Career Guidance Guaid - VVV Good

Career Guidance
A Curriculum Guide for the Middle Level

September 1995
Table of Contents
Acknowledgements
Foreword
Introduction
Philosophy and Rationale
Aim and Goals of Middle Level Career Guidance
Foundational and Learning Objectives
Unique Needs of Middle Level Students
Career Development Needs of Middle Level Students
Systemic Barriers in Career Development
Components and Initiatives of Core Curriculum
Adaptive Dimension
Common Essential Learnings
Gender Equity
Resource-based Learning
Career Resource Centre
Indian and Mtis Curriculum Perspectives
Relating Instructional Approaches to Middle Level Students
Assessment and Evaluation
Why Consider Assessment and Evaluation
Phases of the Evaluation Process
Student Evaluation
Program Evaluation
Curriculum Evaluation
Using the Curriculum Guide
Course Overview
Structure of the Classroom Activity
Scheduling Career Guidance Classes

Introduction of the Modules
Curriculum at a Glance
References
Guidance 6 Activity Guide
Module 1: Self-Awareness
Module 2: Life Career Management Skills
Module 3: Educational Planning
Module 4: Career Awareness, Exploration and Planning
Appendices
Appendix A: Glossary of Terms
Appendix B: The Invitation of Elders
Appendix C: Sample Assessment Forms
Acknowledgements
Saskatchewan Education, Training, and Employment gratefully acknowledges the
professional contributions and advice given by the members of the Student and Career
Development Curriculum Advisory Committee. Current members of this committee are:
Ms Marion Acaster
Saskatchewan Federated Home and School Association
North Battleford School Division
Mr. Marc Jaques
Saskatchewan Teachers' Federation
Timerline School Division No. 45
Ms Brenda Brandon
Saskatchwan School Trustees Association
Yorkton Public School Division
Mr. Orest Murawsky
Indian and Mtis Ed. Advisory Committee
University of Saskatchewan
Ms Eunice Cameron
Regina Public School Division
Dr. Joe Neufeld
Department of Educational Psychology
University of Regina
Mr. Bill Coulthard
Career Services
SIAST - Wascana Institute
Mr. Fred Ozirney
Saskatoon School Division
Mr. Robert A. Dauphinais
Regina Catholic School Division
Dr. Fred Reekie
Ms Wendy Edwards
Saskatoon Public School Division
Mr. Rick Slaferek
Canadian Federation of Independent Business
Regina
Mr. Morris Smith
League of Educational Administrators, Directors and Superintendents
Lloydminister School Division No. 99
PREVIOUS ADVISORY COMMITTEE MEMBERS WERE:
Dr. Walter Pawlovich
Ms Linda Weigl
Dr. Lloyd Njaa
Mr. Peter Ferner
Ms Janie Powell
Ms Linda Dewhirst
Ms Debbie Ward
Saskatchewan Education, Training and Employment wishes to thank many others who
contributed to the development of this Curriculum Guide:
the Practical and Applied Arts Program Team;

pilot teachers; and
other contributing educators, teachers, and field personnel.
This curriculum document was completed by Career Services Unit, Student Support
Services Branch under the direction of the Curriculum and Instruction Branch,
Saskatchewan Education, Training and Employment.
Foreword
In May, 1981, the Minister of Education established a Curriculum and Instruction Review
Committee to conduct the first major review of education since 1963. The result was
Directions: The Final Report, presented to the Minister in December 1983, that
recommended a new set of educational goals and recommended a K-12 program policy
for Saskatchewan schools.
Core Curriculum, an outcome of Directions, emphasizes basic skills and introduces new
knowledge, skills and processes based on a K-12 continuum. The major components of
Core Curriculum are: Required Areas of Study, Common Essential Learnings, the
Adaptive Dimension, and Locally-Determined Options. Guidance at the Middle Level
(grades 6 to 9) has been identified in the Core Curriculum as requiring instruction for 50
minutes per week, per grade level. At the Secondary Level, guidance and counselling is
identified as a Service Area, with Career Education as an elective credit in grades 10, 11,
and 12. At the Elementary Level, guidance may be integrated into other subject areas or
offered as a Locally-Determined Option.
Acknowledgements
Saskatchewan Education, Training, and Employment gratefully acknowledges the
professional contributions and advice given by the members of the Student and Career
Development Curriculum Advisory Committee. Current members of this committee are:
Ms Marion Acaster
Saskatchewan Federated Home and School Association
North Battleford School Division
Mr. Marc Jaques
Timerline School Division No. 45
Ms Brenda Brandon
Saskatchwan School Trustees Association
Yorkton Public School Division
Mr. Orest Murawsky
Indian and Mtis Ed. Advisory Committee
Ms Eunice Cameron
Regina Public School Division
Dr. Joe Neufeld
Mr. Bill Coulthard
Career Services
SIAST - Wascana Institute
Mr. Fred Ozirney
Saskatoon School Division
Mr. Robert A. Dauphinais
Regina Catholic School Division
Dr. Fred Reekie
Ms Wendy Edwards
Saskatoon Public School Division
Mr. Rick Slaferek
Regina
Mr. Morris Smith
League of Educational Administrators, Directors and Superintendents
Lloydminister School Division No. 99
PREVIOUS ADVISORY COMMITTEE MEMBERS WERE:
Dr. Walter Pawlovich
Ms Linda Weigl
Dr. Lloyd Njaa
Mr. Peter Ferner
Ms Janie Powell
Ms Linda Dewhirst
Ms Debbie Ward
Saskatchewan Education, Training and Employment wishes to thank many others who
contributed to the development of this Curriculum Guide:
the Practical and Applied Arts Program Team;

pilot teachers; and
other contributing educators, teachers, and field personnel.
This curriculum document was completed by Career Services Unit, Student Support
Services Branch under the direction of the Curriculum and Instruction Branch,
Saskatchewan Education, Training and Employment.
Foreword
In May, 1981, the Minister of Education established a Curriculum and Instruction Review
Committee to conduct the first major review of education since 1963. The result was
Directions: The Final Report, presented to the Minister in December 1983, that
recommended a new set of educational goals and recommended a K-12 program policy
for Saskatchewan schools.
Core Curriculum, an outcome of Directions, emphasizes basic skills and introduces new
knowledge, skills and processes based on a K-12 continuum. The major components of
Core Curriculum are: Required Areas of Study, Common Essential Learnings, the
Adaptive Dimension, and Locally-Determined Options. Guidance at the Middle Level
(grades 6 to 9) has been identified in the Core Curriculum as requiring instruction for 50
minutes per week, per grade level. At the Secondary Level, guidance and counselling is
identified as a Service Area, with Career Education as an elective credit in grades 10, 11,
and 12. At the Elementary Level, guidance may be integrated into other subject areas or
offered as a Locally-Determined Option.
Introduction
Young people today are facing a complex and rapidly changing society. A review of the
literature reveals that despite a great deal of effort being put forth by schools and
government agencies, an increasingly large proportion of Canadian youth have and will
continue to experience difficulty in making the transition from the world of school to the
world of work.
Over the last few decades significant economic, social, political, and technological
changes have made it difficult for young people to adapt to the numerous employment
trends. These trends include:
the shift from the production/ manufacturing sector to the service sector;
the increase in computer technology;
the increase in part time, temporary and seasonal positions;
the increase in the number of women, minorities, and persons with disabilities in
the work force;
the increase in unemployment and in low-paying positions;
the increase in the number of job changes that one can expect during a lifetime.
Young people must be prepared to cope with these changing trends by having the
capacity to be resourceful, adaptable and flexible amidst change and ambiguity. It is in
this context of constant change that adolescents must make decisions regarding their life
careers. Cooperative efforts of the school, home and community are needed to help young
people successfully make the transition from school to the world of work.
Career development is a life long process. It is the total constellation of psychological,
sociological, educational, physical, economical and choice factors that combine to shape
a young person's life. In order to help guide young people in their career paths, career
education should be seen as a central theme in all schools.
A comprehensive career education program in all schools is an important strategy for
assisting youth with school to work transition. It has received wide spread support
throughout many jurisdictions in Canada and the United States. Effective career
development intervention must begin early in primary grades and continue intoadult
years. Efforts to intervene in the life career process can accelerate or strengthen the
acquisition of knowledge, attitudes and skills about self and the world of work.
Philosophy and Rationale

