Social Sciences and Humanities:
Family Studies
Career Focused Activities
Support Materials
Secondary Policy Document: Social Sciences and
Humanities Curriculum Policy Document
Produced by Ontario Family Studies Leadership Council
and the Ontario Family Studies Home Economics Educators’
Association
Writer: Karen Wilson
Project Leader: Michelyn Putignano
Reviewers: Carole Booth, Eva Meriorg, Yvonne Howard
Social Sciences and Humanities:
Family Studies
Career Focused Activities
This career focused activity package has been designed to help students
learn more about the Family Studies careers and jobs that are available
for them.
The activities provided were based on the expectations of the Grade 10
Careers and the Grade 9 – 11 Social Sciences and Humanities: Family
Studies courses. By highlighting Family Studies careers, this will assist
students in making the connections between the skills/content that they
have learned in their Family Studies classes and their everyday life
experiences.
Within this package, teachers will find the expectations to be covered,
suggested resources, and student handouts for each of the activities. The
activities provided in this package can be integrated within the Family
Studies career based expectations in part or in their entirety. As well,
these activities were designed to be used collectively, or as independent
activities in Families Studies and/or Careers courses. For each career
activity, a time frame has been suggested, which will allow for the dept
of coverage for the topic, the number of expectations to be covered, and
the grade level of the course. These career activities could be adapted to
meet the requirements of a culminating task for a unit on careers.
If you have any further questions about careers in Family Studies,
contact the Ontario Family Studies Leadership Council and the Ontario
Family Studies/Home Economics Educators Association.
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Career Focused Activities Support Materials
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Grade 11 Family Studies Course Connections
To
Career Expectations
Each of the Grade 11 Family Studies courses contains expectations that highlight careers associated
with that particular discipline of Family Studies. The activities in this package can be integrated
within the Family Studies career based expectations, which are listed below in part or in their
entirety.
______________________________________________________________________________
Managing Personal and Family Resources
HIR3C (College Preparation)
SOV.01-identify the personal resources necessary to make a smooth transition from adolescence to
adulthood
SO1.04-describe skills that are required in the workplace (e.g., academic, personal resource management,
teamwork)
PRV.02-identify the principles of and techniques required for effective management of personal and
family resources (e.g., time, money, talent)
PR2.01-identify the different types of resources (e.g., human, material, community) available to
individuals and families
PR2.02-analyse how personal goals and priorities, personal needs and wants, and cultural influences
affect the use of time, talent, and money
CFV.01-identify and describe occupations for which they are well suited, taking into account their
personal resources
CFV.02-demonstrate an understanding of how traditional forms of employment compare with various
alternative forms
CF1.01-analyse the personal criteria (e.g., interest, skills, talents) to be considered when selecting
educational and occupational paths
CF1.02-outline a career path linked to their personal occupational aspirations
CF1.03-identify occupations related to personal and family finance (e.g., financial adviser, credit
counselor, stockbroker, banker)
CF2.03-summarize the usual benefits that employers offer (e.g., health insurance, life insurance,
pensions, paid vacations) and the additional financial planning involved for those who choose selfemployment or contract and part-time positions
SSV.02-explain the effects of economic and business trends on the family
SSV.03-identify the options and services available to individuals and families for managing resources
SS1.03-explain how being employed affects the personal resources of teenagers (e.g., time to study, time
to spend on family or extracurricular activities, amount of disposable family income)
SS2.02-describe the impact that employment-related trends and events (e.g., long strikes, layoffs due to
downsizing, plant closures, or out-sources, promotions) have on family finances and family relationships
SS3.01-investigate community resource that are available to assist individuals and families (e.g., stressmanagement or financial counseling, occupational therapy, community college courses
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__________________________________________________________
Managing Personal Resources HIP3E
(Workplace Preparation)
SOV.01-demonstrate an understanding of self-concept and its role in effective communication
SO1.04-describe the ways in which an individual might build on personal strength and address areas for
improvement in order to form a good relationship and achieve effective communication in the workplace
PRV.02-idnetify the basic principles and techniques an individual would use in effectively managing
personal resources, including talent, time, and money
PR2.01-investigate how factors such as economic and social conditions, prevailing social attitudes, and
support networks affect an individuals’ use of talent as resources
PR2.03-identify their own personal talents and competencies, and describe how these might affect their
choices of a career path
CFV.01-indentify the elements of successful employment and lifestyle planning
CFV.02-explain why personal well-being is an important factor in getting an keeping a job
CF1.01-describe the primary personal considerations that affect the choice on an occupation
CF1.02-identify their short-and long-term goals, and the skills and experience they need to achieve them
CF2.05-describe how lifelong learning can lead to future personal successes
______________________________________________________
Living Spaces and Shelter
HLS3O (Open)
ASV.02-demonstrate an understanding of elements and principles of design relating to home
environments
AS2.01-desribe the influence of major international and Canadian architects (e.g., Mies van der Rohe,
Frank Lloyd Wright, Buckminster Fuller, John C. Parkin, A.J. Diamond, George Baird)
OOV.01-identify and describe occupational opportunities related to living spaces and shelter, and the
career paths leading to them
OO1.01-idnetify and describe building-related occupations (e.g., architect, civil or mechanical engineer,
landscape designer, interior designer and decorator, builder, real estate agent, property manger, zoning
by-law official, tradesperson)
OO1.02-describe a career path for these occupations
______________________________________________________________________________
Parenting
HPC3O (Open)
PRV.03-describe the natures and the responsibilities involved in parenting
PR3.06-identify and describe career opportunities related to families at all stages of life
______________________________________________________
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Living and Working with Children
HPW3C (College Preparation)
CSV.02-identify the various ways in which people interact with children throughout their lives
CSV.03-demonstrate an understanding of the importance of planning for future parenthood
CS2.01-evaluate their current roles in relation to children (e.g., as sibling, aunt, uncle, parent, fosterfamily member, program volunteer, baby-sitter) and describe roles they might have in the future (e.g.,
parent, coach, health-care worker)
CS2.02-compare and contrast the roles of parents, care-givers, and people in occupations that involve
working with children, and explain how children interact with people in those roles
CS3.03-analyse the demands of the care-giver’s role (e.g., in terms of investment of time and energy) and
the qualities care-givers bring to their interactions with children (e.g., patience and stamina,
understanding)
CS3.04-idnetify an describe the training opportunities available for preparation for parenthood (e.g.,
prenatal classes, community-based parenting programs) and for occupations involving children (e.g.,
university and college programs, cooperative education placements)
SOV.01-demonstrate the skills and strategies needed to communicate with and about children
SO1.01-demonstrate an understanding of the communication skills and strategies necessary for effective
parenting, care-giving and professional relationships (e.g., establishing eye contact, actively listening,
using “I messages’, being attentive to body language)
SCV.01-evaluate society’s expectations of and support for parents, care-givers, and people who work
with children
SCV.02-demonstrate an understanding of issues and challenges that concern parents, care-givers, and
others who interact with children in society
SC1.01-identify society’s expectations of parents, care-givers, and those who work with children (e.g.,
providing positive role models, exercising discipline appropriately, being mature and responsible,
behaving professionally)
SC1.03-explain what parents expect of those who work with and care for their children (e.g., vigilance
concerning their children’s physical safety and emotional well-being; prompt communication of particular
concerns about their children; the ability to exercise authority over their children appropriately
SC1.04-demonstrate the special knowledge and skills acquired through working with children in a school
or community setting
SC2.04-identify strategies for meeting the challenges facing those who live and work with children (e.g.,
on-site child care for working parents, family counseling, safety training for care-givers)
SC2.05-evaluate a variety of sources of information that offer advice to parents regarding the issues and
challenges they face in caring for children (e.g., “how to” books, magazines articles, advice columns,
Internet articles)
______________________________________________________________________________
Fashion and Creative Expression
HNC3O (Open)
AIV.03-identify occupational opportunities in the fashion field
AIV.04-analyse the impact of the clothing industry on society, and societal influences on the clothing
industry
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AI3.01-classify the types of occupations associated with the three areas of fashion production and
distribution identified below, and describe the competencies they require and opportunities for
employment in them:
1. primary markets and industries that provide the raw materials of fashion (e.g., weave, farmer,
quality-control inspector)
2. secondary fashion markets and manufacturers of apparel and accessories (e.g., designer, pattern
makers, pattern grader, cutter, sewer, finisher)
3. retail distribution (e.g., salesperson, fashion coordinator, display technician, buyer)
AI3.03-outline a career path for a fashion- or textile- related occupation
AI4.04-evaluate the impact on Canadian society of issues relating to the apparel industry, such as the
redistribution of jobs brought about by computerization and new technologies, the exploitation of workers
both in Canada and abroad, the role of unions in the garment industry, and the hiring of skilled and
unskilled immigrant labour
______________________________________________________________________________
Setting Goals for Family Studies Related Jobs
Description
Students will begin by examining their personal goals in establishing their life plans. In setting goals,
students must reflect on their own interests, abilities, and skills. They will gain an understand of how
school, community, work and volunteers experiences as well as family assist in their development of
skills and the setting of goals.
This activity may be used as an introductory discussion to any course (Grade 10 Careers, Grade 9-11
Social Science and Humanities) as it may encourage students to think about how these topics affect their
personal life at home and the workplace. Alternatively, this activity may be used as a concluding activity
(culminating task), which will bring together the information learned within this activity as it relates to
the student’s future life.
Time Range: 2 – 4 hours
Career Studies (10)
PMV.01
 demonstrate an understanding of and apply
strategies needed for success in school;
PMV.02
 identify their interests, skills, characteristics,
and accomplishments and describe how these
are influenced by their experiences;
PMV.04
 demonstrate understanding and effective use of
interpersonal skills required to establish and
maintain positive relationships and work
effectively in teams or groups.
PM1.02
 demonstrate effective use of strategies for
achieving success in school (i.e., note taking,
Social Sciences and Humanities: Family Studies
Career Focused Activities Support Materials
Social Science and Humanities – Family Studies
This activity can be integrated into any Family Studies
course.
These activities are appropriate for Grade 9/10
Family Studies career-based expectations, which may
be emphasized to highlight applications to everyday
life.
All Grade 11 Social Science and Humanities: Family
Studies courses have a career component; therefore,
all or part of this activity can be integrated specifically
into the career-based expectations. One may use the
intent of this activity as a framework by using the
course content.
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strategies for completing homework,
strategies for studying for tests and
examinations);
PM2.01
 demonstrate understanding of the purpose and
use of self-assessment and standardized
assessment tools and strategies (e.g., aptitude
tests, skills inventories);
PM3.02
 demonstrate understanding of the impact of
family responsibilities on education and
careers;
PM3.03
 summarize and document their own personal
management skills and habits, identifying their
strengths and targeting areas for improvement:
PM3.04
 demonstrate effective use of personal
management skills (e.g., well-organized
notebooks, punctuality).
Specific Expectations for Grade 9 &10 are listed
below:
HFN – Food and Nutrition
SS2.03
 illustrate career opportunities related to food and
nutrition by creating a poster, newsletter, or
brochure
This course integrates all of the skills, which include
personal, transferable, and technical. The expectations
are based on critical thinking, summarizing, evaluating,
analyzing, demonstrating, communicating, etc. Many of
the part-time jobs or volunteer opportunities students
have experienced will involve specific skills learned
within this course (e.g., safety, handling of food, etc.).
HIF – Individual and Family Living
PR3.01X

