arrange the hats for display in the classroom. Have students identify which occupations each hat represents. Have students relate the settings in which they have seen these hats. Discuss the contributions that each of these occupations makes to the community.
Teacher Note: Variation to hat exercise (look up pictures of people in various occupations in magazines or newspapers). Share occupations and contributions of occupations to society with the class.
- Students can role play various occupations.
- Explain that students will see and hear terms used, both in relation to work and themselves, and you want to know how well they understand these terms before proceeding. Distribute and have students complete the "Definitions Match" activity. An alternate approach would be to divide students into groups and give each group some of the words to define. These could then be reported to, and further discussed by, the class.
- Review the answers to each statement, clarifying as necessary, and ensuring that each student has made necessary corrections.
Answer Key:
- After telling students that, while everyone appreciates the money they receive from working, even people who probably have earned lots of money -- for example, professional athletes, rock stars, T.V. and movie stars -- keep on working. Other examples would include people in oil refining, natural gas exploration, mining, and publishing. Ask students to give reasons why these people would continue to work.
Reasons should include such things as meeting challenges, the sense of accomplishment, meeting/working with people, accepting responsibility, contributing to society, making life better for others, personal satisfaction, and feeling involved.
Additional Activities:
Students might enjoy coming to school dressed like people in various occupations.
Have each student interview three adults who have worked for five or more years to find out why they work. Discuss the findings in class.
Have students interview some one who is recently unemployed.
Invite a person into the classroom to discuss his/her occupation. Try to include a male or a female from a non-traditional occupation. Include individuals of various ages, cultures, with disabilities, etc.
Evaluation:
Resources:
For printing and copying this template Requires Acrobat Reader (click on the table title)
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Definitions Match
Name: __________________________________ Grade: __________ Date: __________
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- A particular type of work
- What university graduates recieve
- Things you are good at
- Categorizing jobs by sex
- Series of work roles, paid and unpaid, combined with other lifetime activities
- Time available to you after work
- Things you like to do
- Beliefs, things that are important to you
- Ability to type, file, solve problems, knit, play a musical instrument are examples
- Characteristics that make you unique
- On-the-job learning
- Something you want to achieve
- The way in which you choose to live your life
- What you fill in when you see someone about employment
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A. Abilities
C. Career
E. Trade
G. Values
I. Skills
K. Stereotyping
M. Application
O. Attitude |
B. Leisure
D. Degree
F. Personality
H. Apprenticeship
J. Occupation
L. Interests
N. Goal
P. Lifestyle |
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Source: Junior high school career guidance, New Brunswick Department of Education, 1988.
Grade 9 Module: Educational Planning
Handout No. 1 "Definitions Match"
Activity 2: Transferable Skills to the World of Work
Foundational Objective: Awareness and understanding of the relationship between work and learning.
Learning Objectives:
The student will:
- identify skills and traits that employers expect in the world of work.
- identify skills and traits that are transferable from school to the world of work.
C.E.L.s: COM, CCT, IL, PSVS
Materials:
- pen or pencil
- handout No. 2 "Common Traits Employers Are Seeking in Employees"
- handout No. 3 "Job Seeking/Keeping Skills"
Time: One - two class periods.
Background Information:
Students need to know that there are certain abilities and traits that help them succeed in an occupation. Employers have expectations and they are looking for certain traits in potential employees. Skills and traits are transferable from school to the world of work.
Activity:
- Hand out a checklist of common traits desired by employers. Have students rate themselves. Discuss the traits and results of the rating in pairs.
- Have students look at a case study of two employees seeking a position. Divide the class into groups to discuss the case study. Allow one student from each group to make a report to the class based on their discussion and the decisions they made.
- Have students discuss the traits and skills they have that are transferable to the world of work.
- Using "case study" - In small groups have students examine individual responses and decide as a group if traits are positive, negative or neutral. Share and discuss responses with class.
Additional Activities:
Interview an employer to find out what skills he/she wants from an employee.
Guest Speaker - Invite a person into class from a larger company who hires and possibly fires people. Have the person talk about desirable employee knowledge, traits, and skills. Ensure that guest speakers over the course of the modules represent various cultures, ages, disabilities, and both genders.
Students who are seeking part-time employment could design a résumé and research interviewing skills.