The Middle Level Career Guidance Curriculum is based on the belief that all students,
including those with challenging needs, have the right to benefit from effective
instruction to ensure optimal development. Although the abilities of students will vary,
there should be an expectation for participation, partially or independently, in activities at
home, in the school, in the community, and at work. The main purpose of the Middle
Level Career Guidance Program should be to empower all students to reach their fullest
potential.
Studies of guidance and counselling programs across Canada, reports by the business
community, and feedback from parents have raised concerns that many young people do
not have the necessary knowledge, skills, and attitudes to make a successful transition
from school to the world of work. Career planning is not instinctive. Young people must
be provided with information and taught basic knowledge, skills and attitudes to facilitate
a smooth journey from adolescence to adulthood. Life career development is selfdevelopment over the life span. It occurs through the integration of the roles, settings and
events in a person's life (see Figure 1: Life Career Development Model). The word life in
life career means that the focus is on the total person -- the human career. The word
career identifies and relates the roles in which individuals are involved, such as (worker,
learner, family member, citizen), the settings where individuals find themselves (home,
school, community, workplace), and the events that occur over their lifetimes (entry job,
parenthood, job change, retirement). Finally, the word development is used to indicate
that individuals are always in the process of becoming.
According to the concept of life career development, it is practically unthinkable to
prepare young people for their life of work without occupational exploration. This is
accomplished through the student's school subjects and extra curricular activities with the
help of parents, teachers, friends and representatives of the world of work and the
community. This way of proceeding not onlyallows the students to explore who they are
but to explore their surroundings. Thus the students can be exposed to a whole range of
occupational opportunities, establish a relation between their personal characteristics and
those of occupations, and acquire more information about the knowledge, skills and
values required in the world of work.
The life career development of young people should be a process of planned intervention
whereby educators, parents, government agenciesand community members work together
to provide students with hope for the future and to empower them to believe in
themselves. Young people need help to keep their eyes open for opportunities in the
world that will allow them to fulfil their values, beliefs and interests and to reach their
fullest potential. Saskatchewan Education, Training and Employment has developed the
Middle Level Career Guidance Curriculum to specifically address the life career
development needs of its students at this educational level.
Figure 1: Life Career Development Model
Aim and Goals of Middle Level Career Guidance

Aim
The aim of Middle Level Career Guidance is to empower students to acquire the
knowledge, skills, information, and attitudes to understand and positively enhance their
own life career development.
Goals
The goals of Middle Level Career Guidance are to assist students to:
acquire increased Self-Awareness

develop Life Career Management Skills
increase their understanding and skills in Educational Planning
increase their knowledge, understanding and skills in the area of Career
Awareness, Exploration, and Planning
These goals are based on the Directions philosophy for Saskatchewan (see Figure 2:
Middle Level Career Guidance Goals). They build upon the introductory work that has
occurred at the kindergarten and Elementary Level (grades 1 to 5) where students are
introduced to career development at the awareness level. In these grades students are
developing a self-identity and a sense of self-worth and confidence. They are learning to
relate to peers, adults, and family members and to take responsibility for themselves.
They are beginning to develop a sense of belonging and a growing awareness of how
they can contribute to the complex and changing society around them. At the Middle
Level (grades 6-9), the Career Guidance Curriculum seeks to assist the developing
adolescent to move from seeking and meeting adult expectations to that of seeking and
meeting their own expectations through friendships and interactions with their peer
group.
The specific characteristics of the Middle Level student (described in the following
section ) require a learning environment that is participative and action oriented. The
curriculum promotes exploration of various educational and occupational interests and
encourages students in the expression of their developing selves. The curriculum is
notintended to force students to make premature choices, rather it aims at helping
students to expand their occupational awareness and to relate their educational choices
and achievements to future requirements of school and the work world. It prepares
students for their transition into high school and for developing educational plans to
ensure their academic growth and continuing career development.
To achieve the goals of the curriculum, foundational objectives have been developed
which encompass broad areas of career development. In these areas, students attain
competencies (specific knowledge, skills and abilities) needed to prepare for satisfying
and productive careers. The objectives are consistent with the developmental capabilities
of students in the middle years. A complete listing of the foundational and learning
objectives of the curriculum is given on pages 5-8.
The curriculum is activity based. For each of the four grade levels, detailed activities
have been developed for use by classroom teachers. The activities are organized into four
modules, each module reflecting one of the curriculum goals. These activities are not
intended to be prescriptive. There are many ways for students to learn career
development knowledge, attitudes and skills and teachers are encouraged to discover and
develop alternative approaches.
Figure 2: Middle Level Guidance Goals
Middle Level Career Guidance
Foundational and Learning Objectives

Goal 1: Self-Awareness
Foundational Objective 1:
Awareness and understanding of the Life Career concept

Learning objectives:
1.
2.
3.
4.
5.
6.
Develop and share a personal life career diagram/model/timeline.

Define life career, abilities, interests.
Describe the various roles individuals may have as part of their life career.
Describe individual skills required to fulfil different life career roles.
Describe work-related activities in the home, community and schools.
Describe how family members depend on one another, work together, and share
responsibilities.
7. Identify life events that have been meaningful.
8. Identify and understand the feelings that accompany important events.
9. Identify occupational directions as they relate to life career goals.
Awareness of self and knowledge of the value of a positive self-concept
Learning Objectives:
1.
2.
3.
4.
5.
6.
Develop an awareness of each person's uniqueness.

Describe positive characteristics about self and others.
Describe how positive characteristics are beneficial in school and work.
Identify five sources of information about yourself.
Identify personal qualities and events that have influenced your self-concept.
Identify personal interests, abilities, strengths and weaknesses and how they relate
to careers.
7. Understand the meaning of interests and leisure and their relationship.
8. Demonstrate an understanding of the relationship between personality and
occupational goals.
9. Describe positive contributions people make to society.
10. Understand the meaning and importance of values.
11. Explore personal value systems and how they relate to school and occupation
goals.
12. Demonstrate a positive attitude about self.
13. Describe how one's behaviour influences the feelings and actions of others.
14. Describe ways to improve self-concept.
Awareness of the value of the knowledge, skills, and attitudes needed to interact
successfully with others
1.
2.
3.
4.
5.
6.
Recognize differences in the way people see the abilities of others.

Identify and state characteristics of other class members.
Demonstrate an appreciation for the similarities and differences among people.
Demonstrate effective group membership skills.
Demonstrate respect for the feelings and beliefs of others.
Demonstrate healthy ways of dealing with conflicts, stress and emotions in self
and others.
Goal 2: Life Career Management Skills

Awareness of decision making and knowledge, skills, and attitudes needed to set
goals and to make appropriate decisions
1.
2.
3.
4.
5.
6.
7.
Understand the importance of decision-making skills.

Demonstrate setting goals and developing action plans.
Identify how personal beliefs, values and attitudes affect decision-making.
Describe factors that affect choices.
Identify and assess problems that interfere with attaining goals.
Identify problem-solving and decision-making techniques.
Identify ways in which decisions about education and work relate to other major
life decisions.
8. Identify environmental influences in the development of attitudes, behaviours,
and aptitudes.
9. Describe the importance of career, family and leisure activities to mental,
emotional, physical, and economic well-being
10. Identify possible outcomes of decisions.
11. Learn to ask general questions concerning a problem.
Awareness of change and knowledge, skills, and attitudes needed to cope with Life
Transitions
1. Examine values and how they change throughout life.
2. Identify how people change during a lifetime (physical, psychological, social,
emotional).
3. Describe the effects that societal, economic, and technological change have on
occupations.
4. Identify feelings associated with change in one's life.
5.
6.
7.
8.
9.
Understand the concept of transferable skills.

Develop skills for learning from work experience.
Learn to persist in goal adherence.
Develop strategies to reduce stress.
Learn job adaptation skills.
Knowledge, skills, and attitudes needed to establish good work and study habits
1.
2.
3.
4.
5.
6.
Define basic student skills.

Identify ways to acquire effective student skills.
Understand how effective student skills can lead to effective work habits.
Evaluate work habits.
Describe a plan of action for increasing basic educational skills.
Describe the relationship of personal attitudes, beliefs, abilities, and skills to
occupations.
7. Demonstrate personal qualities that are needed to get and keep jobs.
Goal 3: Educational Planning

Awareness and knowledge of educational benefits
1.
2.
3.
4.
5.
Identify skills learned in school which may be implemented in occupations.

