CLASSROOM ASSESSMENT MODEL  Unit 2
UNIT 2: EDUCATION AND CAREERS
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Personal Interests and Attributes
Post-Secondary Education and Training
Labour Market Information
Job Seeking and Job Keeping (1 and 2)
Employment Standards and Workplace Safety (1 and 2)
Support Networks and Resources
Transition Plan
UNIT OVERVIEW
In this unit, students develop their knowledge and skills in education and career planning through class
discussion, mini-lectures, comparison charts and tables, case studies, role plays, gallery walks, and research
activities. They apply the steps of a career management model as they relate personal attributes, support
networks, and labour market information to education and career planning. Students also learn job-seeking
and job-keeping skills through interview role plays and by preparing résumés and cover letters.
Students demonstrate their knowledge and skills through their successful performance of various instructional
tasks, as well as through written responses in journals and descriptive paragraphs. Teachers may also wish to
use checklists, scoring guides, rating scales, and written or oral assessments to determine the extent to which
students have met the Prescribed Learning Outcomes. Students’ cumulative attitudes, skills, and knowledge
are demonstrated through the development of a preliminary transition plan addressing their education and
career goals and strategies for them. Students may wish to consider using their completed transition plans as a
starting point for meeting one of the requirements of Graduation Transitions.
Suggested Timeframe
An average of 44 hours is suggested to address
the Prescribed Learning Outcomes in this
curriculum organizer.
Learning at Previous Grades
 career awareness and exploration (e.g., range
of options, sources of education and career
information)
 connecting school and community activities
to career options
 inventories of personal attributes, interests,
talents, and values
 transferable employability skills (e.g., time
management, co-operation, communication)
 support networks, role models, and mentors
 setting short-term and long-term goals
 introduction to job seeking skills (e.g.,
résumés and cover letters, job interviews)
Planning 10
-1-
CLASSROOM ASSESSMENT MODEL  Unit 2
Personal Interests and Attributes
Prescribed Learning Outcome
It is expected that students will:
 relate personal attributes and interests to education and career planning
Suggested Achievement Indicators
The following set of indicators may be used to assess student achievement for the prescribed learning
outcome above. Students who have fully met the prescribed learning outcome are able to:
 use a variety of self-inventory tools—such as personality questionnaires, aptitude tests, and interest
scales—to identify their personal attributes and interests (e.g., skills, needs and wants, values)
 make connections among the results from self-inventory tools and their career and education interests
and planning
SUGGESTED INSTRUCTIONAL ACTIVITIES
Guided questions

Have students work individually to identify and
reflect on activities they enjoy doing, and to rank
them in order. Guiding questions might include:
 What activities interest you? What do you
enjoy doing in your spare time?
 Do you like to do activities that involve
working in a group? Why or why not?
 Do you like activities that are done at
home/outdoors/in the community?
 What activities do your friends and family
enjoy too?
 What can you see yourself still doing 5 years
from now? … 10, 20 years from now? Have
students discuss their answers with a partner
or in small groups.
Self-inventory tools, self-portrait
 Provide students with self-inventory tools (e.g.,
personality and interest assessment tools) and
career exploration tools. Have students use the
information from their individual reflections and
completed self-inventories to create a “selfportrait” of interests, skills, aptitudes, and values,
along with a description of where these attributes
might lead them in their future careers. The selfportrait could be developed as a diagram,
paragraph, poster, 3-D model, or any other
appropriate product.
Planning 10
-2-
SUGGESTED ASSESSMENT ACTIVITIES

introductory activity—no corresponding
assessment

Have students present their self-portraits in small
groups for peer assessment. Criteria for
assessment could include the extent to which the
portraits clearly depict the following:
 personal interests, skills, aptitudes, and
values identified from self-inventories
 personal interests, skills, aptitudes, and
values linked to a job or career
 detailed description of themselves in a future
occupation.
If necessary, remind students that assessment of
their peers’ work should be based on the depth of
analysis and detail represented in the portraits,
not on the actual attributes identified.
CLASSROOM ASSESSMENT MODEL  Unit 2
Recommended Learning Resources:
 The Be Real Game
 Developing Your Employability Skills - Toolkit for the Self-Managing Learner
 The Get Real Game
 Horizons 2000+: Career Studies
 It's a Big Menu... Choose What You Like
 Lifechoices: Careers
 Nelson Career Studies 10
 VECTOR: Video Exploration of Careers, Transitions, Opportunities, and Realities
Selected Web Sites:
 iQuizzes (Human Resources Development Canada)
http://www.jobsetc.ca/toolbox/quizzes/quizzes_home.do?lang=e
 Know Yourself—interest quiz (Human Resources Development Canada)
http://www.jobfutures.ca/pls/jf-ea/dpt.page_one
Planning 10
-3-
CLASSROOM ASSESSMENT MODEL  Unit 2
Post-Secondary Education and Training
Prescribed Learning Outcome
It is expected that students will:
 compare a variety of post-secondary education and training institutions and programs
Suggested Achievement Indicators
The following set of indicators may be used to assess student achievement for the prescribed learning
outcome above. Students who have fully met the prescribed learning outcome are able to:
 create a chart representing a variety of education and training institutions, their program types
(including degree programs, trades and technical programs, certificate programs, applied programs,
continuing education) and the various delivery modes available from each (e.g., workplace, classroom,
distance/electronic)
 select one or more specific education or training programs for further investigation in relation to:
 their personal suitability for program content
 cost of program
 entrance requirements and prerequisites
 length of training
 location of institution
 exit qualifications and credentials (e.g., certificate, diploma, baccalaureate, associate degree,
bachelor degree, graduate degree, citation, apprenticeship, journeyperson)
 employment prospects
 state a personal preference for one or more specific education or training programs, and explain their
choice in relation to their individual skills, interests, aptitudes, and values
SUGGESTED INSTRUCTIONAL ACTIVITIES
Terminology game
 Distribute red index cards with terminology for
credentials and post-secondary training options
(e.g., apprentice, diploma, journeyperson,
bachelor degree, doctorate, certificate, citation,
accredited, non-accredited), and blue cards with
the definitions for each term. Challenge students
to find their partner (the definition for their term
or vice versa). Once students have located their
partners, have them share their definitions with
the class. Have students record the terms and
definitions in their notebooks.
Planning 10
-4-
SUGGESTED ASSESSMENT ACTIVITIES