identify skills that are required to meet the
needs of individuals and families, within the
family and the community (e.g., meal
preparation at home; working from home;
organizing a food co-op)
PR3.03X
 prepare a plan to participate in activities in the
community that support the functions of
individuals and families (e.g., volunteer ad a
food bank; serve as an assistant Scout leader)
SC2.02X
 apply strategies for managing time to achieve
individual, family, and group goals
SC2.03X
 describe strategies for acquiring money,
including summer employment, and for
managing their own money to meet financial
and personal goals (e.g., buying a mountain
bike, paying for college)
Prior Knowledge & Skills
 experience in small group settings
 brainstorming
 mind mapping/webbing
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Planning Notes
Teachers should:
 assemble supplies ready for activity;
 prepare information, providing suggestions for Family Studies related careers. Make sure to
integrate various levels including university, college (private and public), and work experience
related jobs;
 book computer lab and “Career Cruising” Internet access or CD-ROM (where available).
Resources
Ministry Documents
Choices into Action: Guidance and Career Education Program Policy for Ontario Elementary and
Secondary Schools, 1999.
The Ontario Curriculum, Grade 9 and 10, Social Sciences and Humanities, 1999
The Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities, 2000.
The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000.
Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999.
Associations
Canadian Home Economics Association, 307-1521 Slater Street, Ottawa, ON K1P 5H3
Tel: (613) 238-8817 – http://www.chea-acef.ca
Ontario Home Economics Association – http://www.ohea.on.ca
Ontario Women’s Directorate - Your Money, Your Life, Your Way! Learning for Life, ENO discussion
forums – http://www.enoreo.on.ca/owd_forum/
Dietitians of Canada – www.dietitian.ca
Ontario Family Studies Leadership Council http://www.ofslc.org
Ontario Family Studies Home Economics Educators’ Association http://www.ofsheea.ca
Textbooks
Campbell and Hoey. Careers 10. 2000. Prentice Hall.. ISBN 0-13-031505-2
Eubanks, Sasse, Glosson. Shaping Your Future. 2000. McGraw-Hill. ISBN 0-02-637967-8
Glossen, Meek and Smock. Creative Living, 7th ed. McGraw-Hill, 2000. ISBN 0-02-648144-8
Holloway and Meriorg. Individual and Family Living. 2001. Irwin Publishing. ISBN 0-7725-29019
Plue, Pamer, and Karakokkinos. Careers: Today and Tomorrow, 2000. Irwin Publishing. ISBN 07725-2857-8
Sander, Simpson and Ward. Career Education. 1997. Education Services Committee of the OSSTF.
ISBN 0-920930-82-4
Walliace, Lee. Career Studies 10, 2000. Nelson-Thomson Learning. ISBN 0-17-620136-X.
Wehkage, N. Goals for Living Managing Your Resources. Irwin. 1997.ISBN 1-56637-295X
Ryder, V. Contemporary Living. Irwin. 1995. ISBN 1-56637-099X
Videos
CBC has programs highlighting various careers – check the CBC Website for programs including
‘Venture’, ‘MarketPlace’, and StreetCents’. All programs are available for purchase.
Canadian Learning Television has a program entitled “Careerstv” which is broadcast several times a day
and is also available for purchase – www.clt.ca .
TVO has many programs available (call Sound Venture for distribution – 1-800-858-2183). “Get A
Life”, “Job Matters” and “Women in Careers” are all available for purchase for use in schools ( public
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performance rights for schools - $69 per program or board wide use for distribution - $129, $899 for the
complete 30 tape series).
 ‘Get A Life’ has (30) - 28 minute programs. Each program has a variety of career examples
illustrated through interviews of various people. Family Studies related careers documented
include:
o Episode 2 – Envirolutions – a mother who has made a business out of recycling and
making products from disposable diapers.
o Episode 5 – Youth Liaison Assistant for Operation Go Home .
o Episode 6 – a) CEO of Unique Patterns Design b) consulting firm for generation 18-35
years.
o Episode 9 – Communications Specialist for Ontario Pork
o Episode 10 – Co-Founder of kids/NRG -hand-on job experiences for kids.
o Episode 11- Teacher of Deaf and Blind
o Episode 12 – a) Fashion Designer, b) Executive Director of Youville Centre-helping teen
moms complete high school, c) President of Terry Kova Falafel – falafel hot dog
company carried in health food stores through Ontario
o Episode 14 – a) Registered Dietician, b) ND Learning Centre – teaching professional
development courses
o Episode 16 – Career Counsellor
o Episode 17 - Social Activist for Rights for Persons with Disabilities
o Episode 18 – G.A.P Adventures – travel packages for people become immersed in the
culture and country (sustainable tourism)
o Episode 19 – Policy Advisor HIV/AIDS
o Episode 20 – a) Physiotherapist in Sports Injury Clinic who has established a team of
professionals including a dietician, b) Youth Outreach Worker
o Episode 23 – a) Eye Candy Creations – gift items, b) Accessibility Consultant and
Access Experts, c) Baker for Helping Hands Bakery
o Episode 24 – Canadian Association of Food Banks
o Episode 26 – a) Public Relations for AdCulture – publishes educational materials for life
sciences, b) Biotechnologist for National Research Council Plant Biotechnology Institute
o Episode 27 – a) Doctor for War Child Canada, b) Youth Leadership Coordinator for
Boys and Girls Club Canada, c) Volunteer Coordinator
o Episode 28 – a) Market Researcher, b) Interior Decorator
o Episode 29 – a) Cake Decorator, b) Stained Glass Artist, c) Jewellery Designer
Websites
Ministry of Education - Prospects: Ontario Guide to Career Planning
http://www.edu.gov.on.ca/eng/general/elemsec/job/prospect/eng/index.html
Canadian Careers.Com – http://www.canadiancareers.com/index.html
Youth Network of Canada – http://www.youth.gc.ca/jobinfo_e.shtml
The Federal Government in the Classroom – http://www.canada.gc.ca/main_e.html
Canadian Council on Social Development – http://www.ccsd.ca
Canlearn (career planning website) – http://www.canlearn.ca/English/eng.cfm
National Occupational Classifications - www.hrdc.-drhc.gc.ca/JobFutures
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NOTE:
Career Cruising – http://www.careercrusing.com also available on CD-ROM (board password needed)
 This is an excellent comprehensive site developed by the Ministry of Education of Ontario.
 For every career, it has the following link information:
o Job description
o Working conditions
o Earnings
o Education
o Career Path
o Related Jobs
o Other Resources
o Interviews with people in the field. The interviews follow a common guideline for every
career. This provides a great framework for further interviews by students.
 Careers may be located in a number of different ways. They are categorized by school subjects.
Most Family Studies careers are found in Arts and Music, Hospitality, and Social Sciences.
Teaching/Learning Strategies
1. Teacher begins the class discussion by asking the students one of the following questions with
reference to what they would like to accomplish or improve upon by the end of the class period.
 Examples are as follows:
 Foods related – How would you like to improve your health? Give one
example.
 Clothing related – What would you like to do to improve your wardrobe? Give
one example.
 Parenting related – If you could improve some aspect of a relationship with a
friend or family member, what would it be?
 Housing related – If you could make a change in the arrangement of your room,
what would you like to change?
 Resource Management related – You want to make a major purchase. What do
you need to do to make this purchase?
2. Define setting goals in relation to achieving a specific outcome. Discuss the importance of
setting both short-term and long-term goals.
3. Construct the “goal flower” or “life sign post.”




Goal Flower
Centre circle is the main goal.
Petals are the skills and interests that are
helpful in achieving the goal
Stem is a quote or philosophy that helps you
to remember to achieve your goal.
Leaves are the people that help you achieve
the goal.
Appendix 1a and 1b
(student/teacher resource)
Social Sciences and Humanities: Family Studies
Career Focused Activities Support Materials




Goal Life Signpost
The road ahead is the main goal.
The various destinations are the skills and
interests that are helpful in achieving the
goal.
The post is a quote or philosophy that helps
you to remember to achieve your goal.
The paths leading to the road ahead are the
people that help you achieve the goal.
Appendix 2
(student/teacher resource)
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4. Setting Family Studies Goals Assignment.
 Teacher instructs the students to pick a Family Studies related career or job.
 Using Appendix 3a “Family Studies Goals – They Have Direction,” students will do the
following:
o Using the “Goal Flower” or the “Goal Life Signpost,” as an example, students
create their own “goal” visual to represent what is involved in meeting goals. Be
sure to indicate the main goal, the skills and interests that are helpful in achieving
the goal, a quote or philosophy that helps a person to remember to achieve the
goal, and the people who help an individual achieve the goal.
o Using the “goal” visual they created, students interview a professional in the field
of Family Studies. (If this is not possible, have students view a video, complete a
computer program, or access the Internet [see resource list] to research a
professional in the field of Family Studies and then write a case study.)
o Students write a reflection describing their “goal” visual and compare it to the
interview or their case study.
 For a list of possible careers/jobs, (See Appendix 3b – teacher resource)
 Assessment and Evaluation Rubric (See Appendix 4 – student handout)
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Appendix 1a – student/teacher resource
Template Pieces for Goal Flower
Instructions
Use the following templates to construct the goal flower: Write your main goal in the centre circle. Your
skills and your interests that are helpful in achieving the goal go in the petals. A quotation or philosophy
that helps you to remember to achieve your goal is written on the stem. The leaves signify the people in
your life who help you achieve your goal.
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Appendix 1b – student/teacher resource
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Appendix 2 – student/teacher resource
Template for Life Signpost
Instructions
Use the following templates to construct the goal signpost. Write your main goal on the road ahead. The
various destinations are the skills and interests that help you achieve your goal. Write a quote or
philosophy that helps you to remember to achieve your goal on the post. The paths leading to the road
ahead signify the people in your life that help you achieve your goal.
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Appendix 3a – student handout
Family Studies Goals – They Have Direction
Your Goal:
Pick a Family Studies related career or job as instructed by you teacher. Using the “Goal Flower” or the
“Goal Life Signpost,” as an example, students create their own “goal” visual to represent what is involved
in meeting goals. Be sure to indicate the main goal, the skills and interests that are helpful in achieving
the goal, a quote or philosophy that helps a person to remember to achieve the goal, and the people who
help an individual achieve the goal. (Examples for “goal visual”: car, road or pathway, hot air balloon,
animal, etc.)
What to Include in Your Visual:
 Main goal
 Skills and interests (at least 6 named)
 Inspirational quote or philosophy
 People who help
What and How You Present:
1. The Visual
 It is attractive and well organized.
 The 4 main requirements are clearly labeled and easy to see and read.
 Uses various mediums (e.g., paper, felt, pictures, etc.) to become dimensional.
2. Interview: Professional in the Family Studies Field
 Use your visual to ask the questions when you are interviewing the Family Studies
Professional (the career you have chosen to represent).
 Your interview questions should incorporate the person’s main goal, the skills required
from his/her perspective, inspirational quote or philosophy and helpers or influences.
3. Written Reflection:
 This is a personal reflection indicating why you created this visual.
 Explain each component of the visual and explain how it has been personalized.
 Explain the connection between the Family Studies career and the professional you
interviewed or the case study you researched and produced.
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Appendix 3b – teacher resource
Family Studies Related Careers
Foods
Clothing
-Food Scientist
-Dietitian
-Chef
-Food Technologist
-Nutritionist
-Baker
-Caterer
-Food/Beverage
Supervisor
-Fast Food
Worker
-Hotel Manager
-Hotel
Administrator
-Home Care
Worker
-Home Maker
-Bed and
Breakfast
Proprietor
-Event Planner
-Restaurant
Manager
-Cookbook Writer
and Editor
-Food Stylist
-Food Safety
Educator
-Agri-Foods
Producer
-Healthy Eating
and Fitness Coach
-Recipe Tester
and Developer
-Writer
-Buyer
-Interior
Decorator
-Upholsterer
-Textile Designer
-Textile
Technologist
-Furrier
-Tailor
-Hair Stylist
-Esthetician
-Fashion Designer
-Fashion Retailer
-Fashion
Consultant
-Home Maker
-Clothing
Manufacturer
-Costume
Designer (for
plays)
-Museum Curator
-Make-up Artist
-Retail Buyer
-Set Designer
-Stylist
-Fiber artist
-Athletic Wear
Designer
-Media Fashion
Consultant
-Writer
Parenting
Housing
Resource
Management
-Professor
-Hotel Manager
-Travel Services
-Teacher
-Hotel
Representative
-Day Care
Administrator
- Hotel Manager
Worker
-Buyer
-Hotel
-Community
-Interior
Administrator
Services Worker
Decorator
-Buyer
-Nurse
-Upholsterer
-Consumer
-Child Care
-Physical /
Product Specialist
Worker
Occupational
-Marketing
-Social Worker
Therapist
Analyst
-Physical /
-Home Care
-Community
Occupational
Worker
Services Worker
Therapist
-Home Maker
-Communication
-Psychologist
-Real Estate
Consultant
-Sociologist
Agent
-Sociologist
-Addiction
-Antique Dealer
-Corporate
Counsellor
-Architect
Trainer
-Career
-Architectural
-Fundraiser
Counsellor
Technologist
-Home Maker
-Child and Youth
-Set Designer
-Human
Worker
-Bed and
Resources
-Family
Breakfast
Specialist
Practitioner
Proprietor
-Insurance Broker
-Fundraiser
-Event Planner
-Lobbyist
-Funeral Director
-Writer
-Mediator
-Gerontologist
-Home Building
-Public Relations
-Home Care
Consultant
-Real Estate
Worker
-Housing
Agent
-Home Maker
Development
-Rehab
-Family Law
Advisor
Counsellor
Lawyer or Judge
-Mortgage and
-Research Analyst
-Lobbyist
Housing
-Antique Dealer
-Mediator
Consultant
-Bed and
-Midwife
-Property
Breakfast
-Nanny
Manager
Proprietor
-Pediatrician
-Real Estate
-Event Planner
-Rehab
Developer
-Travel Agent
Counsellor
-Writer
-Social Worker
-Marriage Prep
and Family
Counsellor
-Writer
Home Economic/Human Ecology involves the study of nutrition, clothing, housing, parenting, and
resource management. All issues address the everyday needs of people here and in other countries as
well in promoting positive change for individuals and families.
Appendix 4 – student handout
Family Studies Goals – They Have Direction
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Criteria
Knowledge/
Understanding
- knowledge of the
skill relating to the
main goal
Thinking/Inquiry
- visual shows
connections between
skills and the Family
Studies job/career
Application
(Reflection /
Interview)
- illustrates skills
as they relate to the
personal opinion and
experience of the
writer and the
professional
interviewed (or case
studied)
Communication
- communicates
information and
ideas in visual and
reflection
Level 1
(50 – 59%)
Level 2
(60 – 69%)
Level 3
(70 – 79%)
Level 4
(80 – 100%)
- demonstrates
limited knowledge
by giving few
examples
- demonstrates some
knowledge by
giving some
examples
- demonstrates
considerable
knowledge by
giving numerous
examples and
attempts to show
how they interrelate
- demonstrates
thorough knowledge
by giving extensive
examples that
clarify the
interrelationships
between the factors
- makes
connections with
limited
effectiveness
- makes connections
with some
effectiveness
- makes connections
with considerable
effectiveness
- makes connections
with a high degree
of effectiveness
- illustrates the
skills by personal
application and
questioning with
limited
effectiveness
- illustrates the
skills by personal
application and
questioning with
some effectiveness
- illustrates the
skills by personal
application and
questioning with
considerable
effectiveness
- illustrates the
skills by personal
application and
questioning with a
high degree of
effectiveness
- communicates
information and
ideas with limited
clarity
- communicates
information and
ideas with some
clarity
- communicates
information and
ideas with
considerable clarity
- communicates
information and
ideas with a high
degree of clarity
enticing students to
look for more
information
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Teacher Comments/Next Steps:
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How Do I Get SKILLS?
Description
Students will become knowledgeable of the main categories of skills required by most careers and jobs.
They will gain an understanding of how the subjects they select in school encourage the development of
different skills. As well, students will understand and appreciate the importance of their volunteer
experiences and their part-time jobs in building the skills required for future employment.
This may be used within a section for any of the Family Studies courses as it relates to developing skills
for career/job or volunteer opportunities.
Time Range: 2 – 8 hours
Career Studies (10)
PMV.01
 demonstrate an understanding of and apply
strategies needed for success in school;
PMV.02
 identify their interests, skills, characteristics,
and accomplishments and describe how these
are influenced by their experiences;
PMV.03
 describe the personal management skills and
characteristics needed to succeed in school,
work, family life, and the community and
demonstrate the effective use of personal
management skills in a variety of settings;
PMV.04
 demonstrate understanding and effective use of
interpersonal skills required to establish and
maintain positive relationships and work
effectively in teams or groups.
PM1.01
 demonstrate understanding of the secondary
school program and graduation requirements
and related terms (e.g., compulsory credit,
transcript, full disclosure, types of courses,
literacy test, community involvement, diploma,
certificate of achievement);
PM1.02
 demonstrate effective use of strategies for
achieving success in school (i.e., note taking,
strategies for completing homework,
strategies for studying for tests and
examinations);
PM2.01
 demonstrate understanding of the purpose and
use of self-assessment and standardized
assessment tools and strategies (e.g., aptitude
tests, skills inventories);
Social Sciences and Humanities: Family Studies
Career Focused Activities Support Materials
Social Science and Humanities – Family Studies
This activity can be integrated into any Family Studies
course.
These activities are appropriate for Grade 9/10
Family Studies career-based expectations, which may
be emphasized to highlight applications to everyday
life.
All Grade 11 Social Science and Humanities: Family
Studies courses have a career component; therefore,
all or part of this activity can be integrated specifically
into the career-based expectations. One may use the
intent of this activity as a framework by using the
course content.
Specific Expectations for Grade 9 &10 are listed
below:
HFN – Food and Nutrition
SS2.03
 illustrate career opportunities related to food and
nutrition by creating a poster, newsletter, or
brochure