Describe the skills needed to adjust to changing occupational requirements.
Describe school tasks that are similar to skills essential for job success.
Identify personal strengths and weaknesses in subject areas.
Identify different types of educational preparation required for different
occupations.
6. Understand the relationship between motivation and successful learning.
7. Describe success and how it is achieved.
8. Observe how work can satisfy personal needs.
Awareness and understanding of the relationship between work and learning
1.
2.
3.
4.
5.
Examine reasons for the importance of work.

Describe ways in which schools relate to the world of work.
Describe how one's role as a student is like that of an adult worker.
Identify academic skills needed in several occupations.
Demonstrate an understanding of the importance of personal skills and attitudes to
job success.
6. Define ways in which social and personal relationships affect employment.
7. Identify skills and traits that employers expect in the world of work.
8. Identify skills and traits that are transferable from school to the world of work.
Knowledge and skills to prepare for the transition to secondary school
1. Identify the various educational alternatives available at the secondary and
postsecondary level.
2. Identify the requirements for secondary and postsecondary programs.
3. Understand how educational planning will affect career planning.
Goal 4: Career Awareness, Exploration And Planning

Awareness and knowledge of the interrelationship of life roles
1. Identify personal goals that may be satisfied through a combination of work,
community, social and family roles.
2. Describe the interrelationship between school, family, occupational and leisure
decisions.
3. Identify personal leisure choices in relation to lifestyle and the attainment of
future goals.
Awareness and understanding of the career planning process
1. Describe the importance of career planning.
2. Describe how career development is a continuous process with a series of choices.
3. Identify strategies for managing personal resources (talent, time, money) to

achieve tentative career goals.
4. Describe how the expectations of others affect career planning.
5. Identify school courses that meet tentative life career goals.
6. Identify factors that are important to consider when choosing an occupational
direction.
7. Develop an individual career plan which integrates educational plans with
tentative career goals.
Awareness and knowledge of occupations and the skills needed to access,
understand and use career information
1. Identify a variety of occupations.
2. Identify various ways that occupations can be classified.
3. Demonstrate skills in using school and community resources to learn about
occupations/occupational groups.
4. Identify sources to obtain information about occupations/occupational groups,
including self-employment.
5. Identify the physical activities associated with various occupations.
6. Describe skills needed in a variety of occupational groups.
Awareness and knowledge about changing gender roles
1. Describe advantages and problems of entering non-traditional occupations.
2. Describe the changing life roles of men and women in work and family.
3. Describe stereotypes and biases that limit opportunities for men and women to
pursue certain occupations.
4. Describe how sex-role stereotypes influence behaviour and reactions to life role
situations.
Unique Needs of Middle Level Students

Based on contemporary research findings, middle level students are known to be
experiencing unique intellectual, physical, social, emotional and moral development.
Teachers at the Middle Level must be knowledgeable and must recognize typical
behaviours and special needs of these young people. The philosophy, activities and
outcomes of the Career Guidance Curriculum have been developed to reflect the unique
developmental needs of Middle Level students. In this context educators need to:
acknowledge adolescents' rapid physical change;

encourage their need for constructive social interaction;
help build their confidence and skills;
allow for physical activity;
encourage cooperation and motivation, rather than competition and enforce
activities;
provide programs that are adaptable to the wide range of students' sizes, weights
strength, endurance and skill levels;
facilitate the growing independence and self-assertion early adolescents are
experiencing;
incorporate leadership and decision-making skills, self-reliance, independence
and responsibility into the total school program;
enhance the development of problem-solving skills;
incorporate combinations of concrete and abstract knowledge, as well as, written
and verbal skills;
encourage creative expression;
introduce students to real-life applications and as much as possible use real people
as examples;
facilitate the students' growing logical and investigative abilities;
work with students' innate imaginative and inquisitive nature;
promote the development of personal values;
facilitate play and role-playing activities to make learning interactive,
personalized and relevant;
provide opportunities for individual and small group work;
encourage discussion, questioning and evaluative abilities;
be sensitive and inclusive of gender, culture, and family factors that are part of
students' learning at the early adolescent stage;
enhance the development of moral reasoning; and,
provide a learning environment that encourages participation.
Career Development Needs of Middle Level Students

The essence of career development in the middle years demands different emphasis
within an evolving consciousness of self-characteristics and of the life options to which
these characteristics relate. Career development must be responsive to the developmental
tasks that emerge as students grow. If career guidance is to be a developmental process,
the program must be continual and cumulative. The outcomes obtained by students at the
Middle Level must serve as the foundation for career development at the Secondary
Level.
Researchers indicate that in most Middle Level models, career guidance emphasizes self,
occupational exploration and life career planning. Acquiring knowledge and skills
important to exploration and planning comes from providing students with opportunities
to engage in activities further from home and independent of the family.
The Middle Level classroom is a transition period between education at the Elementary
Level and specialized education at the Secondary Level. Factors such as present-future
relationships, values, delayed gratification, personal responsibility, and choice
consequences have real implications for students during this period. How attitudes,
knowledge, and skills about self and the world of work are acquired has implications
beyond immediate adjustment at the Middle Level. Such development is also predictive
of success and satisfaction in the Secondary Level and beyond.
In planning this Career Guidance Program the following career development needs of
Middle Level students were taken into consideration
(Herr and Cramer, 1988, p. 254):
Since Middle Level students are in a transitional stage from the structure and
education of the elementary school to the less structured but more specialized
education of the secondary school, students must be provided with a broad range
of opportunities to explore their personal characteristics, aswell as, those of
educational options from which they may choose. Opportunities to relate
curricular options to the possible and subsequent educational and occupational
outcomes seem highly desirable.
Since wide ranges in career maturity, interests, values and abilities characterize
Middle Level students, a wide variety of methods are needed to accommodate the
range of individual differences.
Although students in the Middle Level are capable of verbal and abstract
behaviour, career exploration will be enhanced if they are given concrete, hands
on, direct experiences as well.
Fundamental to the rapid changes that Middle Level students are experiencing, is
a search for personal identity. Therefore, career guidance programs must
encourage students to explore their feelings, needs, and uncertainties as a base for
evaluating educational and occupational options. Values and belief clarifications
and other similar processes are helpful in this regard.
Systemic Barriers in Career Development

Studies in Canada have shown that many members of ethnic groups are not equally
distributed through the occupational categories of the society. Certain racial and ethnic
groups are highly represented in particular occupational categories and virtually absent in
others. For instance, data from Statistics Canada (1986) indicates that Aboriginal and
other racial minorities are under represented in management and administration, as well
as, in the skilled crafts and trades, and racial minorities tend to be over represented in
technical and clerical jobs. Furthermore, among the lesser skilled occupations different
minority groups tend to be concentrated in particular occupational groups.
Data from Employment and Immigration Canada (1989) based on the 1986 Canadian
Census also revealed the following employment inequities:
Participation of Aboriginal youth in the workforce in 1986 was 52.8%,

significantly low compared to all youth (67.8%) in the Canadian Labour Market.
Participation rate of racial minority youth in the workforce was 61%, lower than
that of the total youth population in Canada (67.85).
The unemployment rate among Aboriginal people as a whole was 22.7%, more
than double the national average.
The unemployment rate among racial minorities as a whole was 10.8%, slightly
higher than the total population (10.3%).
Aboriginal persons on the average earn 76.3% of the average Canadian earnings
per year. Aboriginal men remained some $4000 behind the national average in
men's earnings, and Aboriginal women remained $1500 below the national
average in women's earnings, and $8000 behind aboriginal men.
Educational and employment systems can work not only to not promote equity, but also
to place barriers in the way of those who differ from the dominant group. Schools must
use their influence to make an impact and to create equity for all young people.
Identity is inseparable from the specific culture that shapes it. In working with students, it
is important to consider the social context in which Middle Level students live and
interact, paying attention to the meaning and value that society gives to these identities.
Unfortunately, some geographic regions, economic classes, and races are more favoured
by society than others. In order to address the specific needs of students, teachers must
recognize these social inequalities and be aware of issues pertinent to students' cultural
backgrounds. It is important to:
support students in treating all persons with respect.