introductory activity—no corresponding
assessment
CLASSROOM ASSESSMENT MODEL  Unit 2
Comparative chart/summary
 During school-wide post-secondary education
fairs, have students collect program descriptions
and calendars from a range of offerings at
colleges, universities, career technical centres
(CTCs), private training institutes,
apprenticeship boards, online courses, and
military training. As a class, develop a chart to
compare programs according to:
 method of instruction/delivery mode (e.g.,
classroom, workplace, distance electronic)
 length of program
 location and accommodation options
 cost of tuition, supplies, and other fees
 potential for earning while learning
 career paths related to program.
Ask students to describe in a paragraph which
form of training would seem most suitable for
their own preferred learning style and interests.
Research presentation
 Based on previous exploration of personal
interests, skills, and strengths, have students
work individually to identify a career or career
cluster that interests them. Ask them to research
two or three post-secondary education or training
programs that relate to the identified career. Ask
each student to create a chart (paper-based or
electronic) representing research conducted on a
number of variables for each institution.
Variables could include:
 prerequisites
 type of program and specific content covered
 length of program
 cost of program per year attended
 location of institution
 exit qualifications/credentials and the
transferability of those qualifications.
Research can be conducted using a variety of
sources such as course calendars from education
and training institutions, the Internet, and
interviews with people who attend the
institutions. Considering all variables, have
student compare and “rate” the institutions based
on what might seem most appropriate for them.
Planning 10
-5-

Collect students’ paragraphs describing postsecondary training and education programs, and
assess in terms of the extent to which they:
 reflect accurate information about each
education or training option
 include statements supporting their
preferences with information from their selfinventories (connecting their choice to their
learning style, motivation level, academic
abilities, preferred length of training, lifestyle
values).

Collect students’ charts representing research
conducted on a number of variables for each
post-secondary education and training program.
The chart should be accompanied by a written
description clarifying the information. Assess
students’ work in terms of the extent to which it:
 reflects accurate information about each postsecondary education or training program
 provides information on each program’s
variables (e.g., prerequisites, content covered
in program, length and cost of program,
location of institution, exit credentials)
 identifies a personal program preference
 includes statements supporting their
preferences with information from their selfinventories (e.g., interest in program content,
cost of program, academic abilities, preferred
length of training, lifestyle values).
CLASSROOM ASSESSMENT MODEL  Unit 2
Recommended Learning Resources:
 The Get Real Game
 Horizons 2000+: Career Studies
 Nelson Career Studies 10
 Opening Doors
 VECTOR: Video Exploration of Careers, Transitions, Opportunities, and Realities
Selected Web Sites:
 AchieveBC
http://www.achievebc.ca
 Association of Universities and Colleges of Canada
http://www.aucc.ca/
 Post-Secondary Education and Training (Ministry of Education)
http://www.bced.gov.bc.ca/careers/planning/educate/
 Industry Training/Apprenticeship (Ministry of Advanced Education)
http://www.aved.gov.bc.ca/industrytraining/welcome.htm
 Achieve BC / Secondary School Apprenticeship
http://www.achievebc.ca/post-sec_learning-res/apprenticeship/secondary_school.asp
 Education Planner—Post-Secondary Education in BC
http://educationplanner.bc.ca/
 WorkFutures
http://www.workfutures.bc.ca/article.cfm?site=graphic&lang=en&article=home

WorkFutures for Entry-Level Jobs
http://www.startnow.workfutures.bc.ca/
Planning 10
-6-
CLASSROOM ASSESSMENT MODEL  Unit 2
Labour Market Information
Prescribed Learning Outcome
It is expected that students will:
 relate labour market information (e.g., types of employment, required skills and education, salary range)
to careers of interest
Suggested Achievement Indicators
The following set of indicators may be used to assess student achievement for the prescribed learning
outcome above. Students who have fully met the prescribed learning outcome are able to:
 describe and differentiate among types of employment (e.g., full-time, part-time, seasonal; self-
employment, contract, commission, piece-work)
 describe and differentiate among a variety of career sectors (e.g., tourism, manufacturing, entertainment,
medical)
 accurately match specific jobs with their associated career sector(s) (e.g., teacher = education sector,
graphic artist = cultural sector and multimedia sector, automotive technician = transportation sector and
manufacturing sector)
 research and report on a career of interest in terms of labour market information including the following:
 skills and education required
 demographics (e.g., age of workers, location of jobs)
 lifestyle factors (e.g., hours of work, travel, environmental conditions)
 expected salary range
 projected employment prospects
SUGGESTED INSTRUCTIONAL ACTIVITIES
Gallery walk
 Post the names of career sectors on sheets of
chart paper around the classroom. Have students
conduct a gallery walk: In groups, with one
group at each sheet of paper, have them
brainstorm specific jobs they think are related to
that career sector. After a few minutes, have
them move to the next sheet to build on the
previous group’s lists. When groups have
finished their brainstorming, discuss the results
as a class. Note any instances where jobs
matched with more than one career cluster.
Planning 10
-7-
SUGGESTED ASSESSMENT ACTIVITIES