This course integrates all of the skills, which include
personal, transferable, and technical. The expectations
are based on critical thinking, summarizing, evaluating,
analyzing, demonstrating, communicating, etc. Many of
the part-time jobs or volunteer opportunities students
have experienced will involve specific skills learned
within this course (e.g., safety, handling of food, etc.).
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PM2.03
 identify the skills they have developed through
school subjects (e.g., literacy, numeracy,
communication) and through community
experiences and explain how these skills are
transferable to work and other life roles;
PM3.01
 describe and explain the importance of personal
management skills (e.g., organization skills,
stress management), habits (e.g., maintaining a
personal planner), and characteristics (e.g.,
adaptability) for success in school and other life
roles;
PM3.02
 demonstrate understanding of the impact of
family responsibilities on education and
careers;
PM3.03
 summarize and document their own personal
management skills and habits, identifying their
strengths and targeting areas for improvement:
PM3.04
 demonstrate effective use of personal
management skills (e.g., well-organized
notebooks, punctuality).
HIF – Individual and Family Living
PR3.01X
 identify skills that are required to meet the
needs of individuals and families, within the
family and the community (e.g., meal
preparation at home; working from home;
organizing a food co-op)
PR3.03X
 prepare a plan to participate in activities in the
community that support the functions of
individuals and families (e.g., volunteer ad a
food bank; serve as an assistant Scout leader)
SC2.02X
 apply strategies for managing time to achieve
individual, family, and group goals
SC2.03X
 describe strategies for acquiring money,
including summer employment, and for
managing their own money to meet financial
and personal goals (e.g., buying a mountain
bike, paying for college)
SC3.03X
describe the role of employment and income in
enabling families to perform their functions
Prior Knowledge & Skills
 experience in small group settings
 brainstorming
 mind mapping/webbing
 computer/Internet skills
Planning Notes
Teachers should:
 assemble equipment and props for introductory activity;
 determine the amount of time to be spent on the activity;
 become familiar with employability terms/skills, which are available in Career textbooks and through the
Conference Board of Canada website – www.conferenceboard.ca/nbec/ESF.htm
Resources
Ministry Documents
Choices into Action: Guidance and Career Education Program Policy for Ontario Elementary and
Secondary Schools, 1999.
The Ontario Curriculum, Grade 9 and 10, Social Sciences and Humanities, 1999
The Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities, 2000.
The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000.
Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999.
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Associations
Canadian Home Economics Association, 307-1521 Slater Street, Ottawa, ON K1P 5H3
Tel: (613) 238-8817 – http://www.chea-acef.ca
Ontario Home Economics Association – http://www.ohea.on.ca
Ontario Women’s Directorate - Your Money, Your Life, Your Way! Learning for Life, ENO discussion
forums – http://www.enoreo.on.ca/owd_forum/
Dietitians of Canada – www.dietitian.ca
Ontario Family Studies Leadership Council http://www.ofslc.org
Ontario Family Studies Home Economics Educators’ Association http://www.ofsheea.ca
Textbooks
Campbell and Hoey. Careers 10. 2000. Prentice Hall.. ISBN 0-13-031505-2
Eubanks, Sasse, Glosson. Shaping Your Future. 2000. McGraw-Hill. ISBN 0-02-637967-8
Glossen, Meek and Smock. Creative Living, 7th ed. McGraw-Hill, 2000. ISBN 0-02-648144-8
Holloway and Meriorg. Individual and Family Living. 2001. Irwin Publishing. ISBN 0-7725-29019
Plue, Pamer, and Karakokkinos. Careers: Today and Tomorrow, 2000. Irwin Publishing. ISBN 07725-2857-8
Sander, Simpson and Ward. Career Education. 1997. Education Services Committee of the OSSTF.
ISBN 0-920930-82-4
Walliace, Lee. Career Studies 10, 2000. Nelson-Thomson Learning. ISBN 0-17-620136-X.
Wehkage, N. Goals for Living Managing Your Resources. Irwin. 1997.ISBN 1-56637-295X
Ryder, V. Contemporary Living. Irwin. 1995. ISBN 1-56637-099X
Videos
CBC has programs highlighting various careers – check the CBC Website for programs including
‘Venture’, ‘MarketPlace’, and StreetCents’. All programs are available for purchase.
Canadian Learning Television has a program entitled “Careerstv” which is broadcast several times a day
and is also available for purchase – www.clt.ca .
TVO has many programs available (call Sound Venture for distribution – 1-800-858-2183). “Get A
Life”, “Job Matters” and “Women in Careers” are all available for purchase for use in schools ( public
performance rights for schools - $69 per program or board wide use for distribution - $129).
 ‘Get A Life’ has (30) - 28 minute programs. Each program has a variety of career examples
illustrated through interviews of various people. Family Studies related careers (that would
highlight skills) documented include:
o Episode 2 – Envirolutions – a mother who has made a business out of recycling and
making products from disposable diapers.
o Episode 5 – Youth Liaison Assistant for Operation Go Home .
o Episode 6 – a) CEO of Unique Patterns Design b) consulting firm for generation 18-35
years.
o Episode 9 – Communications Specialist for Ontario Pork
o Episode 10 – Co-Founder of kids/NRG -hand-on job experiences for kids.
o Episode 11- Teacher of Deaf and Blind
o Episode 12 – a) Fashion Designer, b) Executive Director of Youville Centre-helping teen
moms complete high school, c) President of Terry Kova Falafel – falafel hot dog
company carried in health food stores through Ontario
o Episode 14 – a) Registered Dietician, b) ND Learning Centre – teaching professional
development courses
o Episode 16 – Career Counsellor
o Episode 17 - Social Activist for Rights for Persons with Disabilities
Social Sciences and Humanities: Family Studies
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o
o
o
o
o
o
o
o
o
Episode 18 – G.A.P Adventures – travel packages for people become immersed in the
culture and country (sustainable tourism)
Episode 19 – Policy Advisor HIV/AIDS
Episode 20 – a) Physiotherapist in Sports Injury Clinic who has established a team of
professionals including a dietician, b) Youth Outreach Worker
Episode 23 – a) Eye Candy Creations – gift items, b) Accessibility Consultant and
Access Experts, c) Baker for Helping Hands Bakery
Episode 24 – Canadian Association of Food Banks
Episode 26 – a) Public Relations for AdCulture – publishes educational materials for life
sciences, b) Biotechnologist for National Research Council Plant Biotechnology Institute
Episode 27 – a) Doctor for War Child Canada, b) Youth Leadership Coordinator for
Boys and Girls Club Canada, c) Volunteer Coordinator
Episode 28 – a) Market Researcher, b) Interior Decorator
Episode 29 – a) Cake Decorator, b) Stained Glass Artist, c) Jewellery Designer
Websites
Canadian Careers.Com – http://www.canadiancareers.com/index.html
Youth Network of Canada – http://www.youth.gc.ca/jobinfo_e.shtml
The Federal Government in the Classroom – http://www.canada.gc.ca/main_e.html
Canadian Council on Social Development – http://www.ccsd.ca
Canlearn (career planning website) – http://www.canlearn.ca/English/eng.cfm
National Occupational Classifications - www.hrdc-drhc.gc.ca/JobFutures
School Net – http:www.schoolnet.ca/EmployabilitySkills/conclude.html
This is an interactive site sponsored by The Conference Board of Canada, Canada’s School Net and
Industry Canada. Set to be available in September 2001, it will have modules and worksheets to teach
people to recognize and develop their employability skills.
Conference Board of Canada - http://www.conferenceboard.ca/nbec/ESF.htm
This site provides a pdf printable hand-outs which classifies the employability skills. It also provides case
studies.
Royal Bank’s Women Entrepreneurs Network – http://www.royalbank.chatelaine.com
Ontario Prospects 2001: Ontario’s Guide to Career Planning
http;//www.edu.gov.on.ca/eng/general/elemsec/job/prospect/eng/index.html
NOTE:
Career Cruising – http://www.careercrusing.com also available on CD-ROM (board password needed)
 This is an excellent comprehensive site developed by the Ministry of Education of Ontario.
 For every career, it has the following link information:
o Job description
o Working conditions
o Earnings
o Education
o Career Path
o Related Jobs
o Other Resources
o Interviews with people in the field. The interviews follow a common guideline for every
career. This provides a great framework for further interviews by students.
 Careers may be located in a number of different ways. They are categorized by school subjects.
Most Family Studies careers are found in Arts and Music, Hospitality, and Social Sciences.
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Teaching / Learning Strategies
1. Teacher led discussion on employability skills, which are skills that are required to get and
maintain a job. (See Appendix 1 – teacher overhead resource)
 Ask: “Why it is important for students to acquire employability skills?” (e.g., to get a job
now to make money, to get a volunteer placement or work experience placement, etc.)
 Ask; “Why is it important for someone who already has a job to continue building his/her
employability skills?”
2. Distribute 5 large sticky notes to each person. Individually, students will fill in a Family Studies
skill (word or phrase) on each of their 5 sticky notes.
 Note that the skills may depend on the course that is being highlighted. (See Appendix 2 –
teacher resource - for brainstorm of skills specific to Family Studies)
 If students need assistance, discuss “A Pathway for Recognizing My Skills” (See Appendix 3
– teacher overhead resource).
 Ask the question of students to begin student thinking:
o What skills make a good worker? or
o What skills do employers look for when hiring? or
o What skills do you need to have in order to get a job?
3. Divide students into groups. Using the cards (sticky notes) that they have created, students will
organize their cards within their groups. Note that they will have some “cards” that are the same
and some that are different. Have each group organize their skill cards (sticky notes) into
groupings and stick them on the chart paper provided. They will title their groupings.
Instruct each group to:
 Organize the skills and group them into categories. Show when a skill has been repeated and
how many times.
 Look at the similarities and differences of groupings and come up with a title for each main
group. They should be able to explain why they developed the grouping they did.
 Display the organized groupings around the classroom. Have each group select 1 or 2
presenters to briefly discuss the way the group categorized the skills and why.
4. Distribute organizer for class notes. NOTE: Either Appendix 4a or 4b may be used, or students
may choose which organizer to use. Take up the main points from the student presentations in
constructing the class organizer. (See Appendix 4a – student handout and/or 4b – student
handout: Appendix 5a– teacher overhead resource - may be used to assist or review the various
skills)
 Note: the circle at the middle of each diagram can represent many different things (the job,
the student as an individual, a skilled employee, experience, etc.) The teacher may choose a
designation for the centre circle, or the students may come up with their own meanings. This
may be a questioning exercise as part of the activity.
 Each of the 3 equal portions of the diagrams (both Appendix 4a and 4b) represent the 3 main
types of skills found in the Conference Board of Canada’s Employability Skills List
(Appendix 5). Other employability skills often include technical skills that are also explained
in the handout.
 As a class discussion, use the Conference Board of Canada simplified chart to highlight the
importance to employability of the main skills identified. Alternately, this may be done as
individual (home) work, which is taken up the next day. For more detail on each skill listed,
see the Conference Board of Canada at www.conferenceboard.ca/nbec/ESF.htm for pdfSocial Sciences and Humanities: Family Studies
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ready printouts. Larger size posters are also available from the Conference Board of Canada.
(See Appendix 5b – student handout)
5. Do a “skills analysis” of the jobs (both paid and unpaid – e.g., volunteer, babysitter, extracurricular activities, school projects). (reminder, see Appendix 3 to assist students in recognizing
their own skills)
 Create a Family Studies “job advertisement” for 5 skills building experiences you have or
have had. Remember to consider all paid and unpaid activities.
 Encourage students to consider experiences they have had in the Family Studies classroom.
These can include: food lab, designing a menu, making a meal for a child, project, designing
a package, fixing a garment, making a garment, budgeting for the week, Baby-Think-It-Over
experience, school or day-care interactions, re-designing a room, etc. (See Appendix 2 for
brainstorming Family Studies career/job ideas)
6. “Hey – I Do Have Skills” Assignment (See Appendix 6a – student handout)
 Brainstorm possible Family Studies careers/jobs (See Appendix 6b – teacher resource)
 Assessment and Evaluation Rubric (See Appendix 7 – student handout)
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Appendix 1 - teacher overhead resource
Different Jobs…Same Skills
Instructions
List the skills that are required to get a job, maintain a job, and get a promotion. Use the arrows
in the diagram below.
Skills Required!
What You Want!
Re-evaluating!
S
k
i
l
l
s
S
k
i
l
l
s
S
k
i
l
l
s
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S
k
i
l
l
s
S
k
i
l
l
s
S
k
i
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l
s
Appendix 2 - teacher resource
Skills and Experiences in Family Studies Courses
Social Science and Humanities – Family Studies
-These courses all have the common strand of
“Social Science Research.”
Marketing research - determining need of market and target audience
All Family Studies courses integrate the strand of “social science research.” As it relates
to marketing, they can identify a need or market, and gather data to formulate conclusions
that will determine the needs of the potential clients and the direction of the business.
 Computer skills – in presenting the social science research, students are required to
display info using computer technology.
 Presentation skills – many projects involve presenting to the rest of the class using a
variety of media, which are meant to involve and interest the audience.
Foods
Clothing
Parenting
Housing
Resource
Management
-Food labs
-Creatively alter -Create activities -Adapt living
-Budgeting within
involve working and recycle
and toys which
arrangements to
the family and
with others and
clothing which is fit the needs of
the needs of the
business
delegating tasks no longer usable the audience
individual
-Aware of
within the group into garments
(children at
-Arrange space
employer and
-Many lab
which fit the
different
so that it is
employee rights
experiences also needs of the
developmental
usable to the
-Familiar with the
involve
individual
stages)
needs of the
requirements of
budgeting
-Learn the
-Through the
company (office safety within the
money and time intricacies of
baby simulation
and home space) workplace
-Must work
clothing and
assignment,
-Familiar with
-Delegating
within groups to adornment in
individuals learn different rental
within the group
communicate
presenting
to schedule time
and ownership
to accomplish
effectively
oneself as it is
and adapt to new agreements and
task
related to noncircumstances
the bills
verbal
associated with
communication
them