be informed about the process of acculturation.
acknowledge students' cultural backgrounds, values, and belief systems.
create a bond with the students.
accept each student unconditionally.
It is imperative that teachers also recognize the cross-cultural differences in non-verbal

communication, such as:
preference regarding distance between two people engaged in conversation.

meaning of touch.
meaning of smell.
meaning of gazing at or away from the speaker.
cultural definitions of time.
other communication conventions, such as the use of pauses and tone of voices.
In order to support the life career development of all students regardless of cultural or
socio-economic background or disability, Middle Level Career Guidance teachers can:
recognize, support and stimulate the self-formation of the individual.
examine personal life knowledge, skills, and attitudes in the world of work,
reflecting on strengths and competencies and their relevance for various
occupations.
experiment with occupational simulations and role playing.
model decision-making and problem-solving skills.
promote fundamental moral values stemming from a respect for persons.
become sensitive to cultural variations in personal style, values, manners, verbal
and non-verbal behaviours, emotional behaviour and learning style.
recognize that barriers exist with respect to attainment of career goals for
minorities and that the occupational aspirations must be adequately explored.
Above all, teachers need to begin by examining their own cultural, racial and ethnic
identities and being aware of how these impact on the students' perception of them and
the Middle Level classroom environment. Ethnocentrism, prejudice, racism, and
discrimination are all necessary issues to be taken into consideration when teaching
students.
Each ethnic and racial group has its own history, its own achieved position within
Canadian society. These form the backdrop for the young person's own career
possibilities. Due to historical and contemporary forms of oppression and discrimination,
countervailing measures must be taken into consideration in the delivery of the Middle
Level Career Guidance Program.
Components and Initiatives of Core Curriculum

Adaptive Dimension
The Adaptive Dimension is an essential part of all educational programs. Like the
Common Essential Learnings, the Adaptive Dimension is a component of Core
Curriculum and permeates all curriculum and instruction. The Adaptive Dimension is
defined as:
the concept of making adjustments in approved educational programs to
accommodate diversity in student learning needs. It includes those practices the
teacher undertakes to
make curriculum materials and topics, instruction, and the learning environment
meaningful and appropriate for each student.
The essence of the Adaptive Dimension rests in the phrase "seeking other ways".
Offering students alternative access to, and expression of, knowledge facilitates their
participation in learning. Just as physical environments can be made more accessible
through modifications such as ramps or wider doorways, learning environments can be
made more accessible through a modification of setting, method or material.
The Adaptative Dimension is used to: maximize student learning and independence,
lessen discrepancies between achievement and ability, promote a positive self-image and
feeling of belonging, and promote a willingness to become involved in learning. These
purposes address a primary function of the school, that of helping students to maximize
their potentials as independent learners.
Students may find learning to be difficult or not to be challenging but with varying
adaptation of teaching methodologies, curriculum organization, timetabling, or with the
assistance of appropriate technologies they can be active participants in the core content
of the curriculum. Some general guidelines for adaptation follow:
Alter the pace of the lesson to ensure that students understand the concept being
presented or are being challenged by the presentation. One of the most basic
adaptations that can be made to assiststudents is to give them sufficient time to
explore, create, question, and experience as they learn.
Monitor the use of career guidance vocabulary. It is possible to use advanced and
simple vocabulary in the same lesson by incorporating both the words in a
sentence: "Pat was proficient or good at playing the game." This helps to satisfy
the requirements of some students, expand the vocabulary of others, and make the
lesson meaningful to others.
Vary the methods of instruction to meet the needs of all students.
Vary the manner in which students are required to respond.
Alter the setting so that students may benefit more fully.

Encourage as much student participation as possible in both planning and
instruction.
Vary evaluative procedures to reflect the activities of the classroom.
Maintain flexibility. The less rigid the setting and the approach -- the easier it is to
adapt.
The Adaptive Dimension includes all practices the teacher employs to make learning
meaningful and appropriate for each student. Because the Adaptive Dimension permeates
all teaching practice, sound professional judgement becomes the critical factor in decision
making. The Career Guidance Curriculum allows for such flexibility and decision
making.
Common Essential Learnings

Career guidance offers many opportunities for incorporating the Common Essential
Learnings (C.E.L.s) into instruction. The purpose of this incorporation is to help students
better understand the area of career guidance and to prepare students for their future
learning both within and outside the K-12 educational system. The decision to focus on a
particular Common Essential Learning within a lesson is guided by the needs and
abilities of individual students and by the particular demands of the career guidance
program. Throughout a Module, it is intendedthat each Common Essential Learning will
have been developed to the extent possible.
It is important to incorporate the Common Essential Learnings in an authentic manner.
For example, some activities may offer many opportunities to develop the
understandings, values, skills, and processes related to a number of C.E.L.s. The
development of a particular C.E.L., however, may be limited by the nature of the topic
under study.
It is intended that the Common Essential Learnings be developed and evaluated within
subject areas. Since the Common Essential Learnings are not necessarily separate and
discrete categories, it is anticipated that working toward the achievement of one C.E.L.
may contribute to the development of others. For example, many of the processes, skills,
understandings and abilities required for the C.E.L.s of Communication, Numeracy and
Critical and Creative Thinking are also needed for the development of Technological
Literacy.
Incorporating the Common Essential Learnings into instruction has implications for the
assessment of student learning. For example, a module which has focused on developing
the C.E.L.s of Communication and Critical and Creative Thinking should also reflect this
focus when assessing student learning. Exams or assignments should allow students to
demonstrate their understanding of the important concepts in the module and how these
concepts are related to each other or to previous learning. Assignments can be structured
so that evidence or reasons must accompany student responses. If students are
encouraged to think critically and creatively throughout a module, then the assessment at
the end of the module should also require students to think critically and creatively.
The incorporation of the Common Essential Learnings into instruction can best be
accomplished through teachers reflecting upon the Career Guidance objectives, their
teaching practices, and their students. By listening carefully to students and attempting to
understand their perspectives/viewpoints, teachers can better reflect students' interests
and concerns in the classroom experiences which they provide. It is anticipated that
teachers will build from the suggestions in this guide and from their personal reflections
in order to better incorporate the Common Essential Learnings into the Career Guidance
program.
Throughout this curriculum guide, the following symbols may be used to refer to the
Common Essential Learnings:
COM
CCT
IL
NUM
PSVS
TL
Communication
Critical and Creative Thinking
Independent Learning
Numeracy
Personal and Social Values and Skills
Technological Literacy
For more information on the C.E.L.s, teachers may refer to Understanding the Common
Essential Learnings: A Handbook for Teachers (1988).
Gender Equity
Saskatchewan Education, Training, and Employment is committed to providing quality
education for all students in the K-12 system. Expectations based primarily on gender
limit students' ability to develop to their fullest potential. While some stereotypical views
and practices have disappeared, others remain. Where schools have endeavoured to
provide equal opportunity for male and female students, continued efforts are required so
that equality of benefit or outcome may be achieved. It is the responsibility of schools to
create an educational environment free of gender bias. This can be facilitated by
increased understanding and use of gender balanced material and non-sexist teaching
strategies. Both girls and boys need encouragement to explore a wide variety of options
based on aptitudes, abilities, and interests, rather than gender.
To reach the goal of gender equity in the K-12 system, Saskatchewan Education,
Training, and Employment is committed to efforts to bring about the elimination of
gender bias that restricts the participation and choices of students. It is important that the
Career Guidance Program reflects the variety of roles and the wide range of experiences,
behaviours and attitudes available to all members of society. The Career Guidance
curriculum strives to provide gender balanced content, activities and teaching strategies
described in inclusionary language. These actions are designed to assistteachers to create
an environment free of stereotyping and enable both girls and boys to share in all
experiences and opportunities which develop their abilities and talents to the fullest.
Saskatchewan teachers are responsible for integrating into the program resources that
reflect gender balance, and practices that provide opportunities for both girls and boys.
Teachers have a responsibility to evaluate all resources for bias and to teach students to
recognize such bias.
Resource-based Learning
Resource-based Learning involves use of a wide array of print, non-print and human
resources to assist students in learning the processes needed to find, analyze, and present
information. The focus is on students' needs, interests and abilities in the context of Core
Curriculum.
Teachers can assist the development of attitudes and abilities for independent, life-long
learning by using a variety of resources and instructional approaches in their classrooms.
When students share the responsibility of setting goals, planning learning experiences,
and choosing suitable resources, motivation for learning increases.
The guidelines listed below may help teachers to implement Resource-based Learning:
Involve students in the planning process. Discuss topics, objectives and learning
experiences with students.
Incorporate a variety of print and non-print resources in modules. These materials
may include software, oral presentations, or audio-visual materials.
With the assistance of students and the teacher-librarian (if available), gather
appropriate resources. Consider community resources such as, mentors in the
community or guest speakers.
Collaborate with resource centre staff and other teachers to coordinate the
distribution and sharing of resources.
Participate in modules as a co-learner. Demonstrate genuine interest in acquiring
information and ideas.
Model the use and appreciation of learning materials as sources of enjoyment and
information.
Assist in the establishment and maintenance of resource collections that support
the Career Guidance Program. On a regular basis, search for and alert resource
centre staff about new resources.
For more information on Resource-based Learning, teachers may refer to Resource-based

