CREATING PATHWAYS TO SUCCESS
An Education and Career/Life Planning Program for Ontario Schools, 2013
“When students are empowered to
design and plan their own lives, they are
engaged, they achieve, and they find
themselves applying their learning in
their daily lives”
(CPS page 7).
A comprehensive education and
career/life planning program is:
Knowledge and skills-based
Inquiry-based
Developmentally appropriate
Holistic
Transformational
Inclusive
Differentiated
Varied in its methods of delivery
Deeply embedded or “infused”
Based on a whole-school
approach
Well-documented
Accountable
Education & Career/ Life Planning
Classroom teachers support students in education and career/life planning by providing them with learning
opportunities, filtered through the lens of the four inquiry questions, that allow them to apply subjectspecific knowledge and skills to work-related situations; explore subject-related education and career/life
options; and become competent, self-directed planners. The updated curriculum expectations for all
subjects will provide opportunities to relate classroom learning to education and career/life planning that
will prepare students for success in school, work, and life.
The Arts
ADA1O - Reflecting, Responding, and Analysing
B1.1 Use the critical analysis process before and during
drama projects to identify and assess individual roles and
responsibilities in producing drama works. 2010, page 70
Career/Life Planning Connection: Students can use the
Ontario Skills Passport (OSP) to identify the required skills
for each role, and add learned skills to their Individualized
Pathway Plan (IPP) via www.myblueprint.ca
AMU3O - Connections Beyond the Classroom
B4.1 Identify and describe the skills and knowledge
required to pursue careers connected to the arts and
culture industry.
2010, page 170
Business Studies
BDI3C - Enterprising People & Entrepreneurs:
Characteristics and Contributions of an Entrepreneur
Develop a profile of a typical entrepreneur by
researching a diverse group of successful
entrepreneurs, including Aboriginal entrepreneurs.
2006, page 50
Canadian & World Studies
CGT3E - Methods of Geographic Inquiry and
Communication: Research and Data Collection
identify educational requirements, job descriptions,
current opportunities and future prospects for
selected careers involving the use of
geotechnologies.
2005, page 77
Computer Studies
Teachers of computer studies can support their students’
learning by maintaining links with community-based
businesses to ensure that students have access to hands-on
experiences that will reinforce the knowledge and skills
gained in school.
2008, page 29
English
To prepare students for the literacy demands of a
wide array of postsecondary educational programs
and careers, English courses require students to
develop research skills, practise expository writing,
and learn strategies for understanding informational
reading materials.
2007, page 36
Native Studies
NBV3C - Identity: Renewal and Reconciliation
Explain ways in which artists, healers, elders, women,
and politicians define and promote Aboriginal
peoples’ aspirations.
1999, page 30
Career/Life Planning Connection: Reflect on learning
through a career lens. How are these roles promoted
and encouraged in Aboriginal cultures?
French
FSF1D - Reading: Comprehension and Response to Text
Demonstrate an understanding of materials containing
a brief text (e.g., brochures, posters, advertisements)
through oral and written presentations. 1999, page
9
Career/Life Planning Connection: Have students
review and share information from job postings that
list bilingualism as a requirement.
Science
Science courses are well suited for some programs leading
to a Specialist High Skills Major (SHSM). In some SHSM
programs, science courses can be bundled with other
courses to provide the academic knowledge and skills
important to particular industry sectors and required for
success in the workplace and postsecondary education.
2008, page 44
HPEDSB SHSMs With Bundled Science Courses –
Construction, Environment, Healthy & Wellness,
Manufacturing, Non-Profit, Sports
Health & Physical Education
PPL20 – Living Skills: Decision Making
Identify short and long-term goals for personal growth. 1999,
page 16
Career/Life Planning Connection: Students can access their
Individualized Pathway Plan (IPP) via
www.myblueprint.ca/hpedsb and record their goals
electronically.
Social Sciences and Humanities 2013
Social sciences and humanities students learn the skills
required to manage their personal and family finances, to be
critical consumers, and to understand the ways in which
larger economic factors can enhance or limit the ability of
individuals and families. Students also explore ethical
questions inherent in issues related to wealth distribution,
needs and wants, and capitalist economies.
2013, page 45
Mathematics
Students should be made aware that mathematical literacy
and problem solving are valuable assets in an ever-widening
range of jobs and careers in today’s society. The knowledge
and skills students acquire in mathematics courses are useful
in fields such as science, business, engineering, and computer
studies; in the hospitality, recreation, and tourism industries;
and in the technical trades.
2005, page 28
Career: “The sum of a person’s experiences
in a variety of roles throughout life…every
person has a career, which includes work,
learning, community engagement, and
relationships with family and friends” (CPS
page 6).
Technological Education
TIJ1O - Professional Practice and Career Opportunities:
D2.2 - Use various criteria to assess selected careers in
technological fields (e.g., salary, job demand, working
conditions, social trend)
2009, page 47
Career/Life Planning Connection: Students can research
and favourite occupations in the technological field that
meet selected criteria using www.myblueprint.ca/hpedsb
TCJ3E - Professional Practice and Career Opportunities:
E2.1 Identify careers in the construction industry
Career & Life Planning
Tools & Resources:
•IPP: www.myblueprint.ca/hpedsb
•OSP: www.skills.edu.gov.on.ca
•HPEDSB “Know your options…Planning
for grade 11, 12 & beyond”
Career & Life Planning
Reflection Questions for Students:
•What insights did I gain? Through
which experiences?
•What evidence can I gather to
show what I’ve learned?
Learning Skills:
•Responsibility
•Organization
•Independent Work
•Collaboration
•Initiative
•Self-regulation
Excerpts from Ministry of Education Secondary Curriculum Documents
Tomorrow’s Employability Skills:
“In Grades 9 to 12, curriculum expectations in many disciplines focus directly on education
and career/life planning. In addition, there are opportunities within the secondary school
curriculum for students to focus on self-awareness and on decision making and goal
setting…Such learning helps make their school experience more relevant for students,
increases their engagement with school, and so promotes higher levels of achievement” (CPS
page 29).
•Reliability
•Organization
•Working Independently
•Teamwork
•Initiative
•Self-advocacy