Evaluation:
For printing and copying this template Requires Acrobat Reader (click on the table title)
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Common Traits Employers are Seeking in Employees
Employers say that they are looking for the following traits in potential employees. Rate yourself on these traits.
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Below Average |
Average |
Good |
Out-
standing |
Unknown |
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- Works accurately.
- Does neat work.
- Sees the job through
(does not quit
because it gets
difficult).
- Always proceeds in
an orderly manner.
- Able to work well
under pressure.
- Willing to do those
parts of the job that
one may not really
want to.
- Able to work with-
out supervision if
necessary.
- Cooperates with
others.
- Keeps busy.
- Behaves well.
- Gets along well
with others.
- Able to handle
conflict.
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Grade 9 Module: Educational Planning
Handout No. 2 "Common Traits Employers are Seeking in Employees"
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Below
Average |
Average |
Good |
Out-
standing |
Unknown |
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- Accepts criticism
without becoming
upset.
- Shows enthusiasm
for work.
- Cares for
equipment.
- Uses equipment
properly.
- Uses materials
economically
(doesn't waste
anything).
- Follows orders
and instructions.
- Acts promptly.
- Uses efficient
working methods.
- Uses safety and
health precautions.
- Practises
cleanliness and
grooming.
- Willing to
relocate.
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Source: Junior high school career guidance, New Brunswick Department of Education, 1988.
Grade 9 Module: Educational Planning
Handout No. 2 "Common Traits Employers are Seeking in Employees"
Job Seeking/Keeping Skills
CASE STUDY
Linda and David began working at a clothing store at the same time. Both young people have very good sales records and get along well with other employees.
When the assistant manager's position became vacant, Linda immediately applied for it, presenting her reasons why she could do the job well. David thought that the manager would ask him to apply because of his good performance, and when the manager said nothing, David put in his application at the last minute.
The duties of the assistant manager include marketing and sales, stock control, banking of receipts, and supervision of employees. If you were the manager, which employee would you promote given the information described above and the criteria listed below?
For each statement given below, indicate if the statement is positive (+), negative (-), or neutral (0). Then choose one of the two employees for the position of assistant manager.
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Linda
___ often works through coffee breaks
___ promptly returns from lunch
___ gets along well with customers
___ is very well organized
___ dresses well and is very fashion-conscious
___ has a few close friends
___ prefers small groups of people over large group
___ tends to be disinterested in paperwork
___ has natural leadership qualities
___ is studying marketing management at night school
___ does not want to work overtime because of her studies and community involvement
___ knows her father is a personal friend of the store owner (who is not the store manager)
___ is considered a responsible citizen
___ has no plans for marriage at this point in her career |
David
___ is sometimes late returning from lunch
___ occasionally takes longer coffee breaks
___ chats with friends who often drop into the store
___ is neat in appearance
___ is very friendly with most people
___ coaches minor hockey
___ is a member of a local service club
___ is a grade 12 graduate with honours
___ considers his job as the most important thing in his life right now
___ is a member of the church choir
___ seems reluctant to speak up at staff meetings
___ has an above-average knowledge of the products
___ has two years of university education
___ is willing to work overtime
___ has a steady girlfriend; the relationship appears to be leading towards marriage
___ loves children
___ is a member of a small investment club |
Grade 9 Module: Educational Planning
Handout No. 3 "Job Seeking/Keeping Skills"
Activity 3: Where to Study
Foundational Objectives:
Knowledge and skills to prepare for the transition to high school.
Awareness and understanding of the career planning process.
Learning Objectives:
The student will:
- identify the various educational alternatives available for postsecondary training.
- identify school courses that meet tentative career goals.
- identify the requirements for secondary and postsecondary programs.
C.E.L.s: COM, CCT, IL, PSVS, TL
Materials:
- handout No. 4 "Postsecondary Research Form"
- A variety of Saskatchewan Career materials including:
Calendars from the University of Saskatchewan and University of Regina
Calendar from the Saskatchewan Institute of Applied Sciences and Technology
Program Guidelines from the Regional College in your area
Apprenticeship brochures and private vocational schools information
Time: Two - three class periods.
Activity:
- Invite the school counsellor and/or a staff member from the high school to give a presentation to the students on courses available in the high school and on the postsecondary training programs available in Saskatchewan. Allow ample time for questions.
- Make career resources available to the students so that they can investigate the postsecondary training programs in the province. Students should be encouraged to use career computer resources, if available.