introductory activity—no corresponding
assessment
CLASSROOM ASSESSMENT MODEL  Unit 2
SUGGESTED INSTRUCTIONAL ACTIVITIES
Research presentation
 Have students work individually to identify a
career sector of interest and to research 5-10
specific jobs that relate to that career sector.
Students’ research should focus on specific
labour market information (LMI) such as:
 skills and education required
 demographics (e.g., age, location)
 lifestyle factors (e.g., hours of work, travel,
environmental conditions)
 type of work (e.g., full-time, part-time, and
seasonal work, contract, commission)
 expected salary range
 projected employment prospects.
Suggest students use resources such as
professional organizations and Internet sites for
their research. Once they have completed their
research, provide an opportunity for them to
share their findings in a class career sector
resource book or bulletin board. Charts
representing career clusters and related jobs can
be left on display in the classroom for future
reference.
SUGGESTED ASSESSMENT ACTIVITIES

Ask each student to hand in their descriptions of
their researched jobs along with answers to the
following questions:
 Which job described under your chosen
career cluster most appeals to you? Why?
 Are you still interested in this career sector as
a result of this research? Why or why not?
 What sources did you use in your research?
When assessing the students’ work,
determine the extent to which they
investigated a variety of sources of career
and job information, identified specific
labour market information, and made
connections among LMI and their career
interests.
Recommended Learning Resources:
 The Be Real Game
 Horizons 2000+: Career Studies
 It's a Big Menu... Choose What You Like
 VECTOR: Video Exploration of Careers, Transitions, Opportunities, and Realities
Selected Web Sites:
 Job Futures 2000 (Human Resources Development Canada)
http://www.jobfutures.ca
 Making Career Sense of Labour Market Information
http://makingcareersense.org/
 What’s Key in Labour Market Information in BC (Ministry of Advanced Education/Human Resources
Development Canada)
http://www.whatskey.org/
 Work Futures: British Columbia Occupational Outlooks
http://www.workfutures.bc.ca/
 WorkFutures for Entry-Level Jobs
http://www.startnow.workfutures.bc.ca/
 WorkScene: BC Work Futures for Youth
http://www.workinfonet.bc.ca/workscene/
Planning 10
-8-
CLASSROOM ASSESSMENT MODEL  Unit 2
Job Seeking and Job Keeping (1)
Prescribed Learning Outcome
It is expected that students will:
 demonstrate an understanding of employability skills (e.g., communication, problem solving, teamwork)
Suggested Achievement Indicators
The following set of indicators may be used to assess student achievement for the prescribed learning
outcome above. Students who have fully met the prescribed learning outcome are able to:
 provide specific examples of employability skills, including:

communication (e.g., written skills, oral skills, numeracy, technological literacy, accessing and
managing information)
 problem solving
 teamwork (e.g., co-operation, respect, understanding of group dynamics, constructive contribution)
 personal responsibility (e.g., time management, positive attitude, commitment, continuous skill
development)
 explain the importance of developing a variety of employability skills for job seeking, job keeping, and
career advancement
 identify employability skills they already have and those they want to develop further, and describe
personal strategies for developing the identified skills
SUGGESTED INSTRUCTIONAL ACTIVITIES
Worksheet
 In small groups, have students brainstorm a
variety of employability skills—skills they think
would be useful across a variety of employment
situations. Have groups share as a class.
Distribute a handout of employability skills.
Individually, have students organize the skills
they brainstormed using categories provided on
the handout or their own organization. Have
them underline those skills they feel they already
possess, and circle those skills they need to
develop. Have them verify their selections with a
partner. Ask them to rank the skills they need to
develop from most to least important, and
provide a written explanation for their choices.
Have them propose ideas on how they can
develop these skills during grades 10, 11, and 12.
Encourage them to discuss their skills
inventories with parents, mentors, and friends.
Planning 10
-9-
SUGGESTED ASSESSMENT ACTIVITIES