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Appendix 3 – student/teacher resource
A Pathway to Recognizing My Skills
Instructions
Using the following activities, determine the employability skills
you currently possess.
1. Brainstorm all of the things you can do. Make a list.
 Do not stop to question yourself when brainstorming.
 Using the following categories, design a mind map.
1. Home
2. In your classes at school
3. In your extra-curricular activities at school
4. Work or Work Experience
5. Volunteer
6. Hobbies and Leisure Time
2. Do a ‘Skills Analysis’ of paid and unpaid jobs.
 Think of job descriptions and responsibilities.
 Look at performance appraisals.
3. Think of what really makes you happy.
 Think of what gives you a sense of accomplishment (big or small).
 What do you like to do…and…how could you do something like this in a
job or career or volunteer experience?
 How can you work your hobbies into a job that you would like to do?
4. Look at yourself through the eyes of a stranger.
 What positive things would others say about you, your work habits and
your attitude?
5. Ask counsellors, teachers or librarians about resources they have.
 Ask to see and/or take interest or skills tests. (These are usually multiple
choice quizzes that help you see what interests and skills you have and
what jobs and careers would be good for you.)
 There is much information in the guidance office in books, CD Roms, and
websites.
 Employment Centres also have information.
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Appendix 4a – student handout
What Employers Want
‘Employability Skills’
Instructions
Use this organizer to group the “employability” skills that you have brainstormed. Create a title for each
of your groups.
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Appendix 4b – student handout
What Employers Want
‘Employability Skills’
Instructions
Use this organizer to group the “employability” skills that you have brainstormed. Create a title for each
of your groups.
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Appendix 5a – teacher overhead resource
Conference Board of Canada
Summary of Employability Skills
Putting the Pieces Together
Academic Skills
Communicate
Teamwork Skills
Working with Others
Personal Skills
Attitude
Think
Participate
Appearance
Problem Solve/Learn
Cooperation
Dependability
Managing Information
Leader
Punctuality
Using Numbers
Encourager
Interest
Contributes to Group
Initiative
Responsibility
Courtesy
Adaptability
Learn Continuously
Work Safely
Common Sense
There are also technical skills, which are specific skills needed for a particular job (welding, blueprint,
drafting, computer programming). These skills are often learned or refined on the job, but there are also
specific subjects in school geared toward teaching these skills.
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Appendix 5b – student handout
Summary of Employability Skills
Putting the Pieces Together
Instructions
For each skill below, describe why each skill is necessary for any career or job. Give a
specific example for each.
Academic Skills
Communicate
Teamwork Skills
Working with Others
Personal Skills
Attitude
Appearance
Think
Participate
Dependability
Punctuality
Problem Solve/Learn
Cooperation
Interest
Initiative
Managing Information
Leader
Responsibility
Courtesy
Using Numbers
Encourager
Adaptability
Learn Continuously
Contributes to Group
Work Safely
Common Sense
What are technical skills?
Give examples of technical skills that you have learned in Family Studies…
Climbing the Mountain
Explain 3 skills that you could improve on, and
explain how you can acquire each skill.
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Career Focused Activities Support Materials
On the Top of the Mountain
Explain 3 skills that you do well, and explain how you
acquired each skill.
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Appendix 6a – student handout
Hey – I Do Have Skills
Your Goal:
You have been hired to organize and advertise jobs at the Student Employment Centre. Design a set of
Family Studies job postings to be available in the Student Employment Centre. Your information must be
written for a teenage audience and attract students who are coming into the Student Employment Centre
searching for jobs. Remember your target audience - students looking for possible jobs or volunteer
experiences…and Family Studies jobs have a large number of opportunities to build skills for other future
experiences and careers or jobs.
What to Include in Your Assignment: - 6 cards
1. Name of job
2. Job Description
3. Skills required and why
Your Task:
1. Brainstorm and then design a mind map showing skills you have
learned under each of the following categories.
 Home
 In your classes at school
 In your extra-curricular activities at school
 Work or Work Experience
 Volunteer
 Hobbies and Leisure Time
2. Job Posting Cards
 Make it appealing and attractive to the students looking for jobs.
 Describe the job and skills well illustrating the connection to the Family Studies job.
 Organized and easy to read.
 Sell the job and as it relates to the skills.
3. Overall presentation and organization
 A format that is easy to read.
 Highlights the connections between the skill types and the job postings.
 Use various pictures, colours, organization to present the information
 Can be in poster, booklet, box of jobs, bulletin board, etc.
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Appendix 6b – teacher resource
Family Studies Related Careers
Foods
Clothing
Parenting
-Food Scientist
-Dietitian
-Chef
-Food Technologist
-Nutritionist
-Baker
-Caterer
-Food/Beverage
Supervisor
-Fast Food
Worker
-Hotel Manager
-Hotel
Administrator
-Home Care
Worker
-Home Maker
-Bed and
Breakfast
Proprietor
-Event Planner
-Restaurant
Manager
-Cookbook Writer
and Editor
-Food Stylist
-Food Safety
Educator
-Agri-Foods
Producer
-Healthy Eating
and Fitness Coach
-Recipe Tester
and Developer
-Writer
-Buyer
-Interior
Decorator
-Upholsterer
-Textile Designer
-Textile
Technologist
-Furrier
-Tailor
-Hair Stylist
-Esthetician
-Fashion Designer
-Fashion Retailer
-Fashion
Consultant
-Home Maker
-Clothing
Manufacturer
-Costume
Designer (for
plays)
-Museum Curator
-Make-up Artist
-Retail Buyer
-Set Designer
-Stylist
-Fiber artist
-Athletic Wear
Designer
-Media Fashion
Consultant
-Writer
-Professor
-Teacher
-Day Care
Worker
-Community
Services Worker
-Nurse
-Child Care
Worker
-Social Worker
-Physical /
Occupational
Therapist
-Psychologist
-Sociologist
-Addiction
Counsellor
-Career
Counsellor
-Child and Youth
Worker
-Family
Practitioner
-Fundraiser
-Funeral Director
-Gerontologist
-Home Care
Worker
-Home Maker
-Family Law
Lawyer or Judge
-Lobbyist
-Mediator
-Midwife
-Nanny
-Pediatrician
-Rehab
Counsellor
-Social Worker
-Marriage Prep
and Family
Counsellor
-Writer
Housing
-Hotel Manager
-Hotel
Administrator
-Buyer
-Interior
Decorator
-Upholsterer
-Physical /
Occupational
Therapist
-Home Care
Worker
-Home Maker
-Real Estate
Agent
-Antique Dealer
-Architect
-Architectural
Technologist
-Set Designer
-Bed and
Breakfast
Proprietor
-Event Planner
-Writer
-Home Building
Consultant
-Housing
Development
Advisor
-Mortgage and
Housing
Consultant
-Property
Manager
-Real Estate
Developer
Resource
Management
-Travel Services
Representative
- Hotel Manager
-Hotel
Administrator
-Buyer
-Consumer
Product Specialist
-Marketing
Analyst
-Community
Services Worker
-Communication
Consultant
-Sociologist
-Corporate
Trainer
-Fundraiser
-Home Maker
-Human
Resources
Specialist
-Insurance Broker
-Lobbyist
-Mediator
-Public Relations
-Real Estate
Agent
-Rehab
Counsellor
-Research Analyst
-Antique Dealer
-Bed and
Breakfast
Proprietor
-Event Planner
-Travel Agent
-Writer
Home Economic/Human Ecology involves the study of nutrition, clothing, housing, parenting, and
resource management. All issues address the everyday needs of people here and in other countries as
well in promoting positive change for individuals and families.
Social Sciences and Humanities: Family Studies
Career Focused Activities Support Materials
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Appendix 7 – student handout
Hey – I Do Have Skills
Criteria
Knowledge/
Understanding
- knowledge of the
skill types and how
they influence the
employability of
students
Thinking/Inquiry
- mind map shows
connections between
skills building
categories with
explanations
- synthesizes and
jobs / careers with
Family Studies
connections relevant
to job seekers with
Family Studies skills
Application
- illustrates the need
for the career/job
through marketing it
Communication
- communicates
information and
ideas in employment
‘cards’ ideas with
clarity
-organization of
cards into a
framework
Level 1
(50 – 59%)
Level 2
(60 – 69%)
Level 3
(70 – 79%)
Level 4
(80 – 100%)
- demonstrates
limited knowledge
by giving few
examples
- demonstrates some
knowledge by
giving some
examples
- demonstrates
considerable
knowledge by
giving numerous
examples and
attempts to show
how they interrelate
- demonstrates
thorough knowledge
by giving extensive
examples that
clarify the
interrelationships
among the factors
- makes
connections with
limited
effectiveness
- makes connections
with some
effectiveness
- makes connections
with considerable
effectiveness
- makes connections
with a high degree
of effectiveness
- synthesizes
information with
limited
effectiveness
- synthesizes
information with
some effectiveness
- synthesizes
information with
considerable
effectiveness
- synthesizes
information with a
high degree of
effectiveness
- illustrates the
need by marketing
it with limited
effectiveness
- illustrates the need
by marketing it with
some effectiveness
- illustrates the need
by marketing it with
considerable
effectiveness in
identifying the
target group and
illustrating their
needs
- illustrates the need
by marketing it with
a high degree of
effectiveness in
identifying target
groups and
illustrating and
creating their needs
- communicates
information and
ideas with limited
clarity
- communicates
information and
ideas with some
clarity
- communicates
information and
ideas with
considerable clarity
- communicates
information and
ideas with a high
degree of clarity
enticing students to
look for more
information
-organized into a
framework with
limited
effectiveness
-organized into a
framework with
some effectiveness
-organized into a
framework with
considerable
effectiveness
-organized into a
framework with
high degree of
effectiveness
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Teacher Comments/Next Steps:
Social Sciences and Humanities: Family Studies
Career Focused Activities Support Materials
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After School Options
Description
Students will become aware of the work experience options that are available to them, which relate to
Family Studies skills. As well, they will consider the options that are available to them once they have
left secondary school. These options will be focused on Family Studies related education and careers.
This can be integrated in any Family Studies course. It would be well placed near the end of the course or
related to any career based expectation.
Time Range: 2 – 8 hours
Career Studies (10)
PM1.01
 demonstrate understanding of the
secondary school program and graduation
requirements and related terms (e.g.,
compulsory credit, transcript, full
disclosure, types of courses, literacy test,
community involvement, diploma,
certificate of achievement);
EOV.01
 demonstrate the ability to use a variety of
resources to find information about
learning, work, and community
involvement opportunities;
EOV.02
 identify a broad range of options for
present and future learning, work, and
community involvement;
EOV.03
 demonstrate knowledge of selected fields
of work, occupations, and workplace
issues;
EO2.01
 identify and describe a variety of learning
opportunities for secondary school
students, including high school courses,
community- based learning (e.g., school–
work transition programs, community
involvement, work experience,
volunteering, cooperative education), and
co-curricular activities;
EO2.02
 describe and compare a variety of postsecondary learning options, including
university, college, apprenticeship, private
training, distance education, and on-the-job
training;
EO2.03
Social Sciences and Humanities: Family Studies
Career Focused Activities Support Materials
Social Science and Humanities – Family Studies
This activity can be integrated into any Family
Studies course.
These activities are appropriate for Grade 9/10
Family Studies career-based expectations, which
may be emphasized to highlight applications to
everyday life.
All Grade 11 Social Science and Humanities:
Family Studies courses have a career component;
therefore, all or part of this activity can be
integrated specifically into the career-based
expectations. One may use the intent of this
activity as a framework by using the course
content.
Specific Expectations for Grade 9 &10 are listed
below:
HFN – Food and Nutrition
SS2.03
 illustrate career opportunities related to
food and nutrition by creating a poster,
newsletter, or brochure
HIF – Individual and Family Living
PR3.01X
 identify skills that are required to meet the
needs of individuals and families, within the
family and the community (e.g., meal
preparation at home; working from home;
organizing a food co-op)
SC3.03X
 describe the role of employment and income in
enabling families to perform their functions
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 identify a broad range of local and regional
work opportunities;
EO2.04
 describe various forms of self-employment
(including entrepreneurship), the
characteristics of successfully selfemployed people, and the advantages and
disadvantages of self-employment as a
career option
PR1.03X
 demonstrate negotiation skills needed for
home, school, peer, and work relationships
Prior Knowledge & Skills
 awareness of the skills they have developed from the course
 experience in small group settings
 brainstorming
 mind mapping/webbing
 computer/Internet skills
Planning Notes
Teacher should:
 arrange for one or more guest speakers relating to the subject area. Try to get guest speakers
from different skill levels (e.g., co-op, in the workforce, apprenticeship, public and/or private
college, university, etc.) especially as they reflect the interests of the students within the
classroom;
 book library and/or computer time (when available);
 arrange for the guidance department to explain various ‘after- school’ options;
 encourage and allow for all student abilities and experiences (do not neglect workforce
opportunities).
Resources
Ministry Documents
Choices into Action: Guidance and Career Education Program Policy for Ontario Elementary and
Secondary Schools, 1999.
The Ontario Curriculum, Grade 9 and 10, Social Sciences and Humanities, 1999
The Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities, 2000.
The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000.
Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999.
Associations
Canadian Home Economics Association, 307-1521 Slater Street, Ottawa, ON K1P 5H3
Tel: (613) 238-8817 – http://www.chea-acef.ca
Ontario Home Economics Association – http://www.ohea.on.ca
Ontario Women’s Directorate - Your Money, Your Life, Your Way! Learning for Life, ENO discussion
forums – http://www.enoreo.on.ca/owd_forum/
Dietitians of Canada – www.dietitian.ca
Ontario Family Studies Leadership Council - www.ofslc/org
Ontario Family Studies Home Economics Educators’ Association http://www.ofsheea.ca
Textbooks
Campbell and Hoey. Careers 10. 2000. Prentice Hall.. ISBN 0-13-031505-2
Social Sciences and Humanities: Family Studies
Career Focused Activities Support Materials
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Eubanks, Sasse, Glosson. Shaping Your Future. 2000. McGraw-Hill. ISBN 0-02-637967-8
Glossen, Meek and Smock. Creative Living, 7th ed. McGraw-Hill, 2000. ISBN 0-02-648144-8
Holloway and Meriorg. Individual and Family Living. 2001. Irwin Publishing. ISBN 0-7725-29019
Plue, Pamer, and Karakokkinos. Careers: Today and Tomorrow, 2000. Irwin Publishing. ISBN 07725-2857-8
Sander, Simpson and Ward. Career Education. 1997. Education Services Committee of the OSSTF.
ISBN 0-920930-82-4
Walliace, Lee. Career Studies 10, 2000. Nelson-Thomson Learning. ISBN 0-17-620136-X.
Wehkage, N. Goals for Living Managing Your Resources. Irwin. 1997.ISBN 1-56637-295X
Ryder, V. Contemporary Living. Irwin. 1995. ISBN 1-56637-099X
Videos
CBC has programs highlighting various careers – check the CBC Website for programs including
‘Venture’, ‘MarketPlace’, and StreetCents’. All programs are available for purchase.
Canadian Learning Television has a program entitled “Careerstv” which is broadcast several times a day
and is also available for purchase – www.clt.ca .
TVO has many programs available (call Sound Venture for distribution – 1-800-858-2183). “Get A
Life”, “Job Matters” and “Women in Careers” are all available for purchase for use in schools ( public
performance rights for schools - $69 per program or board wide use for distribution - $129).
 ‘Get A Life’ has (30) - 28 minute programs. Each program has a variety of career examples
illustrated through interviews of various people. Family Studies related careers (that would
highlight various training and experiences) documented include:
o Episode 2 – Envirolutions – a mother who has made a business out of recycling and
making products from disposable diapers.
o Episode 5 – Youth Liaison Assistant for Operation Go Home .
o Episode 6 – a) CEO of Unique Patterns Design b) consulting firm for generation 18-35
years.
o Episode 9 – Communications Specialist for Ontario Pork
o Episode 10 – Co-Founder of kids/NRG -hand-on job experiences for kids.
o Episode 11- Teacher of Deaf and Blind
o Episode 12 – a) Fashion Designer, b) Executive Director of Youville Centre-helping teen
moms complete high school, c) President of Terry Kova Falafel – falafel hot dog
company carried in health food stores through Ontario
o Episode 14 – a) Registered Dietician, b) ND Learning Centre – teaching professional
development courses
o Episode 16 – Career Counsellor
o Episode 17 - Social Activist for Rights for Persons with Disabilities
o Episode 18 – G.A.P Adventures – travel packages for people become immersed in the
culture and country (sustainable tourism)
o Episode 19 – Policy Advisor HIV/AIDS
o Episode 20 – a) Physiotherapist in Sports Injury Clinic who has established a team of
professionals including a dietician, b) Youth Outreach Worker
o Episode 23 – a) Eye Candy Creations – gift items, b) Accessibility Consultant and
Access Experts, c) Baker for Helping Hands Bakery
o Episode 24 – Canadian Association of Food Banks
o Episode 26 – a) Public Relations for AdCulture – publishes educational materials for life
sciences, b) Biotechnologist for National Research Council Plant Biotechnology Institute
o Episode 27 – a) Doctor for War Child Canada, b) Youth Leadership Coordinator for
Boys and Girls Club Canada, c) Volunteer Coordinator
Social Sciences and Humanities: Family Studies
Career Focused Activities Support Materials
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o
o
Episode 28 – a) Market Researcher, b) Interior Decorator
Episode 29 – a) Cake Decorator, b) Stained Glass Artist, c) Jewellery Designer
Websites
Canadian Forces – www.recruiting.dnd.ca or http://209.82.43.54/
This site has several different ways to find out about careers in the Canadian Forces. The Career Chooser
will assist you in the search for an interesting job in the Canadian Forces by surveying people for their
interests. The Career Profiles gives detailed descriptions of jobs in the forces.
Ontario University Application Centre – http://www. ouac.on.ca/
Local Training Boards - http://www.edu.gov.on.ca/eng/training/localbd/localbd.html
Ontario College Application Service – http://www.ocas.on.ca/
Ontario Employment Profile - http://www.edu.gov.on.ca/eng/document/serials/eprofile97-98/index.html
This report provides a snapshot of the employment experiences of 1997-98 college graduates six months
after graduation. It is based on the Graduate Outcomes/Graduate Satisfaction survey and the Employer
Satisfaction survey administered by a third party contracted by the Ministry.
Ontario Youth Apprenticeship Program -http://www.edu.gov.on.ca/eng/training/apprenticeship/oyap.html
Canadian Careers.Com – http://www.canadiancareers.com/index.html
Youth Network of Canada – http://www.youth.gc.ca/jobinfo_e.shtml
The Federal Government in the Classroom – http://www.canada.gc.ca/main_e.html
Canadian Council on Social Development – http://www.ccsd.ca
Canlearn (career planning website) – http://www.canlearn.ca/English/eng.cfm
Canada's one-stop resource for the information and interactive planning tools you need to
explore learning and education opportunities, research occupations, develop learning strategies,
and create the financial plans to achieve your goals.
Occupations - http://207.176.147.104/ci/2001/English/ci_prof.nsf/frmEduLevelOccs?OpenForm
This section of CanLearn allows students to choose an education level from the drop-down box which
produces a list of appropriate occupations related to that level. Each link provides a description of that
occupation and links to institutions and programs.
National Occupational Classifications - www.hrdc-drhc.gc.ca/JobFutures
School Net – http:www.schoolnet.ca/EmployabilitySkills/conclude.html
This is an interactive site sponsored by The Conference Board of Canada, Canada’s School Net and
Industry Canada. Set to be available in September 2001, it will have modules and worksheets to teach
people to recognize and develop their employability skills.
Conference Board of Canada - http://www.conferenceboard.ca/nbec/ESF.htm
This site provides a pdf printable hand-outs which classifies the employability skills. It also provides case
studies.
Royal Bank’s Women Entrepreneurs Network – http://www.royalbank.chatelaine.com
Ontario Prospects 2001: Ontario’s Guide to Career Planning
http;//www.edu.gov.on.ca/eng/general/elemsec/job/prospect/eng/index.html
NOTE:
Career Cruising – http://www.careercrusing.com also available on CD-ROM (board password needed)
 This is an excellent comprehensive site developed by the Ministry of Education of Ontario.
 For every career, it has the following link information:
o Job description
o Working conditions
o Earnings
o Education
o Career Path
Social Sciences and Humanities: Family Studies
Career Focused Activities Support Materials
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o
o
o


