LESSON PLAN – CAREER TREK ONLINE TOOL
Estimated time: 1.5 to 2.5 hours
Preparation: Access to the internet for each student
Copies of worksheets for each student
Resources: Career Trek website: www.careertrekbc.ca
Prescribed Learning Outcomes in BC Curriculum:
From the Program Guide for Graduation Transitions 2008:
In their career development, graduates should achieve:
• Knowledge and understanding of the range of career choices available to them, the prospects for success in
those careers, and the actions required to pursue specific career paths.
• Experience in planning for, and working towards, career and life goals.
From the curriculum for Planning 10 (2007):
It is expected that students will:
B1 – relate personal attributes and interests to education and career planning.
B3 – relate labour market information (e.g., types of employment, required skills and education, salary range) to
careers of interest.
B4 - demonstrate an understanding of employability skills (e.g., communication, problem solving, teamwork)
B8 – identify support networks and resources for pursuing their education and career goals (e.g., family, school,
and community resources).
In addition, the prescribed learning outcomes for 36 curriculum documents for Grade 11/12 elective courses
include at least one requirement that students learn about related careers. (See Appendix for chart of elective
courses and outcomes).
Learning Objectives:
Students will:
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Access information about featured occupations in BC, profiled in the Career Trek online resource.
Demonstrate an understanding of labour market information related to these careers such as: skills needed,
salary, education required and job prospects.
Research and analyze future job prospects of the jobs identified on the Career Trek website.
Reflect on the relationship between work skills and career goals.
Determine the education required to fulfill specific job requirements.
Create a summary of information about occupations that interest them and demonstrate the ability to
use this information in their education and career planning.
Introductory Activity:
(20 minutes)
Introduce ‘key skills’ to students using the following activity:
 Ask students to choose three occupations.
Students will record these on a blank sheet of paper.
 Have students write down as many skills as they can identify that are required to perform the job
functions specific to the three occupations they have recorded. Suggest they think about the skills
they identified as their strengths when they completed the activity that generated their list of careers.
Provide students with some examples:
Carpenter – spatial perception (work from blueprints); manual dexterity (work with tools, materials), etc.
School Principal – clerical ability (scheduling timetables and teacher assignments); social (parent, community interaction).
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Distribute the ‘Key Skills’ worksheet to students. Pair students, assigning one of the fourteen key
skills listed on the handout to each pair.
Each pair will provide a definition of the assigned key skill and at least one occupation that
utilizes the skill, using the following steps:
 Ask partners to share their personal list of occupations and related skills, and discuss with
their partner whether their list of skills aligns with the ‘key skills’.
 From their discussion, derive a definition of the ‘key skill’ they have been assigned and
identify the occupation that they will record on the ‘Key Skills’ worksheet.
Have each pair of students present information about the key skill they have been assigned.
Ask students to take notes on each key skill on their worksheets as each group presents.
Lead a brief classroom discussion to clarify the concept of ’key skills’. Suggested questions to
stimulate classroom discussion:
Why is it important to have/develop key skills?
What key skills are you developing while in school?
On their original list of three occupations and related skills, ask students to identify and record the
‘key skill’ for each ‘related skill’ on their list.
Activity Steps:
(1 hour 20 minutes)
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On the "Explore with Career Trek” worksheet, ask students to check off all the key skills that they
identify as personal assets.
Ask students to rank their priorities when setting their career goals, using the following criteria:
use of skills, years of education required, salary, and location (within BC).
Ask students to share their answers with a partner.
Have a classroom discussion about the advantages and disadvantages of different priorities.
Introduce the Career Trek website to students, demonstrating the navigation of the site.
Click on ‘Skills’. Show students that selecting a work skill (right of page) generates a list of
occupations, corresponding information, and videos to the left of the page.
From the Career Trek homepage, ask students to select the key skill they worked on during the
introductory activity or another key skill that they find personally relevant.
From the list of occupations this selection generates, ask students to record the first three
occupations on their worksheets.
Assign students to watch the Career Trek videos associated with all three occupations. On the first
three segments of their worksheets, they will record information about salary, education,
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prospects, industry/field of work, region of BC, and other requirements/information provided in
the videos.
From the Career Trek homepage, ask students to click on “Careers A-Z.” Tell students to utilize
the search fields on the right, and conduct a query on jobs based on field of work, salary
expectations, and education goals.