Collect students’ worksheets categorizing their
employability skills along with their written
explanation of their choices. Assess students’
work based on their ability to:
 explain why they think they have the skills
they indicated, and how they developed those
skills
 identify the skills that need further
development
 propose personal strategies for further
development of specific employability skills
throughout grades 10, 11, and 12.
CLASSROOM ASSESSMENT MODEL  Unit 2
SUGGESTED INSTRUCTIONAL ACTIVITIES
Class brainstorm, discussion, presentation
 As a class, brainstorm and discuss skills needed
to keep a job (e.g., time management, teamwork,
taking initiative, following directions,
maintaining standards/quality control,
continuous building of knowledge and skills,
problem solving). Discuss the importance of
employability skills in relation to probationary
periods and opportunities for advancement.
Divide the class into small groups, and have each
group create a portrait of a successful worker
(e.g., model, diagram, collage, chart), illustrating
the skills discussed.
Case study
 Provide students with case study scenarios that
depict job-related problems to solve. Suggestions
for scenarios could include:
 You have a temporary job and see an
opportunity for creating a permanent position
for yourself.
 You are the team leader, and one member of
your team is not completing his or her work
satisfactorily or on time.
 Your boss gives you one hour to complete a
task that you think will take longer.
 You see a situation at your job site that you
think could be a safety hazard.
Have students work in groups to discuss the
scenario and possible solutions. Have each group
present to the class their strategy for solving the
problem. Discuss as a class which employability
skills have been demonstrated. As an extension,
have students write their own scenarios (e.g.,
based on their own work experiences).
SUGGESTED ASSESSMENT ACTIVITIES

Have groups present their portraits of a
successful worker to each other for peer review
and feedback.

Use students’ responses to the case study
scenarios as the basis for peer and teacher
assessment. After each group presents its
responses, ask the remaining groups to discuss
the response and any suggestions for
improvement. Have one person from each group
report on their group’s discussion. For teacher
assessment, use a checklist to record the extent to
which the group reported on:
 specific employability related to the scenario
 a proactive solution to the problem.
Recommended Learning Resources:
 The Be Real Game
 Developing Your Employability Skills - Toolkit for the Self-Managing Learner
 Horizons 2000+: Career Studies
 Lifechoices: Careers
 Nelson Career Studies 10
 VECTOR: Video Exploration of Careers, Transitions, Opportunities, and Realities
Selected Web Sites:
 Employability Skills 2000+(Human Resources Development Canada)
http://www.jobsetc.ca/toolbox/checklists/employability.jsp?lang=e
 Essential Skills: Skills for Life, Learning, and Work (Human Resources Development Canada)
http://www15.hrdc-drhc.gc.ca/english/general/es.asp
Planning 10
- 10 -
CLASSROOM ASSESSMENT MODEL  Unit 2
Job Seeking and Job Keeping (2)
Prescribed Learning Outcome
It is expected that students will:
 demonstrate job-seeking skills (e.g., employment searches, writing résumés and cover letters, preparing
for job interviews)
Suggested Achievement Indicators
The following set of indicators may be used to assess student achievement for the prescribed learning
outcome above. Students who have fully met the prescribed learning outcome are able to:
 identify and practise (as appropriate) a variety of employment search strategies (e.g., online job
searches, accessing newspaper classified ads, cold calls, volunteering, work experience)
 compare résumé formats, application forms, and cover letter styles in terms of their appropriateness for
specific uses (e.g., chronological vs. skills-based résumés to highlight personal strengths; general cover
letter that is easily adaptable for specific jobs)
 create a personal résumé and cover letter for a specific purpose (e.g., for a current part-time job, for a
future job, for a volunteer position, for college or training program application)
 model appropriate job interview skills (e.g., preparing answers for common interview questions,
appropriate dress and behaviour during interview, interview follow-up etiquette)
SUGGESTED INSTRUCTIONAL ACTIVITIES
SUGGESTED ASSESSMENT ACTIVITIES
Simulated job search
 To assist students in developing employment
search strategies, begin with a quick class
brainstorm of strategies for finding work. Guide
the brainstorm to ensure students identify a range
of strategies (e.g., cold calls, using newspapers,
Internet searches, mass mailings of résumés,
network building, school apprenticeship
programs, volunteering, work experience,
internships). If available, bring in older students
to talk about job search strategies they have
found to be the most effective.
Divide the class into small groups, and assign
one specific job to each group. Include a variety
of situations including summer jobs, part-time
jobs, jobs representing a range of career sectors,
jobs students could apply for now, and jobs they
might pursue after further education and training.
Have each group use at least three of the job
search strategies discussed to search for available
employment for their assigned job. (Note that the
purpose of this activity is to help students
practise job search strategies, not to actually
secure employment.) Each group should present
a report synthesizing the job search in terms of
which strategies yielded results and which did
not.
Planning 10
- 11 -

Have each group present to the class their
findings about job search strategies. Discuss
criteria for assessment; for example, groups
could be required to:
 describe the results of the job search
 describe the job search strategies chosen and
why they were chosen
 discuss which strategies were effective and
why
 discuss which strategies were not effective
and why
 provide suggestions for future job searches
based on insight gained from this experience.
These criteria can be used as the basis for
teacher, peer, and self-assessment.
CLASSROOM ASSESSMENT MODEL  Unit 2
SUGGESTED INSTRUCTIONAL ACTIVITIES
Role play
 As an extension activity, have students work in
pairs or triads to role play conducting cold calls
and informational interviews.
Résumés and cover letters—review
 Provide students with examples of different kinds
of résumés and cover letters (examples available
from print resources and on the Internet). In a
teacher-led discussion, review common elements
(e.g., work history, education record) and various
ways to present this information. Address the
significance of styles (e.g., chronological, skillsbased/functional), formats, and their appropriate
uses for different purposes.
SUGGESTED ASSESSMENT ACTIVITIES

extension activity—no corresponding assessment

review activity—no corresponding assessment
Résumés and cover letters

Provide each student with several samples of
fictitious résumés and cover letters containing
content, style, or formatting errors or omissions.
Ask students to work individually or in small
groups to identify the errors, and to provide
suggestions for improvement.