Learning: Policy, Guidelines and Responsibilities for Saskatchewan Learning Resource
Centres (1987).
Career Resource Centre
In order to help satisfy the Middle Level students' career guidance needs, Career Centres
can be a valuable asset to classroom instruction. They can either be a component of the
school library or a separate facility. Career centres can be developed by individual boards
for the use of their students or community-based, involving a collaborative effort by
educators, business, labour and community groups. Effective Career Resource Centres in
the 1990s and beyond will be multimedia in nature in order to accommodate the different
learning styles of Middle Level students.
Career Resource Centres serve a number of purposes:
to help students explore various occupations and postsecondary institutes;

to provide current career and labour market information;
to facilitate the development of life career management skills;
to help students select appropriate work situations;
to help students develop job search skills; and
to assist in the development of life long career plans.
Career Resource Centres may contain a variety of resources to support the following
areas: career information, educational information, job search information, career
planning information, and computer information.
Schools are deluged by demands from parents, business, industry, government and
thecommunity to prepare young people for the changes and uncertainties of the 21st
century. A Career Resource Centre can be a productive strategy for supporting classroom
instruction and school guidance services. Designing a career centre that is user-friendly,
budget-conscious, time-conscious, and space-conscious is a challenge, but can be very
effective in enhancing students' sense of self-esteem and control over their destiny.
Indian and Mtis Curriculum Perspectives

Saskatchewan Education, Training, and Employment has established policy that provides
a mandate for including material in its curricula on Indian and Mtis People. This policy
is intended to raise the awareness of students about these important issues.
The integration of Indian and Mtis content and perspectives within the K-12 curriculum
fulfils a central recommendation of Directions (1984) and the Indian and Mtis
Education Policy from Kindergarten to Grade XII (1989). In general, the policy states:
Saskatchewan Education, Training and Employment recognizes that the Indian
and Mtis peoples of the province are historically unique peoples and occupy a
unique and rightful place in our society today. Saskatchewan Education, Training
and Employment recognizes that education programs must meet the needs of
Indian and Mtis peoples, and that changes to existing programs are also
necessary for the benefit of all students. (page 6)
The inclusion of Indian and Mtis perspectives benefits all students in a pluralistic
society. Cultural representation in all aspects of the school environment empowers
students with a positive group identity. Indian and Mtis resources foster a meaningful
and culturally identifiable experience for Indian and Mtis students, and promote the
development of positive attitudes in all students towards Indian and Mtis peoples. This
awareness of one's own culture and the cultures of others develops self-concept, enhances
learning, promotes an appreciation of Canada's pluralistic society, and supports universal
human rights.
Saskatchewan Indian and Mtis students come from different cultural backgrounds and
social environments including northern, rural, and urban areas. Teachers must understand
the diversity of the social, cultural, and linguistic backgrounds of Saskatchewan Indian
and Mtis students. All educators need cross-cultural education, and increased awareness
of applied sociolinguistics, first and second language acquisition theory, and standard and
non-standard usage of language. Teachers must utilize a variety of teaching strategies that
match and build upon the knowledge, cultures, learning styles, and strengths that Indian
and Mtis students possess.
The Department's expectations for the appropriate inclusion of Indian and Mtis content
in curriculum and instruction are summarized in the following four points.
Curricula and materials will concentrate on positive images of Indian, Mtis, and
Inuit peoples.
Curricula and materials will reinforce and complement the beliefs and values of
Indian, Mtis, and Inuit peoples.
Curricula and materials will include historical and contemporary issues.
Curricula and materials will reflect the legal, political, social, economic, and
regional diversity of Indian, Mtis, and Inuit peoples.
Indian and Mtis Education Policy from Kindergarten to Grade XII (1989, page
12)
Saskatchewan teachers are responsible for integrating into the appropriate modules of
their programs resources that reflect accurate and sufficient Indian and Mtis content and
perspectives. Teachers have a responsibility to evaluate all resources for bias and to teach
students to recognize such bias.
Relating Instructional Approaches to Middle Level Students

In order to give students a chance to develop their understandings and abilities in the area
of guidance, it is necessary for teachers to use a broad range of instructional approaches.
Instructional Approaches: A Framework for Professional Practice (1991) provides a
framework to help teachers understand and implement a variety of methods of teaching.
When varying instructional approaches are used,evaluation techniques must be matched
to the approaches. If students learn by doing, assessments should involve students
showing what they can do. Student assessment, then, should reflect the methods of
instruction. Figure 3 outlines some of the relationships between instructional methods and
assessment techniques.
Instruction must match the needs and interests of the middle years learner. To do so,
middle years instruction must be:
Interactive between student and teacher, student and student, and student and the
world.
Experiential, moving students from the concrete to the abstract while providing
opportunities for students to reflect upon their own learnings.
Flexible and malleable meeting the ever-changing ebb and flow of student needs
and interests while taking advantage of the "teachable moment" (Partin, 1987).
Developmental with respect to the processes, skills, abilities, and attitudes
necessary for middle years students to become independent, life-long learners.
It should enable middle years students to become independent learners. The teacher's
strategic approach to instruction will influence student achievement towards this end. The
five strategic approaches set forth for teacher consideration (Instructional Approaches: A
Framework for Professional Practice, 1991) include Direct Instruction, Indirect
Instruction, Experiential Learning, Independent Study, and Interactive Instruction.
The Indirect Instruction, Experiential Learning, and Interactive Instruction are strategies
that are highly compatible with the outcomes of the Middle Level Career Guidance
Curriculum. The student-centred nature of these approaches, coupled with the decisionmaking opportunities they foster, fit the middle years curriculum framework.
Indirect Instruction approaches encourage students to manage their own learning; to seek
out and "discover" knowledge. The teacher acts as a facilitator, guiding students as they
acquire the necessary skills, abilities, aptitudes and attitudes to become independent, lifelong learners. Experiential Learning approaches helpconnect the real life experiences of
the early adolescent to "new" knowledge and learnings. Concrete experiences provide the
"what" of learning that is necessary if students are to make the transition to abstract
thinking processes and learnings. Interactive Instruction builds upon the social
development characteristics of the early adolescent. Use of a variety of groups and
interaction patterns provides opportunities that further meet the needs and interests of
middle years students.
The value of Direct Instruction and Independent Study cannot be overlooked. Direct
Instruction is valuable for acquiring information and skills. Independent Study
approaches are necessary for the development of life-long learners. Through the use of
Experiential, Interactive, and Indirect strategies integrated with Direct and Independent
strategies, the needs and interest of middle years learners can be matched with the
outcomes of the Career Guidance Curriculum.
Figure 3:
Relationships Between Instructional Strategies and Evaluation
Instructional Some Important Instructional

Some Corresponding Assessment
Strategies
Methods for Guidance (see p. 20,
Techniques* (see pages 23, 45
Instructional Approaches: A
Student Evaluation: A Teacher
Framework for Professional Practice) Handbook)
Direct
Demonstrations
Mastery Lecture
Structured Overview
Indirect
Experiential
Independent
Study
Interactive
Concept Mapping/Concept
Formation/
Concept Attainment
Inquiry
Group/Individual
(Peer/Self): Performance
Assessments, Written
Assessments
Short-Answer Quizzes and