Related Jobs
Other Resources
Interviews with people in the field. The interviews follow a common guideline for every
career. This provides a great framework for further interviews by students.
Careers may be located in a number of different ways. They are categorized by school subjects.
Most Family Studies careers are found in Arts and Music, Hospitality, and Social Sciences.
Along with the careers, a graphic indicates the level of training often required (high school and/or
college and/or university).
Teaching/Learning Strategies
1. Teacher introduces the activity by asking students what they would like to do when they finish
high school. Students complete “Finished High School – Now What?” (Appendix 1), which
emphasizes the options that are available for them following high school.
2. Using their completed charts, class discusses the advantages and disadvantages for each of the
options (Appendix 1 – and Appendix 2 – teacher overhead resource).
3. “School’s Finished – Now What?” Assignment (See Appendix 3a – student handout)
 Divide the class into mini-expert groups; one for each of the following options:
o Work
o Canadian Forces
o Apprenticeship
o Private Career College
o Community College
o University
o Distance Education
 Identify Family Studies related careers or jobs in general, or they may be specific (e.g., foods,
parenting, housing, clothing or resource management) depending upon the Family Studies
course being taught. The careers or jobs chosen should reflect the “after-school option” (See
Appendix 3b – teacher resource).
 Given the various careers in Appendix 3b, students will investigate the training and
experience required by the various Family Studies careers. As well, note that many of the
jobs bridge many of the “after-high school” categories.
 Make a poster advertising your options for possible job candidates.
 Provide an organized booklet (3-5 pages), which provides detailed information about a
possible Family Studies career/job.
o Career/job identified
o Possible pay range
o Nature of work (e.g., hours, climate, working with others or individually, etc.)
o General work placements (variations of workplaces available for the career/job)
o Education/training required and institutions that offer this
o Cost of training
o Where to find more information
Social Sciences and Humanities: Family Studies
Career Focused Activities Support Materials
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Appendix 1– student handout
Finished High School – Now What?
Instructions
For each “after-school option,” give examples and describe advantages and disadvantages of the
option.
After School
Examples
Advantages
Disadvantages
Option
(+)
(-)
Work
Apprenticeship
PostSecondary
School
Private Career College
Community College
University
Distance Education
Canadian
Forces
Social Sciences and Humanities: Family Studies
Career Focused Activities Support Materials
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Appendix 2 – teacher overhead resource
Finished High School – Now What?
Work
 Going to a job immediately after school
 Learning new skills and earning money right away
 Pay is often lower and advancement is limited
 May decide to upgrade skills while still working
 There are local and regional work opportunities to provide
training
Apprenticeship
 Often linked to a trades job
 Paid while getting training and at the end, receives
qualifications
 Wages usually increase as training progresses
 Demand for skilled workers is high
 Can start in high school with programs such as OYAP
(including child care worker, chef, etc.)
Post-Secondary School
 Private Career College
o Focus on training for specific jobs – career training
college
o Shorter time with practical training (6 months to 2 years)
o Usually have placement programs
o They are run ‘for profit’ so they are usually more
expensive than community colleges
 Community College
o 1-3 year programs
o Basic requirement is a Ontario Secondary School
Diploma
Social Sciences and Humanities: Family Studies
Career Focused Activities Support Materials
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o Specific course requirements depend on program
(requirement usually not as demanding as getting into
university)
o Less expensive than private colleges and universities
o Offers co-op and apprenticeship training depending on
program
o Often have placement services
o Employability rate is very high
o Ontario College Application Service (OCAS)
 University
o 3-4 year programs
o Usually don’t train people for specific jobs, but for
general knowledge and skills
o Cost is rising and is more expensive than colleges
o Need a high school diploma with above average marks
o Usual course requirements for all programs include math
and English at the U or U/C level with specific course
requirements depending on program
o Employability rate is good
o Ontario University Application Service (OUAC)
 Distance training
o Classes taken on the Internet or through the mail
o Allow for upgrade of skills
o Available from many colleges, universities and as part of
employment (companies)
o Must be motivated to work independently
o Can still work and earn money while upgrading skills
Canadian Forces
 Training can be independent or with colleges and universities
 Education and living costs are given when a commitment is
made to the service
Social Sciences and Humanities: Family Studies
Career Focused Activities Support Materials
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Appendix 3a – student handout
School’s Finished – Now What?
After School Options
Your Goal:
You are a member of an advertising firm hired to design recruitment posters and information
booklets. The posters are intended to get people interested in seeking further information about
Family Studies careers/jobs as they relate to the “after high school options.” In order to design
the poster, you need to be aware of the Family Studies careers/jobs that are available in the “after
high school options.” Once you are aware of the careers/jobs that are available and the training
required; you are to recruit people by means of your poster. Be sure to give enough information
on the poster to encourage individuals to look for further
information in the booklet.
Remember, the “after high school options” include:
 Work