To assess students’ abilities to identify errors in
fictitious résumés and cover letters, note the
extent to which they were able to:
 identify the mistakes in each résumé and
cover letter
 identify what is missing in each résumé and
cover letter
 provide specific suggestions for
improvement of the résumés and/or cover
letters (e.g., different style to suit purpose,
tailoring for a specific job).
Résumés and cover letters—peer edit
 Allow time for students develop or refine their
own résumés. Ask them to:
 create a standard résumé formatted to
highlight their strengths
 identify how their standard résumé could be
modified for particular purposes
 create a standard cover letter that could be
used for a variety of situations
 adapt the cover letter for a specific job that
they might apply for in the near future.
Allow opportunities for peer review and edits.

Assess students’ résumés and cover letters based
on specific criteria such as:
 appropriate style and format (e.g., résumé:
chronological or skills-based) for the context
 inclusion of appropriate skills, education, and
experience
 ability to tailor a cover letter to a specific
purpose.
See the sample résumé assessment instrument
provided at the end of this unit (Résumé
Writing) for suggested criteria for teacher and
self-assessment.
Planning 10
- 12 -
CLASSROOM ASSESSMENT MODEL  Unit 2
SUGGESTED INSTRUCTIONAL ACTIVITIES
Guest speaker/panel
 Invite guest speakers (e.g., local employers) to
discuss their experiences with interviewing
candidates for employment. Prior to the guest
speakers’ visit, have students suggest questions
they would like to ask. Create a class worksheet
of these questions, or ask students to record their
questions in their learning logs. For example,
guest speakers could be asked to address topics
such as:
 common “dos” and “don’ts” in interviews
 common questions asked in interviews
 how to deal with nerves before an interview
 what an employer looks and listens for when
interviewing a candidate
 best advice for young people entering the job
market.
Allow time for debrief and discussion after the
speakers’ presentation, and for students to record
the answers to the questions.
Job interview fashion show
 As an extension, ask local clothing retailers to
bring in “appropriate clothing” for various
interview contexts. Conduct a class or schoolwide job interview fashion show.
Job interview role play
 Have students work in triads to role play job
interviews from beginning to end (interviews
could be based on jobs identified in previous job
search, résumé, or cover letter exercises). In
each group of three, have one student play the
interviewee, one play the interviewer, and the
third person observe and provide constructive
feedback at the end of the role play. Advise the
interviewees that they should prepare for this
role play the same way that they would prepare
for a real job interview (e.g., researching the
company, preparing answers to common
questions, bringing samples of work and
references). (For the sake of expediency,
research and samples can be simulated rather
than authentic.) Provide each group with three
scenarios to role play a job interview. Switch
roles after each scenario to allow all students to
have a chance as the interviewee.
Planning 10
- 13 -
SUGGESTED ASSESSMENT ACTIVITIES

Collect students’ worksheets or learning logs
recording the guest speakers’ answers to
questions about job interviews. Ask students to
summarize what they have learned by answering
questions such as the following:
 What have I learned from the guest speaker’s
presentation?
 How has this presentation helped me to be
more prepared for a job interview?
 Three strategies I can use to prepare for a job
interview are: _____.

extension activity—no corresponding assessment

Discuss with students the criteria that will be
used to assess their interview role plays.
Videorecord students as they role play. Use the
criteria such as those outlined in the sample
scoring guide provided at the end of this unit
(Job Interview) to assess students on the job
interview skills they demonstrated as they played
the interviewee role.
CLASSROOM ASSESSMENT MODEL  Unit 2
SUGGESTED INSTRUCTIONAL ACTIVITIES
SUGGESTED ASSESSMENT ACTIVITIES
Recommended Learning Resources:
 The Be Real Game
 Developing Your Employability Skills - Toolkit for the Self-Managing Learner
 The Get Real Game
 Horizons 2000+: Career Studies
 Lifechoices: Careers
 Nelson Career Studies 10
 VECTOR: Video Exploration of Careers, Transitions, Opportunities, and Realities
Selected Web Sites:
 BC WorkInfoNet—Youth
http://workinfonet.bc.ca/youth/
Planning 10
- 14 -
CLASSROOM ASSESSMENT MODEL  Unit 2
Employment Standards and Workplace Safety (1)
Prescribed Learning Outcome
It is expected that students will:
 demonstrate an awareness of the legal rights and responsibilities of employers and employees
Suggested Achievement Indicators
The following set of indicators may be used to assess student achievement for the prescribed learning
outcome above. Students who have fully met the prescribed learning outcome are able to:
 distinguish among the legislation governing employment (e.g., Employment Standards Act, Human
Rights Act, Workers Compensation Act, Labour Relations Code)
 accurately identify where information related to the legal rights and responsibilities of employers and
employees can be found (e.g., employment centres, school or community career centres, Workers’
Compensation Board, public library)
 accurately identify the legal rights and responsibilities of employees, in particular those relating to
overtime pay, statutory holidays, breaks during the work day, and minimum wage
SUGGESTED INSTRUCTIONAL ACTIVITIES
Mini-lecture, research, presentation
 Using a mini-lecture format, introduce and
discuss key and relevant provisions of
employment legislation, including:
 Employment Standards Act (e.g., overtime
pay, statutory holidays, breaks during the
work day, minimum wage)
 Human Rights Act (e.g., how it works, the
Human Rights Tribunal)
 Workers Compensation Act (e.g., the
Workers’ Compensation Board—who they
are and what they do)
 Labour Relations Code (e.g., to whom it
applies).In small groups, have student select
one piece of legislation to research further,
and present their findings to the class. As part
of their presentation, have students focus on
the legal rights and responsibilities that
young workers should be aware of, and
where to go for more information or support
in their assigned field
.
Recommended Learning Resources:
 Lifechoices: Careers
 Lost Youth
 Nelson Career Studies 10
 Student WorkSafe 11/12
 WHMIS at Work
Planning 10
- 15 -
SUGGESTED ASSESSMENT ACTIVITIES