- Have them complete the "Postsecondary Research Form" handout for two programs that are of interest to them. This activity may be done in small groups if a large supply of calendars is not available.
- In small groups, have students design a fill-in-the-blank test to check the knowledge of other students in the class on general information about postsecondary training facilities.
Additional Activities:
Research postsecondary programs using a computer.
Attend a postsecondary institution orientation.
Design a poster on a particular program of interest encouraging other students to attend.
Write letters requesting information on various postsecondary programs.
Evaluation:
Students will determine what high school courses are needed to get into a specific postsecondary program.
Resources:
Prospects (distributed to schools)
Saskatchewan Education, Training and Employment
Regina, SK
Design your future with postsecondary education
Saskatchewan Education, Training and Employment
Regina, SK
For printing and copying this template Requires Acrobat Reader (click on the table title)
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Postsecondary Research Form
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I need to know ...
PROGRAM
- Name of program
- Length: start date, completion
date, duration (months/years)
- Admission Requirements:
grade and school subjects, age,
interview, other special
prerequisites
- Costs: tuition, books,
supplies, uniforms
- Description:
- class/courses
- options
- method of learning/instruction
- special features
- Graduate Employment:
number of graduates, type of
jobs, starting salaries
- Certification: degree, diploma
certificate, outside recognition
- Other: availability of
calendar, program brochure, on-
site tour, scholarships, special
events
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Institution Name/Address
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________ |
Institution Name/Address
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
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Postsecondary Research Form (continued)
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INSTITUTION
- Size and type
- Student Facilities:
- accommodations
- day car
- library
- counselling services
- gymnasium
- Student Activities:
- social/cultural events
- recreational/athletic
- Contacts: name/telephone
number for admissions,
counselling, accommodations,
placement
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___________________
___________________
___________________
___________________
___________________ |
___________________
___________________
___________________
___________________
___________________ |
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Source: Design your future, Saskatchewan Education, Training and Employment.
Grade 9 Module: Educational Planning
Handout No. 4 "Postsecondary Research Form"
Activity 4: Researching An Occupation
Foundational Objectives:
Awareness of and knowledge and skills needed to access, understand and use occupational information.
Knowledge and skills to prepare for the transition from high school.
Learning Objective:
The student will:
- identify sources to obtain information about occupations, including self-employment.
- demonstrate skills in using school and community resources to learn about occupations/occupational programs.
C.E.L.s: COM, CCT, IL, PSVS, NUM, TL
Materials:
- variety of current occupational materials
Time: Two class periods.
Activity:
Have students research an occupation ... include the following:
(a) Each student selects an occupation or job which interests him or her.
(b) Over a set period of time, students are required to find out as much as possible about their chosen occupations, using a variety of sources. One of the first tasks is to decide the "where, what, and how" of gathering information.
(c) A list of things to look for may be generated by the class through discussion or provided to the students by the teacher. Nonetheless, the following questions should be answered:
- What do people DO on the job? What are their duties and responsibilities? Would any of your interests, hobbies or skills help you on the job?
- What other occupations/hobbies are related to this one?
- What hours, travel or work environment does this job involve?
- What are the basic entrance requirements? What knowledge, abilities, aptitudes, or skills are needed?
- What level of education is needed to enter the job? Are certain high school courses especially valuable as prerequisites?
- Is there on-the-job training?
- Do you have to own a driver's license? Are there physical restrictions?
- What type of job can you reasonably expect to start with?
- What is the starting salary? After five years?
- Does the job offer chances for promotion or advancement?
- Are there fringe benefits? Is it unionized?
- What is the employment outlook? Increasing or decreasing?
- Are technological changes affecting the work?
- What skills will you learn from the job? Could they be applied to other jobs or occupations?
(d) Students should be encouraged to seek information from local libraries, people employed on the job, the school guidance office, Saskatchewan Education, Training and Employment, and the local Canada Employment Centre.
(e) Reporting can take place through written submissions to the teacher and a summarized oral presentation.
Additional Activities:
Design a bulletin board on an occupation.
Construct an "Occupation Collage" or mobile.
Evaluation:
See Appendix C for sample forms to assess written submissions.
Resources:
Stats Canada CD-ROM
Adapted from: Junior high health and personal life skills, Alberta Education, 1987.
Activity 5: Transitions: Planning for High School
Foundational Objectives:
Knowledge and skills to prepare for the transition to high school.