Ask students to watch one video generated by this query and record, in the fourth segment of the
worksheet, information about salary, education, employment trends, field of work, region of BC, and other
requirements/information provided in the video.
Reflection:
What were some new/interesting facts that you discovered about some of the jobs on your query?
Why would you consider an occupation with positive employment trends in your career planning?
Would you prioritize the ability to use your skills over salary expectations or other factors, such as
location, in your choice of occupation? Why or why not?
What are the advantages of further education after finding a job?
How has this activity helped you with your career planning?
Enrichment Activities:
Activity 1:
Informational Interview or Job Shadow
Preparation: Copies of the informational interview worksheet
Assign students individually to locate a person to interview (either face-to-face or via phone/internet)
or job shadow, using the following parameters:
 A person working in an occupation that came up in their Career Trek query, OR
 A person working in an occupation that was not in the Career Trek resource.
Students will prepare a short report or presentation (Activity 2) based on either their interview or job
shadow experience.
Activity 2:
Job Research and Presentations
After participating in all the activities and conducting an informational interview, students will
develop a five minute in-class PowerPoint or video presentation on one occupation that appeals
to them. Students will present information on:
 The employment sector of the occupation
 Key skills, education and training required, job prospects and expected salary
 Work environment
 Location (regions) where the occupations may be located
 Opportunities for advancement
Reflection:
What are some advantages and disadvantages related to this occupation?
What might you do to prepare yourself for further training or formal education?
What other regions/cities in BC can you work in if you choose this occupation?
After finding out more information, would you consider a career in this field? Why or why not?
KEY SKILLS
For the key skill assigned to you, identify at least one occupation that utilizes
that skill, providing examples of the tasks related to that occupation.
1. Clerical Ability-
2. Detail-Orientated-
3. Directive-
4. Finger Dexterity-
5. General Learning Ability-
6. Innovative-
7. Manual Dexterity-
8. Methodical-
9. Motor Coordination-
10. Numerical Ability-
11. Object-Oriented-
12. Social-
13. Spatial Perception-
14. Verbal and Written Comprehension-
Explore with Career Trek!
Key Skills
Job #1 _______________________________________________
Place a check mark next to
all the skills that apply to you
This job will
 Clerical Ability
1. utilize the following skill sets (based on key skills):
 Detail-Orientated
 Directive
 Finger Dexterity
 General Learning Ability
2. require___ years of post-secondary education/training
 Innovative
 Manual Dexterity
3. provide an annual salary of (or salary range of):
 Methodical
 Motor Coordination
 Numerical Ability
 Object-Oriented
 Social
 Spatial Perception
4. be located in (city or region of BC)________________
Job #2 _______________________________________________
This job will
1. utilize the following skill sets (based on key skills):
 Verbal and Written
Comprehension
2. require___ years of post-secondary education/training
3. provide an annual salary of (or salary range of):
4. be located in (city or region of BC)________________
Key Skills
Job #3 _______________________________________________
Place a check mark next to
all the skills that apply to you
This job will
 Clerical Ability
1. utilize the following skill sets (based on key skills):
 Detail-Orientated
 Directive
 Finger Dexterity
 General Learning Ability
2. require___ years of post-secondary education/training
 Innovative
 Manual Dexterity
3. provide an annual salary of (or salary range of):
 Methodical
 Motor Coordination
 Numerical Ability
4. be located in (city or region of BC)________________
 Object-Oriented
The type of “IN-DEMAND” job that interests me is
_____________________________________
 Social
This job will
 Spatial Perception
1. utilize the following skill sets (based on key skills):
 Verbal and Written
Comprehension
2. require___ years of post-secondary education/training
3. provide an annual salary of (or salary range of):
INFORMATIONAL INTERVIEW WORKSHEET
1.
What are the specific daily routines and responsibilities of your occupation?
2.
What specific education, training or employment experience is necessary or valuable for this
occupation?
3.
If you could go back in time on your career path, would you choose this type of work again?
Why or why not?
4.
What other occupational or volunteer roles did you progress through to reach your present
position?
5.
What advancement opportunities or lateral movement exists in this occupation?
6.
What qualities, skills, and abilities do you possess that help you to be successful in your
occupation?
7.
What type of courses, continuing education, or professional development is necessary to
keep your knowledge and skills current?
8.
Can you tell me about how a new person is generally hired for this type of work or
position?
9.
Every occupation has its mundane duties or working conditions. What are some of the
duties or working conditions that you dislike about this occupation?