Prepare a written quiz (e.g., multiple choice, fillin-the-blank, true and false, matching) to test
students’ knowledge of key and relevant
provisions of the various employment legislation
as identified from students’ presentations.
CLASSROOM ASSESSMENT MODEL  Unit 2
Selected Web Sites:
 BC Human Rights Tribunal
http://www.bchrt.bc.ca/
 Employment Standards (Ministry of Skills Development and Labour)
http://www.labour.gov.bc.ca/esb/welcome.htm
 Employment Standards Self-Help Kit (Ministry of Skills Development and Labour)
http://www.labour.gov.bc.ca/esb/self-help/sh-start.htm
 Labour Relations Board of BC
http://www.lrb.bc.ca/
 WorkSafe (Workers’ Compensation Board)
http://www.worksafebc.com/Default.asp
 Young Workers Speaker’s Resource Network
http://youngworker.healthandsafetycentre.org/s/Resources-Speakers.asp
 Young Worker (WorkSafe BC)
http://youngworker.healthandsafetycentre.org
Planning 10
- 16 -
CLASSROOM ASSESSMENT MODEL  Unit 2
Employment Standards and Workplace Safety (2)
Prescribed Learning Outcome
It is expected that students will:
 analyse practices associated with work-related risk reduction and injury prevention (e.g., safety training,
hazard recognition, risk management, communication)
Suggested Achievement Indicators
The following set of indicators may be used to assess student achievement for the prescribed learning
outcome above. Students who have fully met the prescribed learning outcome are able to:
 create a list of factors that contribute to making workers and workplaces physically and emotionally safe
(e.g., safety training programs, team
building, harassment policies)
 describe and discuss standard guidelines and procedures for reducing risk and injury in the workplace
(e.g., following established safety guidelines such as those set out by the Workers’ Compensation
Board, knowing own abilities and limits, using safety and personal protective equipment, knowing
where to go to address a problem)
 list and discuss primary causes of injury to young workers (e.g., inability to recognize and respond
appropriately to hazards, lack of training)
 propose strategies to minimize workplace hazards
 apply hazard recognition, risk management, and effective communication skills in simulated workplace
situations
SUGGESTED INSTRUCTIONAL ACTIVITIES
Class discussion
 Ask students to discuss places they have worked
(e.g., babysitting, camp counsellor, part-time
jobs). Ask them to describe what aspects of these
workplaces made them feel comfortable or safe,
and which aspects, if any, made them feel
uncomfortable or unsafe. Extend the discussion
by asking students to identify additional safety
issues related to a range of workplaces.
Examples could include pressure to work fast,
unfamiliarity with equipment, dealing with angry
customers, confined spaces, hazardous materials,
lack of protective clothing or equipment, or
fitness factors such as sleep and nutrition.
Planning 10
- 17 -
SUGGESTED ASSESSMENT ACTIVITIES

introductory activity—no corresponding
assessment
CLASSROOM ASSESSMENT MODEL  Unit 2
SUGGESTED INSTRUCTIONAL ACTIVITIES
Guest speaker, scenarios
 Invite a guest speaker (e.g., from the Workers’
Compensation Board Young Speakers’ Network,
crew supervisor, industry safety officer, someone
who has been injured in a workplace accident) to
talk to the class about issues such as:
 the most common workplace injuries of
young workers and their causes
 examples of unsafe work practices and their
consequences
 strategies for addressing specific workplace
safety issues
questions for new employees to ask their
employers about safety. Provide students with
pictures or case studies depicting unsafe
workplace scenarios. Ask students to work in
groups to identify the unsafe situation in each
scenario, and to suggest strategies for dealing
with the unsafe situation.
Presentation
 Have students work individually or in groups to
create a drama, rap, poster, chart, public service
announcement, or other representation depicting
the characteristics of safe and healthy
workplaces.
SUGGESTED ASSESSMENT ACTIVITIES

Have each group present its workplace safety
scenario and response to the rest of the class for
peer assessment based on criteria such as the
extent to which they:
 accurately identified the unsafe workplace
situation
 identified contributing factors
 identified potential consequences for
workers, workplace, and society
 identified relevant laws and regulations
 suggested appropriate strategies to address
the problem.