Awareness and understanding of the career planning process.
Learning Objectives:
The student will:
- develop a life/career plan that integrates educational plans with tentative life/career goals.
- identify the requirements for secondary and postsecondary programs.
- understand how educational planning will effect career planning.
- identify the various educational alternatives available at the secondary and postsecondary level.
C.E.L.s: COM, CCT, IL, PSVS, NUM
Materials:
- pen or pencil
- handout No. 5 "Educational Profile Sheet"
- high school handbooks
- course requirement pamphlets from universities, colleges, etc.
Time: One - two class periods.
Activity:
- If possible, arrange for counsellors from your local high school to visit the class. If you are teaching in a combination junior-senior high, this may not be a problem. However, if you are in a large centre where students have access to a number of high schools, this activity may take some extra organization.
If the local high school does not already do so, organize an evening activity for parents and students during which high school programs can be described and questions answered.
- High school student councils or peer support teams may also be interested in visiting your classroom. This excellent peer-sharing process can provide students with the "real story" about life in the high school.
- Topics for discussion include:
(a) The relationship between junior high marks and senior high course selection.
- Use a high school course handbook to examine the different courses available in high school.
(b) The credit system.
- Many students are not familiar with the credit requirement for Grade 12 graduation nor with the combination of courses which must make up this total. (Check the high school handbooks for information charts. Information is also available from Saskatchewan Education, Training and Employment.)
(c) Types of high school programs.
- Discuss with students that high schools often offer specialized programs which meet the different educational, occupational, and personal needs of students.
- Have students review what they have learned about the vocational programs, arts education programs, business education, technical courses, work experience possibilities, and various academic programs that are available locally.
- If possible, arrange for a tour of a high school, or inform students of open houses being held at local high schools.
(d) Have students explore the various course requirements for entrance to universities, colleges, etc.
- A three-year plan:
Students need to be aware of the nature of high school and postsecondary planning, the need to consider pre-requisites, and high school registration procedures.
Students should also begin to be aware of the notion of "closing doors" on their futures.
(a) Some students close doors on themselves by failing to live up to their potential in junior high school, thereby losing the chance to take courses of their own choice in senior high school.
(b) Some students who are eligible to take higher level courses choose not to do so "just because it's easier not to", without realizing that not all courses will take them to the same postsecondary goals.
(c) Some students look up the course requirements for the postsecondary program of their choice and select only the courses necessary to get into that specific program. This can cause several problems:
- The requirements change in the three years that they are in high school (e.g., a course which is merely recommended becomes required).
- Their career or occupational goals change, and they find themselves in the wrong program, or short of the necessary courses.
- Although postsecondary institutions list minimum requirements, some faculties must limit enrolments for a number of reasons -- lack of facilities or market requirements. Consequently, very few applicants who have minimum entrance requirements may be accepted.
- Have students complete the "Educational Profile Sheet" handout. Emphasize that this plan is not carved in stone and may be changed in the future.
Additional Activities:
Interview high school students about various subjects and high school programs.
Participate in a Job Shadowing and/or Work Experience Program.
Evaluation:
Resources:
Design your future
Saskatchewan Education, Training and Employment
Adapted from: Junior high health and personal life skills, Alberta Education, 1987.
For printing and copying this template Requires Acrobat Reader (click on the table title)
Educational Profile Sheet
The career in which I am now interested is: ______________________________
List below the courses you have taken, are taking, or will take which will help you enter this field if you choose to continue in this direction. List all courses for past, present, and future. (Remember that some grades have certain requirements and that certain courses must be taken in order to graduate.)
Grade 10
Total Credits _________
Grade 11 |
Grade 12 |
| Total Credits _________ |
Total Credits _________ |
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Total credits for grades 10-12: _______________
Graduation Requirements: 24 credits
This number must include _____ required credits in Language Arts, _____ required in Social Sciences including compulsory credit in Canadian Studies 30, _____ required credits in Mathematics, ____ required credits in Science, _____ required credits in Arts Education, Practical and Applied Arts, or Health/Physical Education.
Source: Policy directions for secondary education in Saskatchewan: Ministers' response to the high school review advisory committee final report, Saskatchewan Education, Training and Employment, 1994.
Grade 9 Module: Educational Planning
Handout No. 5 "Educational Profile Sheet"