10.
What is the salary scale or wage range for this occupation? Any contractual benefits?
Example: holidays, over-time potential, etc.?
11.
Can you recommend anyone else who could assist my research of this occupation?
APPENDIX - PRESCRIBED LEARNING OUTCOMES FROM ELECTIVE COURSES
COURSE
Grade
Learning Outcome
Applied Skills 11 (1995)
11
Business Education 11 and 12 (1998)
12
Business Education 11 and 12 (1998)
12
demonstrate an ability to assess the impact that acquiring applied skills can have on personal and
career choices
present the results of their analysis of careers in office technology, management of information, and
office management
apply economic principles when making personal and career decisions
Business Education 11 and 12 (1998)
11
compare various career opportunities in marketing
Communications 11 & 12 (1998)
11
relate language skills, interests, and attitudes to personal and career plans
Communications 11 & 12 (1998)
12
assess their communication skills, interests, and attitudes in light of personal and career plans
Home Economics 11 and 12: Cafeteria Training (1998)
11
describe career opportunities in the foodservice industry
Home Economics 11 and 12: Cafeteria Training (1998)
12
evaluate career opportunities in the foodservice industry
Home Economics: Family Studies 10 to 12 (2007)
10-12
Identify and describe occupations and careers related to adolescence
Home Economics: Family Studies 10 to 12 (2007)
10-12
identify and describe occupations and careers related to adulthood
Home Economics: Family Studies 10 to 12 (2007)
10-12
identify and describe occupations and careers related to child development and parenting
Home Economics: Family Studies 10 to 12 (2007)
10-12
identify and describe occupations and careers related to families
Home Economics: Family Studies 10 to 12 (2007)
10-12
identify and describe occupations and careers related to housing and living environments
Home Economics: Family Studies 10 to 12 (2007)
10-12
identify and describe occupations and careers related to interpersonal relationships
Home Economics: Foods and Nutrition 8 to 12 (2007)
11
investigate food-related occupations and careers
Home Economics: Foods and Nutrition 8 to 12 (2007)
12
analyze career opportunities and prerequisites related to food production, service, and marketing
Information and Communications Technology 11 and 12 (2003)
11 and 12
Information Technology 11 and 12 (1996)
11
Information Technology 11 and 12 (1996)
11
Information Technology 11 and 12 (1996)
11
Information Technology 11 and 12 (1996)
12
Music 11 and 12 - Composition and Technology (1997)
12
assess career opportunities in information and communications technology industries, as well as the
required technological and “employability” skills (e.g., communication)
identify the career opportunities for and roles of persons employed in environments that use
networking technology
identify the career opportunities for and roles of persons employed in environments that use
programming
identify the career opportunities for and roles of persons employed in environments that use
multimedia
identify available career opportunities, and describe the roles of people employed in environments that
use or create multimedia
recognize the knowledge, skills, and attitudes relevant to future careers
Physical Education 11 and 12 (1997)
11
demonstrate an understanding of the attributes required to pursue careers related to physical activity
Physical Education 11 and 12 (1997)
12
assess knowledge and skills required for specific careers related to physical activity
Sustainable Resources 11 and 12 (2008)
11
research career and job opportunities in resource industries and related services
Sustainable Resources 11 and 12 (2008)
12
Sustainable Resources 11 and 12 (2008)
12
research career information and job opportunities in diverse agricultural enterprises and in related
services
investigate career information and job opportunities in the forestry sector
Sustainable Resources 11 and 12 (2008)
12
Technology Education 11 and 12: Automotive Technology
(2001)
Technology Education 11 and 12: Carpentry and Joinery (2001)
11
investigate career information and job opportunities in hydrocarbon and mineral resources and related
industries
identify potential careers in automotive technology and related fields
11
describe career and education opportunities in carpentry, joinery, and other construction-related areas
Technology Education 11 and 12: Electronics (2002)
11
identify and describe electronics-related career and education opportunities
Technology Education 11 and 12: Electronics (2002)
12
evaluate career possibilities in electronics
Tourism 11 and 12 (2006)
11
chart a career path in one tourism industry
Tourism 11 and 12 (2006)
12
analyze the impact of work experience on their career plans
Visual Arts 11 and 12 - Media Arts (1997)
11
demonstrate an understanding of various career options in the media arts
Visual Arts 11 and 12 - Media Arts (1997)
12
demonstrate an understanding of the skills and training needed to pursue media arts careers