Discuss as a class the criteria that will be used to
assess students’ presentations depicting safe and
healthy workplaces. These criteria could include
the extent to which students:
 describe events or situations in terms of safe
and unsafe
 describe the attributes (social, emotional, and
physical) that make this workplace a model
 include pictures, photos, text, or other details
depicting safe and healthy work practices.
These criteria can be used for teacher, peer, and
self-assessment of groups’ presentations.
Recommended Learning Resources:
 Lifechoices: Careers
 Lost Youth
 Nelson Career Studies 10
 Student WorkSafe 10
 Student WorkSafe 11/12
 WHMIS at Work
Selected Web Sites:
 WorkSafe (Workers’ Compensation Board)
http://www.worksafebc.com/Default.asp
 Young Worker (WorkSafe BC)
http://youngworker.healthandsafetycentre.org
 Young Workers Speaker’s Resource Network
http://youngworker.healthandsafetycentre.org/s/Resources-Speakers.asp
Planning 10
- 18 -
CLASSROOM ASSESSMENT MODEL  Unit 2
Support Networks and Resources
Prescribed Learning Outcome
It is expected that students will:
 identify support networks and resources (e.g., family, school, and community resources) for pursuing
their education and career goals
Suggested Achievement Indicators
The following set of indicators may be used to assess student achievement for the prescribed learning
outcome above. Students who have fully met the prescribed learning outcome are able to:
 create an annotated list of resources available within the school and community that can provide
financial, informational, or emotional support to students in pursuing their education and career goals
(e.g., family, elders, teachers, counsellors, career advisors, community leaders, mentors, employers,
provincial and federal government departments, organizations, online communities)
 create a list of people who can support them in pursuing their personal education and career goals
SUGGESTED INSTRUCTIONAL ACTIVITIES
Group discussion, illustrated summary
 In a class discussion, review the definition of
support network and its purposes. Brainstorm
types of support (e.g., financial, emotional,
informational), and sources for support (e.g.
family, elders, teachers, coaches, community
leaders, employers, provincial and federal
government departments, organizations, online
communities). Discuss strategies for building a
support network. Ask students to create a record
of their personal support networks (as a mind
map, list, annotated “address book,” poster, or
other representation). Encourage students to
share their record with a family member or
mentor.
Recommended Learning Resources:
 The Be Real Game
 The Get Real Game
 Horizons 2000+: Career Studies
 Lifechoices: Careers
 Nelson Career Studies 10
 Opening Doors
Selected Web Sites:
 BC WorkInfoNet—Youth
http://workinfonet.bc.ca/youth/
Planning 10
- 19 -
SUGGESTED ASSESSMENT ACTIVITIES

Have students hand in their list of identified
support network information. Assess based on
pre-determined criteria, such as the inclusion of:
 sources of support and resource in the school
(as applicable)
 sources of support and resources in the
community (as applicable)
 strategies for further developing support
networks and resources in the future.
CLASSROOM ASSESSMENT MODEL  Unit 2
Transition Plan
Prescribed Learning Outcome
It is expected that students will:
 develop a personal education and career plan to support the achievement of education and career goals
Suggested Achievement Indicators
The following set of indicators may be used to assess student achievement for the prescribed learning
outcome above. Students who have fully met the prescribed learning outcome are able to:
 describe in detail their personal short-term and long-term education and career goals
 describe in detail the required knowledge and skills for meeting personal education and career goals
 accurately identify the learning opportunities (e.g., Graduation Program courses, community learning
opportunities, co-curricular activities, volunteer experiences, work experience) available to support the
attainment of their education and career goals
 create a list of potential challenges to attaining their education and career goals, and propose strategies
to overcome those challenges
 create a timeline that includes important dates and deadlines for meeting their education and career
goals (e.g., summer job application deadlines, course selection deadlines)
SUGGESTED INSTRUCTIONAL ACTIVITIES
Summative project
 This is a summative activity in which students
can bring together what they have learned
throughout the Education and Careers unit.
Through teacher-led discussion, address the
importance of career planning and management.
Emphasize that career management is a lifelong
process involving transition, change, and
learning throughout their working lives. Ask
each student to develop a preliminary personal
education and career transition plan. Outline the
guidelines students should use to develop their
education and career plans. To guide their
planning, encourage students to consider the
following questions:
 What are my short-term and long-term
education and career goals?
 Why did I choose these goals?
 What education/training is required for me to
achieve my goals?
 What institutions or facilities provide this
training? Which institution or facility is most
appropriate to my interests, lifestyle, and
preferences? Why?
 What courses will I take during grades 11
and 12 to prepare me for my education or
training?
 What co-curricular, volunteer, or community
experiences will help me achieve my goals?
 What do I have to do to achieve my goals
 (e.g., save money, get work experience)
Planning 10
- 20 -
SUGGESTED ASSESSMENT ACTIVITIES

As a class, establish the criteria for assessing
students’ transition plans. See the rating scale
provided at the end of this unit (Transition
Plan) for sample assessment criteria. If time
permits, conduct student-teacher conferences or
exit interviews to have students present their
transition plans; if time is limited, ask students to
hand in their plans for comments and
assessment. Assessment should focus on
students’ planning processes and their abilities to
provide comprehensive, thoughtful, realistic, and
personally relevant information in their plan.
Advise students that they may wish to consider
using their completed transition plans as a
starting point for meeting some of the
requirements of Graduation Transitions.
CLASSROOM ASSESSMENT MODEL  Unit 2