Tests
Group Discussions
Oral Assessments
Performance ssessments
Written Assignments
Problem Solving
Conducting Experiments
Field Observations and Trips
Model Building
Simulations
Group/Individual
Performance Assessments;
Written Assignments;
Presentations; Discussions
Peer/Self: Oral Assessments
Technical Skills
Performance Assessments
Portfolios
Presentations
Quizzes
Written Assignments
Computer Assisted Instruction

Essays and Reports
Homework
Research Projects
Brainstorming
Cooperative Learning Groups
Discussion
Group/Peer: Oral
Assessments
Written Assignments
Laboratory Groups
Peer Self-Assessment
*Anecdotal Records, Observation Checklists, and Rating Scales can be used as methods
of recording data with all of the categories.
Assessment and Evaluation

Why Consider Assessment and Evaluation?
Much research in education around the world is currently focusing on assessment and
evaluation. It has become clear, as more and more research findings accumulate, that a
broader range of attributes need to be assessed and evaluated than has been considered in
the past. A wide variety of ways of doing this is suggested. Assessment and evaluation are
best addressed from the viewpoint of selecting what appears most valid in allowing
students to show what they have learned.
In Student Evaluation: A Teacher Handbook (1991) the difference between the various
forms of evaluation is explained. Student evaluation focuses on the collection and
interpretation of data which would indicate student progress.
Phases of the Evaluation Process

Evaluation can be viewed as a cyclical process including four phases: preparation,
assessment, evaluation, and reflection. The evaluation process involves the teacher as a
decision maker throughout all four phases.
In the preparation phase, decisions are made which identify what is to be

evaluated, the type of evaluation (formative, summative, or diagnostic) to be used,
the criteria against which student learning outcomes will be judged, and the most
appropriate assessment strategies with which to gather information on student
progress. Decisions made during this phase form the basis for planning during the
remaining phases.
During the assessment phase, teachers identify information-gathering strategies,
construct or select instruments, administer them to the student, and collect the
information on student learning progress. The identification and elimination of
bias (such as gender and culture bias) from the assessment strategies and
instruments, and the determination of where, when, and how assessments will be
conducted are important considerations.
During the evaluation phase, the information gathered during the assessment
phase is used to make judgments about student progress. Based on the judgments
(evaluations), decisions about student learning programs are made and reported to
students, parents, and appropriate school personnel.
In the reflection phase, ponder the successes and shortfalls of the previous
phases. Specifically, evaluate the utility and appropriateness of the assessment
strategies used, and make decisions concerning improvements or modifications to
subsequent teaching and assessment.
Figure 4:
Process of Student Evaluation
Student Evaluation
Evaluation in Career Guidance is an integral part of the total program. Several principles
guide the evaluation of students participating in the Middle Level Career Guidance
Program. The evaluation should:
be an integral part of the teaching-learning process;

be a planned, continuous activity;
reflect the intended outcomes of the career guidance curriculum;
assist teachers in meeting student needs and providing appropriate programs for
students' developmental levels;
include not only measurement but also interpretation and judgment;
be sensitive to socio-demographic differences such as culture, gender, and
geographic location;
use assessment techniques for formative, diagnostic and summative purposes;
provide information within the cognitive, affective, and psychomotor domains;
respect the confidentiality of student information;
be fair and equitable, giving all students opportunities to demonstrate the extent of
their knowledge, skills and abilities;
provide positive, supportive feedback to students;
encourage active participation and student self-appraisal to foster lifelong
learning;
foster students' abilities to relate knowledge to life experiences;
be regularly communicated to parents/guardians and students in a meaningful
manner;
include the communication of a teacher's overall evaluation plan to students in
advance.
Students should be made aware of the objectives of the Middle Level Career Guidance
Program and the procedures to be used in assessing performance relative to the
objectives.
Program Evaluation
Program evaluation is a systematic process of gathering and analyzing information about
some aspect of a school program in order to make a decision, or to communicate to others
involved in the decision-making process. Program evaluation can be conducted at two
levels: relatively informally at the classroom level, or more formally at the classroom,
school, or school division levels.
At the classroom level, program evaluation is used to determine whether the program
being presented to the students is meeting both their needs and the objectives prescribed
by the program. Program evaluation is not necessarily conducted at the end of the
program, but is an ongoing process. For example, if particular lessons appear to be poorly
received by students, or if they do not seem to demonstrate the intended learnings from a
module, the problem should be investigated and changes made. By evaluating their
programs at the classroom level, teachers become reflective practitioners. The
information gathered through program evaluation can assist teachers in program planning
and in making decisions for improvement. Most program evaluations at the classroom
level are relatively informal, but they should be done systematically. Such evaluations
should include identification of the areas of concern, collection and analysis of
information, and judgement or decision-making.
Formal program evaluation projects use a step-by-step problem-solving approach to
identify the purpose of the evaluation, draft a proposal, collect and analyze information,
and report the evaluation results. The initiative to conduct a formal program evaluation
may originate from an individual teacher, a group of teachers, the principal, a staff
committee, an entire staff, or a school division central office. Evaluations are usually
done by a team, so that a variety of background knowledge, experience, and skills is
available and the work can be shared. Formal program evaluations should be undertaken
regularly to ensure programs are current.
To support formal school-based program evaluation activities, the Saskatchewan Schoolbased Program Evaluation Resource Book (1989) has been developed to be used in
conjunction with an inservice package.
Curriculum Evaluation
Curriculum evaluation, at the provincial level, involves making judgments about the
effectiveness of provincially authorized curricula. It involves gathering information (the
assessment phase) and making judgments or decisions based on the information collected
(the evaluation phase), to determine how well the curriculum is performing. The principal
reason for curriculum evaluation is to plan improvements to the curriculum. Such
improvements might involve changes to the curriculum document and/or the provision of
resources or inservice to teachers. It is intended that curriculum evaluation be a shared,

collaborative effort involving all of the major education partners in the province.
In the assessment phase, information will be gathered from students, teachers, and
administrators. The information obtained from educators will indicate the degree to
which the curriculum is being implemented, the strengths and weaknesses of the
curriculum, and the problems encountered in teaching it. The information from students
will indicate how well they are achieving the intended objectives and will provide
indications about their attitudes toward the area of study. Student information will be
gathered through the use of a variety ofstrategies including paper-and-pencil tests
(objective and open-response), performance (hands-on) tests, interviews, surveys, and
observation.
The information collected during the assessment phase will be examined and
recommendations will address areas in which improvements can be made. Curriculum
evaluation is described in greater detail in Curriculum Evaluation in Saskatchewan
Using the Curriculum Guide

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

Each module, which reflects one career guidance goal, contains a wide variety of
classroom activities that include reading, writing, discussion, sharing the results of
homework assignments, guided practice in developing skills, and large and small group
projects. In addition, the program encourages support and coordination from families and
various community organizations, government agencies, and businesses. Each module, at
a particular grade level, builds on the previous ones creating asystematic, comprehensive
Middle Level Career Guidance Program that takes into consideration students'
developmental levels.
Throughout the various grades, each of the four modules in the curriculum have been
given a specified time allotment (see Course Overview chart). This time allotment
reflects the overall goals of the curriculum and supports the developmental needs and
tasks which Middle Level students experience. For example, in grade 6, students spend
the majority of their time in increasing their understanding and knowledge about
themselves and the work world around them. In the later Middle Level grades, as students
move closer to their entry into secondary education, the Career Guidance curriculum
gives increased emphasis to helping students acquire skills in Life Career Management
and Educational Planning to assist them in broadening their career development skills and
preparing them for the next stage in their educational journey.
At each grade level, the curriculum provides for 30 hours of classroom instruction. This
time allotment fulfils the Core Curriculum requirement of 50 minutes per week per grade
for Middle Level Guidance.
The curriculum has been constructed to be utilized as an integrated package where
students are exposed to all four modules at each grade level.
Course Overview
MODULES
Grade 6 Grade 7 Grade 8 Grade 9

Hours Hours Hours Hours
Self-Awareness
10
Life Career Management Skills
Educational Planning
Career Awareness, Exploration, and Planning
10
12
12
12
TOTAL HOURS
30
30
30
30
Structure of the Classroom Activity