Canadian Forces
Apprenticeship
Private Career College
Community College
University
Distance Education
What You Need to Include:
1. Poster:
 It must be attractive with large enough wording and pictures to attract the viewer from a
few feet.
 Indicate the main career/job options available.
 Provide a method for the viewer to find out more information.
2. Information Booklet:
 It should be organized and draw the audience to read more about the career/job options.
 Provide words, pictures and graphs.
 Should be 3-5 pages long and provide general information including:
o Career/job identified
o Possible pay range
o Nature of work (e.g., hours, climate, working in groups or individually, etc.)
o General work placements (variations of workplaces available for the career/job)
o Training required and institutions that offer this
o Cost of training
o Where to find more information
Social Sciences and Humanities: Family Studies
Career Focused Activities Support Materials
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Appendix 3b – teacher resource
Family Studies Related Careers
Foods
Clothing
-Food Scientist
-Dietitian
-Chef
-Food Technologist
-Nutritionist
-Baker
-Caterer
-Food/Beverage
Supervisor
-Fast Food
Worker
-Hotel Manager
-Hotel
Administrator
-Home Care
Worker
-Home Maker
-Bed and
Breakfast
Proprietor
-Event Planner
-Restaurant
Manager
-Cookbook Writer
and Editor
-Food Stylist
-Food Safety
Educator
-Agri-Foods
Producer
-Healthy Eating
and Fitness Coach
-Recipe Tester
and Developer
-Writer
-Buyer
-Interior
Decorator
-Upholsterer
-Textile Designer
-Textile
Technologist
-Furrier
-Tailor
-Hair Stylist
-Esthetician
-Fashion Designer
-Fashion Retailer
-Fashion
Consultant
-Home Maker
-Clothing
Manufacturer
-Costume
Designer (for
plays)
-Museum Curator
-Make-up Artist
-Retail Buyer
-Set Designer
-Stylist
-Fiber artist
-Athletic Wear
Designer
-Media Fashion
Consultant
-Writer
Parenting
Housing
Resource
Management
-Professor
-Hotel Manager
-Travel Services
-Teacher
-Hotel
Representative
-Day Care
Administrator
- Hotel Manager
Worker
-Buyer
-Hotel
-Community
-Interior
Administrator
Services Worker
Decorator
-Buyer
-Nurse
-Upholsterer
-Consumer
-Child Care
-Physical /
Product Specialist
Worker
Occupational
-Marketing
-Social Worker
Therapist
Analyst
-Physical /
-Home Care
-Community
Occupational
Worker
Services Worker
Therapist
-Home Maker
-Communication
-Psychologist
-Real Estate
Consultant
-Sociologist
Agent
-Sociologist
-Addiction
-Antique Dealer
-Corporate
Counsellor
-Architect
Trainer
-Career
-Architectural
-Fundraiser
Counsellor
Technologist
-Home Maker
-Child and Youth
-Set Designer
-Human
Worker
-Bed and
Resources
-Family
Breakfast
Specialist
Practitioner
Proprietor
-Insurance Broker
-Fundraiser
-Event Planner
-Lobbyist
-Funeral Director
-Writer
-Mediator
-Gerontologist
-Home Building
-Public Relations
-Home Care
Consultant
-Real Estate
Worker
-Housing
Agent
-Home Maker
Development
-Rehab
-Family Law
Advisor
Counsellor
Lawyer or Judge
-Mortgage and
-Research Analyst
-Lobbyist
Housing
-Antique Dealer
-Mediator
Consultant
-Bed and
-Midwife
-Property
Breakfast
-Nanny
Manager
Proprietor
-Pediatrician
-Real Estate
-Event Planner
-Rehab
Developer
-Travel Agent
Counsellor
-Writer
-Social Worker
-Marriage Prep
and Family
Counsellor
-Writer
Home Economic/Human Ecology involves the study of nutrition, clothing, housing, parenting, and
resource management. All issues address the everyday needs of people here and in other countries as
well in promoting positive change for individuals and families.
Appendix 4 – student handout
Social Sciences and Humanities: Family Studies
Career Focused Activities Support Materials
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School’s Finished – Now What?
After School Options
Criteria
Knowledge/
Understanding
- knowledge of the
after-school option
being presented
Thinking/Inquiry
- makes connections
to examples of job /
careers associated
with the ‘afterschool’ option
- synthesizes job
options with Family
Studies skills learned
in high school and in
future training
Application
-in the layout and
organization, show
the transfer of
research to poster
and booklet format
Communication
Poster
- conveys the main
points attractively
and appropriately
Booklet
communicates
information and
ideas with clarity
Level 1
(50 – 59%)
Level 2
(60 – 69%)
Level 3
(70 – 79%)
Level 4
(80 – 100%)
- demonstrates
limited knowledge
by giving few
examples
- demonstrates some
knowledge by
giving some
examples
- demonstrates
considerable
knowledge by
giving numerous
examples
- demonstrates
thorough knowledge
by giving extensive
examples
- makes
connections with
limited
effectiveness
- makes connections
with some
effectiveness
- makes connections
with considerable
effectiveness
- makes connections
with a high degree
of effectiveness
- synthesizes
information with
limited
effectiveness
- synthesizes
information with
some effectiveness
- synthesizes
information with
considerable
effectiveness
- synthesizes
information with a
high degree of
effectiveness
-the content was
transferred to the
new context (poster
and booklet) with
limited
organization and
creativity
-the content was
transferred to the
new context (poster
and booklet) with
some organization
and creativity
-the content was
transferred to the
new context (poster
and booklet) with
considerable
organization and
creativity
-the content was
transferred to the
new context (poster
and booklet) with a
high degree of
organization and
creativity
-conveys the main
points on poster
with limited
effectiveness
-conveys the main
points on poster
with some
effectiveness
-conveys the main
points on poster
with considerable
effectiveness
-conveys the main
points on poster
with a high degree
of effectiveness
- communicates
information and
ideas with limited
clarity
- communicates
information and
ideas with some
clarity
- communicates
information and
ideas with
considerable clarity
- communicates
information and
ideas with a high
degree of clarity
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Teacher Comments/Next Steps:
Social Sciences and Humanities: Family Studies
Career Focused Activities Support Materials
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Family Studies Entrepreneurs of the Future
Description
Students will examine the skills involved in being an entrepreneur emphasizing the careers/jobs within the
field of Family Studies. When looking at the various opportunities, students will consider the positive
and negative factors of the Family Studies related options.
This may be used as an activity that provides other options to traditional careers/jobs. It is important to
understand the future trends of the career/job market as well as the concepts of employability skills. It
can be used in any course (Grade 10 Careers, Grade 9-11 Social Science and Humanities: Family Studies
course) as it may encourage students to think about how the topics affect their personal life at home and
the workplace. Alternatively, this activity may be used as a concluding activity (culminating task), which
will bring together the information learned within this activity as it is related to the student’s future life.
Time Range: 2 – 10 hours
Career Studies (10)
EOV.03
 demonstrate knowledge of selected fields of work,
occupations, and workplace issues;
EO1.03
 identify questions that are appropriate for gathering
relevant career-related information and use them
effectively in information interviews with people in
selected fields of work;
EO1.04
 demonstrate the ability to organize selected career
information effectively, using word-processing,
database, spreadsheet, and information
management software.
EO2.03
 identify a broad range of local and regional work
opportunities;
EO2.04
 describe various forms of self-employment
(including entrepreneurship), the characteristics of
successfully self-employed people, and the
advantages and disadvantages of self-employment
as a career
EOV.02
 identify a broad range of options for present and
future learning, work, and community involvement;
EOV.03
 demonstrate knowledge of selected fields of work,
occupations, and workplace issues;
EOV.04
 describe trends in society and the economy that
affect work.
Social Sciences and Humanities: Family Studies
Career Focused Activities Support Materials
Social Science and Humanities - Family Studies
Social Science Research Skills
This activity considers careers/jobs as entrepreneurs
in Family Studies related fields. It also integrates
the strand of Social Science Research skills, which is
in all of the Social Science and Humanities: Family
Studies courses.
These activities are appropriate for Grade 9/10
Family Studies career-based expectations, which
may be emphasized to highlight applications to
everyday life.
All Grade 11 Social Science and Humanities: Family
Studies courses have a career component; therefore,
all or part of this activity can be integrated
specifically into the career-based expectations. One
may use the intent of this activity as a framework by
using the course content.
Specific Expectations for Grade 9 &10 are listed
below:
HFN – Food and Nutrition
SS2.03
 illustrate career opportunities related to food
and nutrition by creating a poster, newsletter,
or brochure
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EO1.03
 identify questions that are appropriate for gathering
relevant career-related information and use them
effectively in information interviews with people
in selected fields of work;
EO1.04
 demonstrate the ability to organize selected career
information effectively, using word-processing,
database, spreadsheet, and information
management software.
EO2.03
 identify a broad range of local and regional work
opportunities; people, and the advantages and
disadvantages of self-employment as a career
option;
EO2.07
 identify and describe economic and societal trends
(e.g., globalization, developments in information
technology, emerging work style alternatives,
changing demographics);
EO2.08
 demonstrate knowledge of selected occupations,
including education/training requirements, duties,
employment prospects, and the knowledge and
skills valued by employers;
HIF – Individual and Family Living
SC1.01X
 compare individual and family lifestyles now and
in the past, considering the effect of social,
cultural, economic, technological, and
environmental change
SC3.03X
 describe the role of employment and income in
enabling families to perform their functions
Prior Knowledge & Skills
 general skills required for workers in acquiring and maintaining a career/job
 general knowledge of societal and economic trends affecting families and society
 experience in small group settings
 brainstorming
 mind mapping/webbing
 computer/Internet skills
 social science research experience
Planning Notes
Teachers should:
 book the library and/or computer room for access in completing and analyzing social science research.
Resources
Ministry Documents
Choices into Action: Guidance and Career Education Program Policy for Ontario Elementary and
Secondary Schools, 1999.
The Ontario Curriculum, Grade 9 and 10, Social Sciences and Humanities, 1999
The Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities, 2000.
The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000.
Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999.
Social Sciences and Humanities: Family Studies
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Associations
Canadian Home Economics Association, 307-1521 Slater Street, Ottawa, ON K1P 5H3
Tel: (613) 238-8817 – http://www.chea-acef.ca
Ontario Home Economics Association – http://www.ohea.on.ca
Ontario Women’s Directorate - Your Money, Your Life, Your Way! Learning for Life, ENO discussion
forums – http://www.enoreo.on.ca/owd_forum/
Dietitians of Canada – www.dietitian.ca
Ontario Family Studies Leadership Council http://www.ofslc.org
Ontario Family Studies Home Economics Educators’ Association http://www.ofsheea.ca
Textbooks
Campbell and Hoey. Careers 10. 2000. Prentice Hall.. ISBN 0-13-031505-2
Eubanks, Sasse, Glosson. Shaping Your Future. 2000. McGraw-Hill. ISBN 0-02-637967-8
Glossen, Meek and Smock. Creative Living, 7th ed. McGraw-Hill, 2000. ISBN 0-02-648144-8
Holloway and Meriorg. Individual and Family Living. 2001. Irwin Publishing. ISBN 0-7725-29019
Plue, Pamer, and Karakokkinos. Careers: Today and Tomorrow, 2000. Irwin Publishing. ISBN 07725-2857-8
Sander, Simpson and Ward. Career Education. 1997. Education Services Committee of the OSSTF.
ISBN 0-920930-82-4
Walliace, Lee. Career Studies 10, 2000. Nelson-Thomson Learning. ISBN 0-17-620136-X.
Wehkage, N. Goals for Living Managing Your Resources. Irwin. 1997.ISBN 1-56637-295X
Ryder, V. Contemporary Living. Irwin. 1995. ISBN 1-56637-099X
Videos
CBC has programs highlighting entrepreneurs – check the CBC Website for programs including
‘Venture’, ‘MarketPlace’, and StreetCents’. All programs are available for purchase.
Canadian Learning Television has a program entitled “Careerstv” which is broadcast several times a day
and is also available for purchase – www.clt.ca .
TVO has many programs available (call Sound Venture for distribution – 1-800-858-2183). “Get A
Life”, “Job Matters” and “Women in Careers” are all available for purchase for use in schools ( public
performance rights for schools - $69 per program or board wide use for distribution - $129).
 ‘Get A Life’ has (30) - 28 minute programs. Each program has a variety of career examples
illustrated through interviews of various people. Family Studies related careers documented
include:
o Episode 2 – Envirolutions – a mother who has made a business out of recycling and
making products from disposable diapers.
o Episode 6 – a) CEO of Unique Patterns Design b) consulting firm for generation 18-35
years.
o Episode 10 – Co-Founder of kids/NRG -hand-on job experiences for kids.
o Episode 12 – a) Fashion Designer, b) Executive Director of Youville Centre-helping teen
moms complete high school, c) President of Terry Kova Falafel – falafel hot dog
company carried in health food stores through Ontario
o Episode 14 – ND Learning Centre – teaching professional development courses
o Episode 18 – G.A.P Adventures – travel packages for people become immersed in the
culture and country (sustainable tourism)
o Episode 20 – Physiotherapist in Sports Injury Clinic who has established a team of
professionals including a dietician
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o
o
o
Episode 23 – Eye Candy Creations – gift items
Episode 28 – a) Market Researcher, b) Interior Decorator
Episode 29 – a) Cake Decorator, b) Stained Glass Artist, c) Jewellery Designer
Websites
Ministry of Education - Prospects: Ontario Guide to Career Planning
http://www.edu.gov.on.ca/eng/general/elemsec/job/prospect/eng/index.html
Canadian Careers.Com – http://www.canadiancareers.com/index.html
Youth Network of Canada – http://www.youth.gc.ca/jobinfo_e.shtml
The Federal Government in the Classroom – http://www.canada.gc.ca/main_e.html
Canadian Council on Social Development – http://www.ccsd.ca
Canlearn (career planning website) – http://www.canlearn.ca/English/eng.cfm
National Occupational Classifications - www.hrdc-drhc.gc.ca/JobFutures
Career Cruising – http://www.careercrusing.com also available on CD-ROM (board password needed)
Teaching/Learning Strategies
1. Teacher begins by introducing the concept of “entrepreneurship” and asking the students “What is an
entrepreneur?”
 Have students consider a television character or a person who is an entrepreneur.
Foods
Clothing
Parenting
Housing
-Cooking shows
including
Canadian Living
Cooks, Emeril
Live,
-Chefs
-Dieticians
-Cooks
-Food Designers
-"About the
House"
(Mondays) on
Cityline on
CityTV
-"Fashion
Friday" on
Cityline on
CityTV
-Fashion
programs (CBC,
WTN, CityTV,
etc.)
-Quilting shows
-Sewing with
Nancy
-Home and
Garden TV
-"Health and
Family Day"
(Wednesday) on
Cityline on
CityTV
-Dietician
-Body Break
-Foods and
Cooking shows
-Courts dealing
with children
-various ‘family’
shows
-Interior
Designer
-Home and
Garden TV
-"Home Day"
(Thursday) on
on Cityline on
CityTV

Resource
Management
-Investors
-TV News
analysts
-Insurance
Brokers
-‘MarketPlace’ on
CBC
-‘StreetCents’ on
CBC
Draw a mind map highlighting the skills an entrepreneur would need in order to be successful
 talk with people diplomatically
 be enthusiastic
 communicate well non-verbally – shaking hands, smiling
 communicate well verbally – speak well and in a pleasing manner
 time management – working within a set schedule
 ‘people’ management – delegating tasks to others
 good writing skills for writing up receipts and agreements
 computer skills
 presentations skills
 research skills – social science research skill for determining need of market and audience
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






budgeting and business skills
perseverance
risk taking
finalizing a deal
etc.
From the skills list, students brainstorm the influencing factors that would help them learn the skill
(e.g., family, paper route, volunteer , babysitting, business class, yard sale, family studies class, etc.)
(See Appendix 1 – student handout)
As well, indicate how the skills can be acquired by taking Family Studies courses. For
“brainstorm starters,” see the list below. Depending upon the nature of the activity, teacher
may want to concentrate on the course itself (e.g., only foods related skills), or on all the
skills from the various aspects of Family Studies (e.g., all aspects may be integrated from the
Individual and Family Living course).
Foods
Clothing
Parenting
-Food labs
involve working
with others and
delegating tasks
within the group
-Many lab
experiences also
involve
budgeting
money and time
-Must work
within groups to
communicate
effectively



Housing
Resource
Management
-Budgeting within
the family and
business
-Aware of
employer and
employee rights
-Familiar with the
requirements of
safety within the
workplace
-Delegating
within the group
to accomplish
task
-Creatively alter -Create activities -Adapt living
and recycle
and toys which
arrangements to
clothing which is fit the needs of
the needs of the
no longer usable the audience
individual
into garments
(children at
-Arrange space
which fit the
different
so that it is
needs of the
developmental
usable to the
individual
stages)
needs of the
-Learn the
-Through the
company (office
intricacies of
baby simulation
and home space)
clothing and
assignment,
-Familiar with
adornment in
individuals learn different rental
presenting
to schedule time
and ownership
oneself as it is
and adapt to new agreements and
related to noncircumstances
the bills
verbal
associated with
communication
them
Marketing research - determining need of market and target audience
All Family Studies courses integrate the strand of “social science research.” As it relates
to marketing, they can identify a need or market, and gather data to formulate conclusions
that will determine the needs of the potential clients and the direction of the business.
Computer skills – in presenting the social science research, students are required to
display info using computer technology\
Presentation skills – many projects involve presenting to the rest of the class using a
variety of media, which are meant to involve and interest the audience.
2. Using the chart, consider the this question, “What are the advantages and disadvantages of being an
entrepreneur…of being the boss of your own company? (See Appendix 2 – student handout)
 Divide the class into groups to complete the lists of the general job requirements for
entrepreneurs, or what entrepreneurs might do on a daily basis.
 Students should do a brief write-up (question at bottom of graph in Appendix 2) individually.
Responses may include:
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
 Talk with new customers on the phone.
 Work late to get a final deal.
 Work out of the home.
 Paid several bills (hydro, phone, overhead, etc.).
 Went out on a business lunch.
When the reflections have been completed, students share their work with another person in
the class.
3. Briefly review or highlight the social science research model. (See Appendix 3a – teacher overhead
resource and 3b – student handout)
 As a group, brainstorm what problems or issues may arise for entrepreneurs. (See Appendix
4 – student handout)
 Incorporate Family Studies issues within the topics or questions. Possible examples include:
o Foods – What are the nutritional needs of teenagers, and what can be done to
improve their nutritional status?
o Clothing – What new clothing market can I create that will be of interest to teenagers
in high school?
o Parenting – What new toy can I develop and market that will help children learn to
recycle and be environmentally friendly?
o Housing – What product or service can I sell to teenagers that will help them to
create a trendy space or room on a modest budget?
o Resource Management – How can I help teenagers to start to invest and budget their
money?
 Other possible entrepreneurial ventures are included in the chart below. These ideas arise
from issues, topics or needs within the Family Studies disciplines.
Foods
Clothing
Parenting
Housing
-providing
mini-meals to
the elderly
-selling a new
food product
-providing
fitness and
health
counseling
-providing
assistance to
people with
eating disorders
-providing
‘ethnic’ or foods
to new
immigrants
-owning a health
food restaurant
-selling organic
food products
-devising
-consignment
store bringing in
and selling used
clothing
-designing
clothing for
children by mailorder or internet
-providing
nursing homes
with ‘accessible
clothing’
-teaching people
how to alter their
own clothing
-designing
patterns for
home sewers
-importing
unique fabrics
from other
countries
-teaching
babysitting
courses
-selling new
developmental
toys
-in-home day
care
-providing
teaching
materials for
children
-providing fitness
for adults and
children
-writing and
selling
personalized
children’s books
-providing a
service to bring
children and
-designing and
selling smaller
houses for older
people downsizing their
homes
-redesigning
unique rooms for
the arrival of
new children
-selling in home
decorating kits
-selling services
on how to adapt
people to their
new homes
-redesigning and
remodeling old
furniture to fit
into new needs
of the family
-providing
Social Sciences and Humanities: Family Studies
Career Focused Activities Support Materials
Resource
Management
-financial advisor
for students and
parents who want
to invest for
future schooling
-education for
people who have
been identified to
be at –risk for
their credit rating
-providing
employers with
the service of
educating their
workers (on
safety,
harassment)
-providing stress
management for
workplaces
-providing
financial advice
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packaging for
food
-providing food
and nutrition
classes
-providing
cooking classes
-selling high end
quilts for
specialty
occasions
-selling
specialized
clothing for
people in
wheelchairs
elderly together
-teaching parents
about nutrition
and getting ready
for solid foods
-providing
information
about discipline
marketing
strategies to
identify the
needs for future
housing in new
neighbourhoods
-working with
immigrants in
finding housing
for newly retired
individuals
-providing service
to children for
those who want to
‘invest’ parts of
their allowance
4. Students may work in groups to create a mini-questionnaire or survey (5 questions). Sample may appear as below:
Entrepreneur Survey
Thank you for participating in our survey. We, the _____________________ class, are learning about
being entrepreneurs. Please take a few minutes to fill out our survey.
1. Age:
_____ under 20
_____ 21-35
_____ 36-50
_____ 51-65
_____ over 65
2. Gender: _____male
______female