What are potential challenges I may face in
the achievement my goals?
What will I do to meet these challenges?
What is my timeline (e.g., 2 years, 5 years,
10 years) for achieving my goals?
How will I monitor my success as I work to
achieve my goals over the next _____ years?
Provide suggestions for the final format of
students’ transition plans (e.g., word
processed, web page, video, electronic slide
show presentation, poster). Advise students
that they should solicit feedback on their
plans from at least one other person (e.g., a
parent, another student, a counsellor, a
mentor).
Selected Web Sites:

Career Paths Online
http://www.careerpathsonline.com/

Education Planner—Post-Secondary Education in BC
http://educationplanner.bc.ca/
Planning 10
- 21 -
CLASSROOM ASSESSMENT MODEL  Unit 2
RÉSUMÉ WRITING
Name: __________________________________________
Date: ________________________
Purpose for this résumé: ___________________________________________________________
Key:
1 = Not Yet within Expectations, 2 = Meets Expectations (Minimal Level),
3 = Fully Meets Expectations, 4 = Exceeds Expectations
SelfAssessment
Content
 skills are identified clearly and in detail

relevant education is listed chronologically, with
details including date and place

experience is listed (relevant paid and unpaid work
experience; highlighting strengths and
accomplishments)

relevant interests and activities are identified

includes personal contact information

includes appropriate references or indicates how
references can be obtained

includes additional relevant content (e.g.,
objective):
________________________________
Organization and Appearance

résumé style (e.g., chronological or skills-based) is
appropriate for the purpose

résumé style highlights student’s strengths

spelling and grammar are accurate throughout

résumé is logically laid out

white space, margins, fonts, and other formatting
features are used consistently

résumé is neat and easy to read
Planning 10
- 22 -
Teacher
Assessment
Teacher Comments
CLASSROOM ASSESSMENT MODEL  Unit 2
JOB INTERVIEW
3
Fully Meets Expectations
 Student’s answers to interview questions demonstrate that she or he has considered and
prepared responses beforehand.
 Student asks thoughtful and detailed questions about the nature of the job.
 Student asks searching questions to demonstrate research (real or simulated) of the employer
before the interview.
 Student brings a résumé (real or simulated) to the interview that is tailored to the specific
job, and cites examples from résumé in interview.
 Student brings in samples of relevant work (real or simulated) to showcase strengths and
accomplishments.
 Student consistently displays appropriate interview etiquette throughout the interview (e.g.,
appropriate body language, active listening skills, confidence).
 Student takes notes to record information during the interview, as appropriate.
 Student includes a brief closing statement summarizing relevant information.
 Student uses appropriate salutation at the beginning of the interview and ends with a thank
you.
2
Approaching Expectations
 Student’s answers to interview questions demonstrate some prior preparation.
 Student asks some questions about the nature of the job.
 Student asks questions to demonstrate some prior thought or knowledge about the employer.
 Student brings a standard résumé (real or simulated) to the interview.
 Student may or may not bring in some samples of work (real or simulated), but samples are
not relevant to showcase strengths and accomplishments.
 Student displays appropriate interview etiquette (e.g., appropriate body language, active
listening skills, confidence) at several points during the interview, but demonstrates
inappropriate etiquette at other points.
 Student includes a brief closing statement but does not effectively summarize relevant
information.
1
Not Yet Meeting Expectations
 Student’s answers to interview questions are incomplete or demonstrate no prior preparation.
 Student does not ask any pertinent questions of the employer.
 Student does not bring a résumé or brings an inadequate résumé.
 Student does not bring in samples work to showcase strengths and accomplishments.
 Student displays inappropriate interview etiquette frequently throughout the interview (e.g.,
inappropriate body language, lack of listening skills, nervousness).
 Student does not include a closing statement.
 Student does not use appropriate salutation at the beginning of the interview; student does
not end interview with a thank you.
Planning 10
- 23 -
CLASSROOM ASSESSMENT MODEL  Unit 2
TRANSITION PLAN
Key:
1 = Not Yet within Expectations, 2 = Meets Expectations (Minimal Level),
3 = Fully Meets Expectations, 4 = Exceeds Expectations
Rating Criteria—To what extent does the
(1-4)
student:














identify specific short-term and longterm education and career goals
identify measurable short-term and
long-term education and career goals
identify realistic short-term and longterm education and career goals
identify timely short-term and longterm education and career goals
provide a clear rationale for goals with
reference to skills, interests, aptitudes,
and values
identify education and training required
to meet education and career goal(s)
provide a rationale for education and
training preference in relation to cost,
location, length of program, exit
qualifications, and lifestyle needs and
values
identify courses, co-curricular
activities, volunteer and work
experiences, and other ways to help
achieve education and career goals
identify potential challenges to goals
and ways to avoid or overcome these
challenges
identify a range of resources for
support in pursuing goals
include a realistic timeline for
achieving goals with at least three
stages (e.g., during high school, within
five years after high school, and
throughout employment)
draw from prior learning activities (e.g.,
self-inventories, career sector
research, research of post-secondary
education and training) to create plan
obtain feedback from at least one
other person (e.g., parent, teacher,
counsellor, mentor)
give evidence of thoughtful
consideration of feedback

total:
Planning 10
- 24 -
Suggestions for improvement