Using the Curriculum Guide

The Middle Level Guidance Curriculum is designed around a set of four modules (see Figure 5).

Figure 5:

Middle Level Guidance Modules

Each module, which reflects one career guidance goal, contains a wide variety of classroom activities that include reading, writing, discussion, sharing the results of homework assignments, guided practice in developing skills, and large and small group projects. In addition, the program encourages support and coordination from families and various community organizations, government agencies, and businesses. Each module, at a particular grade level, builds on the previous ones creating asystematic, comprehensive Middle Level Career Guidance Program that takes into consideration students' developmental levels.

Throughout the various grades, each of the four modules in the curriculum have been given a specified time allotment (see Course Overview chart). This time allotment reflects the overall goals of the curriculum and supports the developmental needs and tasks which Middle Level students experience. For example, in grade 6, students spend the majority of their time in increasing their understanding and knowledge about themselves and the work world around them. In the later Middle Level grades, as students move closer to their entry into secondary education, the Career Guidance curriculum gives increased emphasis to helping students acquire skills in Life Career Management and Educational Planning to assist them in broadening their career development skills and preparing them for the next stage in their educational journey.

At each grade level, the curriculum provides for 30 hours of classroom instruction. This time allotment fulfils the Core Curriculum requirement of 50 minutes per week per grade for Middle Level Guidance.

The curriculum has been constructed to be utilized as an integrated package where students are exposed to all four modules at each grade level.

Course Overview

Structure of the Classroom Activity

Each activity has the foundational objective(s) and learning objective(s) identified. Materials required for the activity are listed, followed by an estimate of the time required to complete the session. Whenever necessary, background information for the teacher is included.

Following each activity, suggestions have been made for C.E.L.s inclusion, teaching strategies, and a summary of what should be evaluated. Each activity is self-sufficient; needed handouts and overhead masters are included.

In the appendices, a glossary of terms, samples of evaluation forms, supplemental activities for the cognitively challenged, and guidelines for inviting Elders are provided to support the classroom activities. Teachers are encouraged to refer to the bibliography for resources to supplement the activities and to develop new activities related to the objectives of the curriculum.

Scheduling Career Guidance Classes

When scheduling career guidance classes, consideration should be given to determine how the guidance time may be allocated. The time allotment for the curriculum as reported in the Course Overview is described by "hours" per module per grade. Schools will need to convert this time allotment to comply with their approach to classroom scheduling. For example, for the Grade 6 Career Guidance Curriculum, the classroom instruction may be scheduled as follows:

Sample Time Table for Grade 6

Introduction of the Modules

Module 1: Self-Awareness

Middle Level is a critical time in the life long process of establishing one's identity. The importance of self-awareness and a positive self-concept in the career development process cannot be understated. This module helps Middle Level students develop a greater awareness and appreciation of themselves in relationship to others, school, and the world of work. In the module, students will also have an opportunity to become aware of, explore, and develop personal attitudes, aptitudes, and interests and to understand the life career concept.

Foundational Objectives

1. Awareness and understanding of the life career concept.
2. Awareness of self and understanding the value of a positive self-concept.
3. Awareness of the value of the knowledge, skills, and attitudes needed to interact successfully with others.

Module 2: Life Career Management Skills

Middle Level students need an opportunity to develop knowledge and skills to help them make appropriate decisions, have the confidence to take risks, and be flexible and adaptable when faced with change and life transitions. They also need to establish good work and study habits, to manage their time wisely, and to be able to set short and long range educational and career goals. This module provides students with an opportunity to be aware of and to develop these various skills. In the process, students gain a greater sense of self-reliance and empowerment in their own lives. Students are also provided with opportunities in this module to explore different ways of thinking and knowing, including intuitive reasoning.

Foundational Objectives

1. Awareness of and skills needed to set goals and to make appropriate decisions.
2. Awareness of change and skills needed to cope with life transitions.
3. Knowledge and skills to establish good work and study habits.

Module 3: Educational Planning

The Educational Planning module helps students become aware of the relationships that exist between educational and career planning and work and learning. Students are also provided with a greater awareness and knowledge of the benefits of educational achievement and are encouraged to develop personal educational plans. In this module, students are introduced to educational alternatives and course options as they prepare for the transition to secondary school.

Foundational Objectives

1. Awareness and knowledge of educational benefits.
2. Awareness and understanding of the relationship between work and learning.
3. Knowledge and skills to prepare for the transition to secondary school.

Module 4: Career Awareness, Exploration, and Planning

As Middle Level Students are at various stages of career development, this module attempts to accommodate students at varying levels of development. It encourages both girls and boys to explore occupations that interest them and for which they have the aptitudes, and to resist the influence of sex-role stereotyping. This module acquaints students with a variety of occupations and how to access and use various sources of occupation information. It provides students with an opportunity to explore occupations that interest them, to examine various aspects of work that relate to personal satisfaction, and to become aware of the meaning and importance of lifestyle and leisure in relationship to an occupation. This module also helps students develop the knowledge and skills needed to evaluate career information and work values and to anticipate and adjust to life career transitions.

Foundational Objectives

1. Awareness and knowledge of the interrelationships of life roles.
2. Awareness and knowledge of different occupations and the skills needed to access, understand, and use occupational information.
3. Awareness and understanding of the career planning process.
4. Awareness and knowledge about changing gender roles.

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CURRICULUM AT A GLANCE