Type of Independent Work/Business (Entrepreneur)? __________________________________

How many employees do you have? If any? __________________________________________

Possible topics or suggestions for the survey to be completed in (T/L #4) may include:
 Who usually becomes an entrepreneur? (e.g., age, gender, background)
 Why do people go into their own businesses?
 What are the most valuable skills needed to be successful?
 How does entrepreneurship affect family time?
 Where are the places of work for entrepreneurs?
 What do entrepreneurs do in each of the Family Studies areas? (related to foods, clothing,
housing, resource management, parenting)
5. In addition to the mini-survey, each student should conduct an interview with an entrepreneur. If
they are not able to get an appropriate Family Studies related entrepreneur to interview, then they
should relate the skills of the person they interviewed in their survey to the Family Studies skills
learned in class (see previous charts to brainstorm possibilities).
6. Students present the results in a brief social science research format. (See Appendix 5 – student
handout) and Assessment and Evaluation Rubric (See Appendix 6 – student handout)
7. As an alternative, teachers may instruct students to identify a Family Studies related career/job
suitable for entrepreneurs. The career/job would be based on the concept of having and marketing
one’s own business (see previous charts for brainstorming possibilities).
 Have the students clearly explain the career/job and its role – the Family Studies related
profession and the need for it.
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


Identify the target audience or market.
Conduct a survey related to the target audience and determine its further needs.
Devise a market plan to provide the services based on the survey.
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Appendix 1 – student handout
Yeh! I’m my own boss!!!!
Instructions
In the first row of ovals, brainstorm the skills that an entrepreneur needs to have in order to be successful.
From each skill you list, describe 2 influencing factors, helps, and/or contributors for that skill
…the skills…
...the influencing factors, helpers, contributors to the skills…
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Appendix 2 – student handout
Entrepreneurs: The Good, the Bad and the Ugly
Instructions
Fill in the following chart. In the middle column, brainstorm what an entrepreneur would likely have to
do on a daily basis, a week, a month or a year. In the left column, describe how the job description can be
positive and in the right column, describe how the description can be negative.
(+) Positive (+)
What Entrepreneurs Do!
(-) Negative (-)
Sink or Swim
What do you think…compare the positives and the negatives. Would you like to be an entrepreneur in the future?
Explain why or why not.
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Appendix 3a – teacher overhead resource
I Have a Question – Social Science Research
The Steps…


Identifying the Problem
Topic or Issue
What do I already know?


Formulate Question
Create a research question
Brainstorm ways to gather
information



Gather Data
Decide on a way to obtain the info
Use a sample group
Create an instrument to sample the
group


Analyse Data
Organize and show data injchart or
graph
Look for relationships between data
and research question


Formulate Conclusions
Does the data answer the question?
What can you conclude about the
research question?
THE END!!!
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Appendix 3b – student handout
I Have a Question – Social Science Research
The Steps…


Identifying the Problem


Formulate Question



Gather Data


Analyse Data
j


Formulate Conclusions
THE END!!!
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Appendix 4 – student handout
The Topic or Issue
Instructions
Brainstorm problems or issues that may arise for entrepreneurs

What research question will we ask?

How will we gather data about our question?

How will we show the data we have sampled?

What are our conclusions?
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Appendix 5 – student handout
Entrepreneurs – What are they all about?
Your Goal:
Entrepreneurs often must conduct their own market research, or they pay substantial money ($) for the
service of someone else. It is important for them to understand what is going on in the world so that they
can predict which of the markets and/or audiences they will need or want. That is how they stay in
business and continue to be successful.
Your job is to use your social science research skills to learn more about entrepreneurs.
What to Include in Your Assignment:
 Identify the problem clearly.
 Formulate the question.
 Complete the mini-survey with 5 questions unique to your question.
 Interview an entrepreneur.
 Analyse the data.
 Formulate your conclusions.
 Provide a booklet showing your social science research write-up.
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Appendix 6 – student handout
Entrepreneurs – What are they all About?
Criteria
Knowledge/
Understanding
- knowledge of the
skills and positive
and negatives of
being an
entrepreneur
Thinking/Inquiry
- makes connections
the skills of an
entrepreneur and the
connection to Family
Studies
- synthesizes skills
of entrepreneur into
questions in minisurvey and interview
Application
- illustrates the
relationship between
entrepreneurship and
Family Studies
jobs/careers
Communication
- communicates
information and
ideas with clarity in
organization and
display of final
report
Level 1
(50 – 59%)
Level 2
(60 – 69%)
Level 3
(70 – 79%)
Level 4
(80 – 100%)
- demonstrates
limited knowledge
by giving few
examples
- demonstrates some
knowledge by
giving some
examples
- demonstrates
considerable
knowledge by
giving numerous
examples and
attempts to show
how they interrelate
- demonstrates
thorough knowledge
by giving extensive
examples that
clarify the
interrelationships
between the factors
- makes
connections with
limited
effectiveness
- makes connections
with some
effectiveness
- makes connections
with considerable
effectiveness
- makes connections
with a high degree
of effectiveness
- synthesizes
information with
limited
effectiveness
- synthesizes
information with
some effectiveness
- synthesizes
information with
considerable
effectiveness
- synthesizes
information with a
high degree of
effectiveness
- illustrates the
need by
relationships with
limited
effectiveness
- illustrates the need
by relationships
with some
effectiveness
- illustrates the need
by relationships
with considerable
effectiveness
- illustrates the need
by relationships
with a high degree
of effectiveness
- communicates
information and
ideas with limited
clarity
- communicates
information and
ideas with some
clarity
- communicates
information and
ideas with
considerable clarity
- communicates
information and
ideas with a high
degree of clarity
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Teacher Comments/Next Steps:
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Future Trends
Exploration of Opportunities Related to Family Studies
Description
Students will examine current and future trends in society, and examine how they relate to Family Studies
related career/job options.
This may be used as an introductory discussion/activity to any course (Grade 10 Careers, Grade 9-11
Social Science and Humanities: Family Studies) as it may encourage students to think about how the
topics affect their personal life at home and the workplace. Alternatively, this activity may be used as a
concluding activity (culminating task), which will bring together the information learned within this
activity as it is related to the student’s future life.
Time Range: 2 – 10 hours
Career Studies (10)
EOV.01
 demonstrate the ability to use a variety of resources
to find information about learning, work, and
community involvement opportunities;
EOV.02
 identify a broad range of options for present and
future learning, work, and community involvement;
EOV.03
 demonstrate knowledge of selected fields of work,
occupations, and workplace issues;
EOV.04
 describe trends in society and the economy that
affect work.
EO1.03
 identify questions that are appropriate for gathering
relevant career-related information and use them
effectively in information interviews with people
in selected fields of work;
EO1.04
 demonstrate the ability to organize selected career
information effectively, using word-processing,
database, spreadsheet, and information
management software.
EO2.01
 identify and describe a variety of learning
opportunities for secondary school students,
including high school courses, communitybased learning (e.g., school–work transition
programs, community involvement, work
experience, volunteering, cooperative
education), and co-curricular activities;
Social Sciences and Humanities: Family Studies
Career Focused Activities Support Materials
Social Science and Humanities - Family Studies
This activity can be integrated into any Family
Studies course.
These activities are appropriate for Grade 9/10
Family Studies career-based expectations, which
may be emphasized to highlight applications to
everyday life.
All Grade 11 Social Science and Humanities: Family
Studies courses have a career component; therefore,
all or part of this activity can be integrated
specifically into the career-based expectations. One
may use the intent of this activity as a framework by
using the course content.
Specific Expectations for Grade 9 &10 are listed
below:
HFN – Food and Nutrition
SS2.03
 illustrate career opportunities related to food and
nutrition by creating a poster, newsletter, or
brochure
HIF – Individual and Family Living
PR3.01X
 identify skills that are required to meet the
needs of individuals and families, within the
family and the community (e.g., meal
preparation at home; working from home;
organizing a food co-op)
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EO2.02
 describe and compare a variety of post-secondary
learning options, including university, college,
apprenticeship, private training, distance education,
and on-the-job training;
EO2.03
 identify a broad range of local and regional work
opportunities; people, and the advantages and
disadvantages of self-employment as a career
option;
EO2.06
 demonstrate understanding of selected fields of
work (e.g., telecommunications, finance,
construction), including emerging trends,
sample occupations, and ways that high school
students can prepare for those fields;
EO2.07
 identify and describe economic and societal trends
(e.g., globalization, developments in information
technology, emerging work style alternatives,
changing demographics);
EO2.08
 demonstrate knowledge of selected occupations,
including education/training requirements, duties,
employment prospects, and the knowledge and
skills valued by employers;
 individuals and families
SC1.01X
 compare individual and family lifestyles now
and in the past, considering the effect of
social, cultural, economic, technological, and
environmental change
SC3.03X
 describe the role of employment and income
in enabling families to perform their functions
Prior Knowledge & Skills
 experience in small group settings
 brainstorming
 mind mapping/webbing
 computer/Internet skills
Planning Notes
Teachers should:
 assemble equipment and props for introductory activity;
 book library and/or computer labs (where available).
Resources
Ministry Documents
Choices into Action: Guidance and Career Education Program Policy for Ontario Elementary and
Secondary Schools, 1999.
The Ontario Curriculum, Grade 9 and 10, Social Sciences and Humanities, 1999
The Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities, 2000.
The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000.
Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999.
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Associations
Canadian Home Economics Association, 307-1521 Slater Street, Ottawa, ON K1P 5H3
Tel: (613) 238-8817 – http://www.chea-acef.ca
Ontario Home Economics Association – http://www.ohea.on.ca
Ontario Women’s Directorate - Your Money, Your Life, Your Way! Learning for Life, ENO discussion
forums – http://www.enoreo.on.ca/owd_forum/
Dietitians of Canada – www.dietitian.ca
Ontario Family Studies Leadership Council http://www.ofslc.org
Ontario Family Studies Home Economics Educators’ Association http://www.ofsheea.ca
Textbooks
Campbell and Hoey. Careers 10. 2000. Prentice Hall.. ISBN 0-13-031505-2
Eubanks, Sasse, Glosson. Shaping Your Future. 2000. McGraw-Hill. ISBN 0-02-637967-8
Glossen, Meek and Smock. Creative Living, 7th ed. McGraw-Hill, 2000. ISBN 0-02-648144-8
Holloway and Meriorg. Individual and Family Living. 2001. Irwin Publishing. ISBN 0-7725-29019
Plue, Pamer, and Karakokkinos. Careers: Today and Tomorrow, 2000. Irwin Publishing. ISBN 07725-2857-8
Sander, Simpson and Ward. Career Education. 1997. Education Services Committee of the OSSTF.
ISBN 0-920930-82-4
Walliace, Lee. Career Studies 10, 2000. Nelson-Thomson Learning. ISBN 0-17-620136-X.
Wehkage, N. Goals for Living Managing Your Resources. Irwin. 1997.ISBN 1-56637-295X
Ryder, V. Contemporary Living. Irwin. 1995. ISBN 1-56637-099X
Videos
CBC has programs highlighting careers, jobs and business – check the CBC Website for programs
including ‘Venture’, ‘MarketPlace’, and StreetCents’. All programs are available for purchase.
Canadian Learning Television has a program entitled “Careerstv” which is broadcast several times a day
and is also available for purchase – www.clt.ca .
TVO has many programs available (call Sound Venture for distribution – 1-800-858-2183). “Get A
Life”, “Job Matters” and “Women in Careers” are all available for purchase for use in schools ( public
performance rights for schools - $69 per program or board wide use for distribution - $129).
 ‘Get A Life’ has (30) - 28 minute programs. Each program has a variety of career examples
illustrated through interviews of various people. Family Studies related careers documented
include:
o Episode 2 – Envirolutions – a mother who has made a business out of recycling and
making products from disposable diapers.
o Episode 6 – consulting firm for generation 18-35 years.
o Episode 10 – Co-Founder of kids/NRG -hand-on job experiences for kids.
o Episode 12 - President of Terry Kova Falafel – falafel hot dog company carried in health
food stores through Ontario
o Episode 14 – a) Registered Dietician, b) ND Learning Centre – teaching professional
development courses
o Episode 16 – Career Counsellor
o Episode 18 – G.A.P Adventures – travel packages for people become immersed in the
culture and country (sustainable tourism)
o Episode 19 – Policy Advisor HIV/AIDS
o Episode 20 – Physiotherapist in Sports Injury Clinic who has established a team of
professionals including a dietician
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o
o
Episode 26 - Biotechnologist for National Research Council Plant Biotechnology
Institute
Episode 28 – Market Researcher
Websites
Ministry of Education - Prospects: Ontario Guide to Career Planning
http://www.edu.gov.on.ca/eng/general/elemsec/job/prospect/eng/index.html
Canadian Careers.Com – http://www.canadiancareers.com/index.html
Youth Network of Canada – http://www.youth.gc.ca/jobinfo_e.shtml
The Federal Government in the Classroom – http://www.canada.gc.ca/main_e.html
Canadian Council on Social Development – http://www.ccsd.ca
Canlearn (career planning website) – http://www.canlearn.ca/English/eng.cfm
National Occupational Classifications - www.hrdc.-drhc.gc.ca/JobFutures
NOTE:
Career Cruising – http://www.careercrusing.com also available on CD-ROM (board password needed)
 This is an excellent comprehensive site developed by the Ministry of Education of Ontario.
 For every career, it has the following link information:
o Job description
o Working conditions
o Earnings
o Education
o Career Path
o Related Jobs
o Other Resources
o Interviews with people in the field. The interviews follow a common guideline for every
career. This provides a great framework for further interviews by students.
 Careers can be found in a number of different ways. They are categorized by school subjects.
Most Family Studies careers are found in Arts and Music, Hospitality, and Social Sciences.
Pamphlets/Booklets
Human Resources Development Canada. Focus on Resumes - A Guide to Marketing Yourself. 1998.
Human Resource Development Canada, Youth Communication Directorate. Looking for a Job?
Catalogue No. MP43-195/2000E. Contact the Youth Info Line at 1-800-935-5555
Teaching/Learning Strategies
1. Teacher starts by discussing the concept of a trend - general direction in which things are headed. For
example, (depending on subject) teachers may start by asking what is a fashion trend, what are the
housing trends, what are the trends for TV characters, what are the trends with popular toys, what are
some trends with student food choices, etc.
2. Teacher has a display of various items/props. (This would vary according to the course and
expectations. For instance, the props may be related to food only, or clothing only, or a combination
of many Family Studies “facets.”
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Foods
Clothing
Parenting
Housing
Chocolate bar
Bottle of pop
Precooked bacon
Tofu
Vegetarian burgers
or hotdogs
Any small kitchen
appliance
Fast food ads
Shoes
New fabrics
(dry weave,
spandex, plastic)
Jewelry
Pictures of tattoos
or piercings
Clothing pictures
Hair pictures
Old pictures of
families or
children
Toys (new and
old)
Books
Computer games
Pictures of
-houses
-furniture
-appliances
-colour schemes
Wallpaper samples