Each activity has the foundational objective(s) and learning objective(s) identified.
Materials required for the activity are listed, followed by an estimate of the time required
to complete the session. Whenever necessary, background information for the teacher is
included.
Following each activity, suggestions have been made for C.E.L.s inclusion, teaching
strategies, and a summary of what should be evaluated. Each activity is self-sufficient;
needed handouts and overhead masters are included.
In the appendices, a glossary of terms, samples of evaluation forms, supplemental
activities for the cognitively challenged, and guidelines for inviting Elders are provided
to support the classroom activities. Teachers are encouraged to refer to the bibliography
for resources to supplement the activities and to develop new activities related to the
objectives of the curriculum.
Scheduling Career Guidance Classes

When scheduling career guidance classes, consideration should be given to determine
how the guidance time may be allocated. The time allotment for the curriculum as
reported in the Course Overview is described by "hours" per module per grade. Schools
will need to convert this time allotment to comply with their approach to classroom
scheduling. For example, for the Grade 6 Career Guidance Curriculum, the classroom
instruction may be scheduled as follows:
Sample Time Table for Grade 6
Module
30 Minute
Periods
40 Minute
Periods
60 Minute
Periods
Self-Awareness
20 Periods
15 Periods
10 Periods
Life Career Management
10 Periods
7.5 Periods
5 Periods
10 Periods
7.5 Periods
5 Periods
Career Awareness, Exploration, and

Planning
20 Periods
15 Periods
10 Periods
Total Periods
60 Periods
45 Periods
30 Periods
Total Hours
30 Hours
30 Hours
30 Hours
Introduction of the Modules

Middle Level is a critical time in the life long process of establishing one's identity. The
importance of self-awareness and a positive self-concept in the career development
process cannot be understated. This module helps Middle Level students develop a
greater awareness and appreciation of themselves in relationship to others, school, and
the world of work. In the module, students will also have an opportunity to become aware
of, explore, and develop personal attitudes, aptitudes, and interests and to understand the
life career concept.
Foundational Objectives
1. Awareness and understanding of the life career concept.
2. Awareness of self and understanding the value of a positive self-concept.
3. Awareness of the value of the knowledge, skills, and attitudes needed to interact
successfully with others.
Middle Level students need an opportunity to develop knowledge and skills to help them
make appropriate decisions, have the confidence to take risks, and be flexible and
adaptable when faced with change and life transitions. They also need to establish good
work and study habits, to manage their time wisely, and to be able to set short and long
range educational and career goals. This module provides students with an opportunity to
be aware of and to develop these various skills. In the process, students gain a greater
sense of self-reliance and empowerment in their own lives. Students are also provided
with opportunities in this module to explore different ways of thinking and knowing,
including intuitive reasoning.
1. Awareness of and skills needed to set goals and to make appropriate decisions.
2. Awareness of change and skills needed to cope with life transitions.
3. Knowledge and skills to establish good work and study habits.
The Educational Planning module helps students become aware of the relationships that
exist between educational and career planning and work and learning. Students are also
provided with a greater awareness and knowledge of the benefits of educational
achievement and are encouraged to develop personal educational plans. In this module,
students are introduced to educational alternatives and course options as they prepare for
the transition to secondary school.
1. Awareness and knowledge of educational benefits.
2. Awareness and understanding of the relationship between work and learning.
3. Knowledge and skills to prepare for the transition to secondary school.
Module 4: Career Awareness, Exploration, and Planning
As Middle Level Students are at various stages of career development, this module
attempts to accommodate students at varying levels of development. It encourages both
girls and boys to explore occupations that interest them and for which they have the
aptitudes, and to resist the influence of sex-role stereotyping. This module acquaints
students with a variety of occupations and how to access and use various sources of
occupation information. It provides students with an opportunity to explore occupations
that interest them, to examine various aspects of work that relate to personal satisfaction,
and to become aware of the meaning and importance of lifestyle and leisure in
relationship to an occupation. This module also helps students develop the knowledge
and skills needed to evaluate career information and work values and to anticipate and
adjust to life career transitions.
1. Awareness and knowledge of the interrelationships of life roles.

2. Awareness and knowledge of different occupations and the skills needed to
access, understand, and use occupational information.
3. Awareness and understanding of the career planning process.
4. Awareness and knowledge about changing gender roles.
References
Briltz, L. (1993). Career planning workshop for adolescents and their parents.
University of Saskatchewan, Saskatoon, SK: Author
Herr, E.L. & Cramer, S.H. (1988). Career guidance and counselling through the
lifespan. Illinois: Scott, Foresman and Company.
Holland, J.L. Making vocational choices: A theory of careers. Englewood Cliffs. NJ:
Prentice-Hall Inc.
James, C. (1993). A literature review and search for strategies: Career equity for youth.
Career Guidance and Counselling Foundation, Ottawa, ON.
Lee, E, (1985). Letter to Marcia: A teacher's guide to anti-racist education. Toronto:
Cross Cultural Communications Centre.
Patterson, Donna. (1990). Life management: An approach to the instructional
component of student development. Regina, SK: Author
Rogala, Judith A. (1991). Developmental guidance classroom activities, grades 7-9.
Madison, WN: Vocational Studies Center, University of Wisconsin.
Rogala, Judith A. (1991 - 1992). Developmental guidance classroom activities, grades
4-6. Madison, WN: Vocational Studies Center, University of Wisconsin.
Saskatchewan Eduction. (1992). The adaptive dimension in core curriculum. Regina,
SK: Author
Saskatchewan Education. (1992). Saskatchewan school-based program evaluation
resource book. Regina, SK: Author
Saskatchewan Education. (1991). Curriculum evaluation in Saskatchewan. Regina, SK:
Author
Saskatchewan Education. (1991). Gender equity: A framework for planning. Regina,
SK: Author
Saskatchewan Education. (1991). Gender equity: Policy and guidelines for
implementation.
Regina, SK: Author
Saskatchewan Education. (1991). Instructional approaches: A framework for
professional practice. Regina, SK: Author
Saskatchewan Education. (1991). Student evaluation: A teacher handbook. Regina, SK:

Author
Saskatchewan Education. (1989). Indian and Mtis education policy from kindergarten
to grade 12. Regina, SK: Author
Saskatchewan Education. (1988). Understanding the common essential learnings: A
handbook for teachers. Regina, SK: Author
Saskatchewan Education. (1984). Directions: The final report. Regina, SK: Author
Career Guidance
6:
Activity Guide
Table of Contents
Activity 1 - My Life Career

Activity 2 - I'm Special
Activity 3 - Learning About Myself
Activity 4 - Learning About Myself in Relation to Others
Activity 5 - Working Cooperatively
Activity 6 - Choosing An Occupation I'll Enjoy
Activity 1 - Relating My Values to School and Leisure

Activity 2 - Changes
Activity 3 - Predicting the Future
Activity 1 - Importance of Work
Activity 2 - School Subjects and Work
Activity 3 - Relating Abilities and Interests to School
Activity 1 - Jobs and Roles

Activity 2 - Roles and Behaviours
Activity 3 - Getting Occupational Information
Activity 4 - Businesses and Occupational Opportunities
Activity 5 - Technology and Its Impact on Occupations
Activity 6 - Career Development Record
Self-Awareness
Activity 1: My Life Career
Foundational Objective: Awareness of life career concept.
The student will:
develop and share a personal life career diagram.

define career, abilities, interests.
Describe the various roles an individual may have as part of a career.
C.E.L.s: COM, CCT, IL, PSVS

Materials:
student notebook
overhead No. 1 "My Life Career"
pen
coloured pencils
construction paper
Time: Two - four class periods.