Resource
Management
Computer
Programs
Home appliances
Picture of digital
Organizers
Divide the class into groups of 3-4 with each group having a prop and chart paper. Direct the
students to brainstorm what trends have happened over the last 100 years that may be connected
to the prop. Discuss different reasons why the changes might have occurred.
Discuss terms related to trends. (See handout worksheet – Appendix 1 – student handout)
3. The teacher leads a group discussion with reference to the 5 main trends. (See Appendix 2 – teacher overhead
resource)
4. Teacher presents job scenarios to the groups of students. Choose scenarios depending on the subject
area within Family Studies that you are highlighting. More scenarios may need to be developed to
have 5-6 for your Family Studies topic area. (See Appendix 3a – teacher resource and 3b – teacher
resource continued) for a variety of scenarios covering many Family Studies facets) As well, teachers
may choose to have the entire class complete the same scenario (in groups), or each group could have
a different scenario.
•
•
Have students answer the following questions when discussing the scenario(s). (Teachers may
have students develop their own mind map or use the handout example (See Appendix 4 –
student handout for instructions relating to scenario and mind-mapping)
o What trends are affecting the scenario?
o Brainstorm jobs or skills that may assist people in dealing with the trend(s).
Students do short group presentations explaining the scenario, trends and possible jobs.
5. Electronic Pamphlet Assignment (See Appendix 5a – student handout)
 The teacher may use a list of Family Studies related skills (See Appendix 5b – teacher
resource and possible future jobs or it may be shared with students. (See Appendix 5c –
teacher resource)
 Assessment and Evaluation Rubric (See Appendix 6 – student resource)
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Appendix 1 – student hand-out
Trends Matching
Terms
Definitions
Economic Trends
1. General directions in which society is developing
Demographics
2. General directions in which our economy is developing
Globalization
Societal Trends
3. The constant and increasing improvement of electrical and
computer equipment
Technology
Information Age
Baby Boomer
Generation X
The Baby Bust
The Baby Boom Echo
4. These are the children of the baby boomers born between 1980
and 1995. Because there were so many Baby Boomers, there are a
lot of their children. They grow up knowing technology and
computers.
5. People born between 1967 and 1996. Fewer people were born in
this time period. They tend to have got good jobs and done well.
6. The statistics of the population and the important trends that can
be seen.
7. Because technology is becoming more advanced, more daily task
are done with the use of technology and not so much the person
moving.
8. We consider the entire world (not just our own country or
community because technology allows us to communicate and trade
very quickly
9. People born right after the war from 1947 to 1966. There are so
many children born that it now makes up 1/3 of our population and
it directs the Countries economy and policies
10. The end of the Baby boomers who have a difficult time getting
jobs.
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Appendix 2 – teacher overhead resource
Trends for Today and Tomorrow
Demographics
 the population is becoming older
 the huge number of Baby Boomers are reaching retirement age
 more services are directed at the large population reaching older
ages
Focus on Health within the Community
 more people are aware of health issues and want to stay healthy
 more people are concerned about the future of the environment;
having a healthy earth
Technology and the Information Age
 technology is integrated into everyday life
 we rely on computers, TV’s, telephones, faxes, etc.
 with the use of computers, more information (good and bad) is
available
 we can do more work from home and offices
Globalization
 with the use of the Internet, transportation, travel and universal
trade; distances have become fast and easy
 we know more about and deal more with other countries
Workforce and Consumer diversity
 today, jobs are not as standardized; they are more diverse
 there are more variations in the way we work (part-time, shift,
flex-time, self-employment, job share etc.)
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Appendix 3a – teacher resource
Job Trend Scenarios
Create a mind map to describe how a person with Family Studies education can provide skills or
assistance in filling the needs of the people in the scenario.
Instead of going to a shopping mall, people are buying clothing from the Internet, but it is difficult to see
exactly what you’re getting.
Create a mind map to describe how a person with Family Studies education can provide skills or
assistance in filling the needs of the people in the scenario.
Many people like to look at labels in the supermarket, but it is all very confusing. Lite, Low-Fat, No-Fat,
No Cholesterol, Sugar-Free.
Create a mind map to describe how a person with Family Studies education can provide skills or
assistance in filling the needs of the people in the scenario.
Many adults are taking care of both their children and their parents as well. They have a lot of
responsibility in helping to take care of both.
Create a mind map to describe how a person with Family Studies education can provide skills or
assistance in filling the needs of the people in the scenario.
So many people are eating on the run that they frequently stop at fast-food restaurants.
Create a mind map to describe how a person with Family Studies education can provide skills or
assistance in filling the needs of the people in the scenario.
Employers are finding that healthier employees are more productive.
Create a mind map to describe how a person with Family Studies education can provide skills or
assistance in filling the needs of the people in the scenario.
With more people working out of their own homes, it is important to create a good working environment
at home.
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Appendix 3b- teacher resource continued
Create a mind map to describe how a person with Family Studies education can provide skills or
assistance in filling the needs of the people in the scenario.
More careers involve self-employment. This could involve many jobs or contracts where budgeting (of
many different resources) is required to make sure that individual and family needs are met.
Create a mind map to describe how a person with Family Studies education can provide skills or
assistance in filling the needs of the people in the scenario.
‘Used’ and consignment stores are very popular. Consumers need to evaluate the quality of what they
buy and redesign it to use for their own needs.
Create a mind map to describe how a person with Family Studies education can provide skills or
assistance in filling the needs of the people in the scenario.
Recycling of food scraps and packaging is very important. In some communities it needs to be
encouraged and used better.
Create a mind map to describe how a person with Family Studies education can provide skills or
assistance in filling the needs of the people in the scenario.
Brand name clothing is usually very popular and expensive. Most factories used to be located in North
America, but have closed down. Now, the clothing is made in counties by workers who receive very little
pay.
Create a mind map to describe how a person with Family Studies education can provide skills or
assistance in filling the needs of the people in the scenario.
There are many household appliances on the market, which are considered timesaving devises.
Create a mind map to describe how a person with Family Studies education can provide skills or
assistance in filling the needs of the people in the scenario.
With increased studies and experiments in space, many new food products and packaging are needed.
New clothing fibres, fabrics are also required.
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Appendix 4 – student handout
Creative Job Creation
Instructions
Use the mind map provided to analyse a scenario highlighting future trends. Write the main point
of the scenario in the rectangle. Identify 3 related trends in the star areas. In the ovals, describe
Family Studies careers/jobs or skills that will help deal with the changes.
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Appendix 5a – student handout
Creative Job Creation - Advertising Yourself
Your Goal:
You have decided that in ten years from now, you will start your own business. Your business is related
to what you have learned in Family Studies, and it is geared toward providing a product or service. First,
you need to advertise your business or service to get clients in order to get work, and therefore, income.
In order to sell yourself and your product/service, you need to identify your target audience (the people
who need and will use your service, and who will pay for it) and tell them about the great
services that you offer. This advertisement will be in the form of an electronic pamphlet,
video presentation, or a computer presentation.
What to Include in Your Pamphlet:
 The job – the product/service you are offering.
 Your target audience! (Convince them why they need your
product/service).
 The trend(s) you are addressing.
 The special skills you have as a Family Studies person.
 The experience and training you have as a Family Studies person.
What and How You Present:
1. Pamphlet or Slide Presentation
 Attracts your audience to what you are advertising.
 Make it attractive with some writing and some graphics.
 Sell yourself and your product/service.
2. Presentation:
 You will give a 3-5 minute presentation “advertising” your occupation to the audience.
 Know your information well enough to prevent reading. Have cue cards or props to help you
remember (but not recite the main points).
 Feel free to use various visuals or different props to interest the audience.
 Encourage interaction with the audience through questions, activities and games.
3. Written Reflection:
 In your reflection, explain why you chose this product/service emphasizing why you thought
there was a need.
 Include the skills you possess in order to ensure that this product/service will be successful.
 What led to your personal interests in this product/service?
 Describe the trends that you think will affect you the most in the future. Why?
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Appendix 5b – teacher resource
Skills and Experiences in Family Studies Courses
Social Science and Humanities – Family Studies
-These courses all have the common strand of
“Social Science Research.”
Marketing research - determining need of market and target audience
All Family Studies courses integrate the strand of “social science research.” As it relates
to marketing, they can identify a need or market, and gather data to formulate conclusions
that will determine the needs of the potential clients and the direction of the business.
 Computer skills – in presenting the social science research, students are required to
display info using computer technology.
 Presentation skills – many projects involve presenting to the rest of the class using a
variety of media, which are meant to involve and interest the audience.
Foods
Clothing
Parenting
Housing
Resource
Management
-Food labs
-Creatively alter -Create activities -Adapt living
-Budgeting within
involve working and recycle
and toys which
arrangements to
the family and
with others and
clothing which is fit the needs of
the needs of the
business
delegating tasks no longer usable the audience
individual
-Aware of
within the group into garments
(children at
-Arrange space
employer and
-Many lab
which fit the
different
so that it is
employee rights
experiences also needs of the
developmental
usable to the
-Familiar with the
involve
individual
stages)
needs of the
requirements of
budgeting
-Learn the
-Through the
company (office safety within the
money and time intricacies of
baby simulation
and home space) workplace
-Must work
clothing and
assignment,
-Familiar with
-Delegating
within groups to adornment in
individuals learn different rental
within the group
communicate
presenting
to schedule time
and ownership
to accomplish
effectively
oneself as it is
and adapt to new agreements and
task
related to noncircumstances
the bills
verbal
associated with
communication
them

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Appendix 5c – teacher resource
Possible Family Studies Careers
-Incorporating Future Trends and Family Studies SkillsFoods
Clothing
Parenting
Housing
-providing
mini-meals to
the elderly
-selling a new
food product
-providing
fitness and
health
counseling
-providing
assistance to
people with
eating disorders
-providing
‘ethnic’ or foods
to new
immigrants
-owning a health
food restaurant
-selling organic
food products
-devising
packaging for
food
-providing food
and nutrition
classes
-providing
cooking classes
-consignment
store bringing in
and selling used
clothing
-designing
clothing for
children by mailorder or internet
-providing
nursing homes
with ‘accessible
clothing’
-teaching people
how to alter their
own clothing
-designing
patterns for
home sewers
-importing
unique fabrics
from other
countries
-selling high end
quilts for
specialty
occasions
-selling
specialized
clothing for
people in
wheelchairs
-teaching
babysitting
courses
-selling new
developmental
toys
-in-home day
care
-providing
teaching
materials for
children
-providing fitness
for adults and
children
-writing and
selling
personalized
children’s books
-providing a
service to bring
children and
elderly together
-teaching parents
about nutrition
and getting ready
for solid foods
-providing
information
about discipline
-designing and
selling smaller
houses for older
people downsizing their
homes
-redesigning
unique rooms for
the arrival of
new children
-selling in home
decorating kits
-selling services
on how to adapt
people to their
new homes
-redesigning and
remodeling old
furniture to fit
into new needs
of the family
-providing
marketing
strategies to
identify the
needs for future
housing in new
neighbourhoods
-working with
immigrants in
finding housing
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Career Focused Activities Support Materials
Resource
Management
-financial advisor
for students and
parents who want
to invest for
future schooling
-education for
people who have
been identified to
be at –risk for
their credit rating
-providing
employers with
the service of
educating their
workers (on
safety,
harassment)
-providing stress
management for
workplaces
-providing
financial advice
for newly retired
individuals
-providing service
to children for
those who want to
‘invest’ parts of
their allowance
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Appendix 6 – student handout
Creative Job Creation - Advertising Yourself Rubric
Criteria
Level 1
(50 – 59%)
Level 2
(60 – 69%)
Level 3
(70 – 79%)
Level 4
(80 – 100%)
Knowledge/
Understanding
- knowledge of the
trends and how they
influence future job
market
- demonstrates
limited knowledge
by giving few
examples
- demonstrates some
knowledge by
giving some
examples
- demonstrates
considerable
knowledge by
giving numerous
examples and
attempts to show
how they interrelate
- demonstrates
thorough knowledge
by giving extensive
examples that
clarify the
interrelationships
among the factors
Thinking/Inquiry
- makes connections
between trends and
the future needs of
society and families
- makes
connections with
limited
effectiveness
- makes connections
with some
effectiveness
- makes connections
with considerable
effectiveness
- makes connections
with a high degree
of effectiveness
- synthesizes
information with
limited
effectiveness
- synthesizes
information with
some effectiveness
- synthesizes
information with
considerable
effectiveness
- synthesizes
information with a
high degree of
effectiveness
- illustrates the
need by marketing
it with limited
effectiveness
- illustrates the need
by marketing it with
some effectiveness
- illustrates the need
by marketing it with
considerable
effectiveness in
identifying the
target group and
illustrating their
needs
- illustrates the need
by marketing it with
a high degree of
effectiveness in
identifying target
groups and
illustrating and
creating their needs
- communicates
information and
ideas with limited
clarity
- communicates
information and
ideas with some
clarity
- communicates
information and
ideas with
considerable clarity
- communicates
information and
ideas with a high
degree of clarity
- synthesizes career
information with
Family Studies skills
relevant to family
needs
Application
- illustrates the need
for the career/job
through marketing it
Communication
- communicates
information and
ideas with clarity
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Teacher Comments/Next Steps:
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