Background Information:
A career means more than just an occupation. One should be thinking of a life career - a
term which includes every part of students' development and growth from childhood,
through to teenage years and into adult life. A career is made up of all the things students
do and the roles students fulfil, such as: student, daughter, son, sister, brother, friend,
babysitter, swimmer, captain of the track team, etc. In ten or fifteen years a student may
also be a wife, husband, parent, welder, teacher, church member, dog owner. All of these
roles make up a life career. They combine to make the student a special and unique
person, a person with a personal life style, unlike anyone else's. (see Appendix A Glossary of Terms)
Activity:
Session 1 -
1. Introduce concept of career/life career ... show and discuss overhead "My Life
Career."
2. Have students share in the large group various areas of their life career.
3. Discuss what is meant by interests, abilities (skills) and temperaments. Have
students share their interests, abilities and temperaments and how these interests,
abilities and temperaments might presently or in the future relate to a job.
4. Divide students into small groups and have them develop a definition of career,
interests, abilities (skills), and temperament.
5. Have one member from each group share group definition. Come up with a large
group consensus as to an appropriate definition for each term. Write the definition
on the board and have students copy it into their notebooks.
Session 2 1. Review meaning of life career concept, interests, and skills.
2. Display and briefly discuss "My Life Career" overhead.
3. Have students design on construction paper a diagram of their own life career.
Encourage them to be as creative as possible.
4. After students have completed their assignment, have them share their work.
Display work on wall or bulletin board in the classroom.
5. Wind up activity by asking students what they discovered about themselves, and
others in the classroom, and also what is meant by life career, interests, skills, and
temperaments.
Additional Activities:
Students can construct another life career diagram projecting what they would like it to
look like 5, 10, or possibly 20 years in the future.
Evaluation:
Resources:
My Life Career
Adapted from Making career decisions by Collins, Studd and Wallace. Copyright 1984.
Used by permission of Nelson Canada, A Division of Thomson Canada Limited.
Grade 6 Goal: Self-Awareness

Overhead No. 1 "My Life Career"
Activity 2: I'm Special

Foundational Objective: Awareness of self and knowledge of the value of a positive
self-concept.
The student will:
have an awareness of each person's uniqueness.

have an awareness of what a purpose is in life.
describe positive characteristics about self and others.
relate how positive characteristics are beneficial in school and work.
C.E.L.s COM, CCT, IL, PSVS

Materials:
a paper dish for each student

handout No. 1 "I'm Special"
thin markers
glue
masking tape
Time: One class period.

The self is a complex and dynamic system of beliefs which an individual holds to be true
about himself or herself. Each belief has a corresponding value. Theories of self assume
that the maintenance and enhancement of the perceived self is the motive behind
behaviour. In other words, each student is constantly striving to maintain, protect, and
enhance his or her self. Research clearly indicates a persistent and significant relationship
between self-concept and academic achievement. Through reinforcement and
encouragement you can help build positive and realistic self-concepts in your students.
One self-concept will have a tremendous impact on the job a person will choose.
Activity:
1. Brainstorm different ways people are unique.
2. Hand out the poem "I'm Special" and have students glue it in their notebook.
Students read it silently as you read it aloud. Discuss what the author was trying
to say in the poem.
3. Discuss what is meant by "special purpose" in the poem.
4. Turn off the lights and give the students an opportunity to think about what their
purpose(s) might be in life. After a minute or so have students share what they
believe their purpose(s) in life might be. (A variation of turning off the lights
could be to have the students close their eyes and place their heads on their
desks).
5. Students should then make a list of 10 positive characteristics in their notebooks
that will help them fulfil their possible purpose in life.
6. After students have completed their list have them discuss how these positive
characteristics are beneficial at school and at work.
7. Emphasize once again that everyone is unique and has positive qualities.
8. Hand out a paper plate and a thin marker to each student in the classroom and
have students help each other tape it to their backs.
9. Using the thin marker, students should rotate to each member in the classroom
and write something positive on the plate about the wearer.
Have an initial discussion with the students. At the end of the activity students can read
the positive things that the other students have written about them. Student plates can be
taken home or displayed on the wall or bulletin board in the classroom.
Wind up the activity by asking the students what they liked about the activity and what
positive characteristics they discovered about themselves. Have students discuss the
benefits of having a positive self-concept.
Students can construct a collage of pictures of people displaying positive and unique
characteristics.
Students can make a banner (by cutting large paper diagonally) and writing down positive
characteristics of classmates.
Students can interview adults to determine if they have accomplished their purposes in
life.
Evaluation:
Observation of classroom participation.
Resources:
I'm Special
I'm special. In all the world there's nobody like me.
Since the beginning of time, there has never been another person like me.
Nobody has my smile. Nobody has my eyes, my nose, my hair, my voice. I'm special.
No one can be found who has my handwriting.
Nobody anywhere has my tastes - for food or music or art. No one sees things just as I do.
In all of time there's been no one who laughs like me, no one who cries like me.
And what makes me laugh and cry will never provoke identical laughter and tears from
anybody else, ever.
No one reacts to any situation just as I would react. I'm special.
I'm the only one in all of creation who has my set of abilities. Oh, there will always be
somebody who is better at one of the things I'm good at, but no one in the universe can
reach the quality of my combination of talents, ideas, abilities and feelings. Like a room
full of musical instruments, some may excel alone, but none can match the symphony
sound when all are played together. I'm a symphony.
Through all of eternity no one will ever look, talk, walk, think or do like me. I'm special.
I'm rare.
And in rarity there is great value.
Because of my great rare value, I need not attempt to imitate others. I will accept -yes,
celebrate - my differences.
I'm special. And I'm beginning to realize it's no accident that I'm special. I'm beginning to
see that God made me special for a very special purpose. He must have a job for me that
no one else can do as well as I. Out of all the billions of applicants only one is qualified,
only one has the combination of what it takes.
That one is me. Because ... I'm special.
Resource: Self-esteem in the classroom by J. Canfield, NJ: Prentice-Hall, 1986.
Grade 6 Module: Self-Awareness
Handout No. 1 "I'm Special"
Activity 3: Learning About Myself

Foundational Objectives:
Awareness of life career concept.
Awareness of self.
The student will:
discuss five sources of information about themselves.

identify personal qualities and events that have influenced their self-concept.
identify and understand the feelings that accompanied important events in their
lives.

Materials:
paper
handout No 2 "Outline of Sources of Information About the Individual"
pen
ruler
Time: Two class periods.
Activity:
Session 1 1. With students' help through a brainstorming activity, list the sources of
information about an individual. These include:
significant events
work
places of residence
leisure
family
health
education
values
2. Give the students handout #2 and discuss it in detail.
3. Discuss in detail the significant events that influence an individual's personal life
(e.g., the birth of a brother or sister, the death of someone close, a trip, learning to
walk/talk, getting glasses, an illness or injury, a special gift, joining the little
league, graduating, getting a job).
4. Ask students to recall events that influenced their lives and to try to recall the
feelings that accompanied these events (the teacher could share his or her own
personal event). Ask a few volunteers to share their important feelings. Ask
students to recall whether the feelings were helpful to them at the time they
occurred.
5. Allow approximately 20 minutes for students to list their important events on
paper. In the meantime, prepare a time line on the board as follows:
Sample Time Line
1981
1983
1986
1987
1988
1989
1990
1991
1992
1993
Birth
Takes First steps;
birth of sister (Jan. 4)
Started Nursery School (Aug. 28)
Began Grade 1 (Aug. 27)
Learned to ride bicycle;
started Grade 2 (Aug. 29)
Started own garden
Looked after own garden
Trip to Alberta with parents at Christmas
Took exercise classes
Started Grade 6 (Aug. 29)
6. After students have finished listing their important events, ask them to prepare a
personal time line, using the one on the board as a model.
7. Ask students whether they noted anything interesting or different about their time
lines (any patterns that may have emerged).
8. Allow them to discuss certain events in greater detail if they wish.
9. For homework, ask students to write about some of the events that influenced how
they feel about themselves in two of the areas listed on the outline and about their
feelings at the time of the events.
Session 2 1. Review previous day's lesson.

2. Divide students into small groups and ask them to share their time lines and
homework assignment.
3. Presentation by guest speaker on his/her occupation. Guidelines for the guest
speaker may be
a) How did he/she select the occupation;
b) describe the occupation including strengths, weaknesses, and benefits;
c) What changes, if any, would he/she make?
4. Wind up the class by asking the students to complete in writing the statements
given below. Volunteers may share some of their responses with the class.
I learned ...
I remembered ...
I was surprised ...
1. What's Your Line? In small groups, have students review what they have learned
and suggest broad career areas for each group member to consider. For example, a
student with a strong interest in sports could consider a career in recreation or in
professional sports.
2. Autobiography - Students write their autobiographies. These may be handed in or
shared with the class by volunteers.
3. Construct a mobile - students can construct a mobile about themselves by cutting
out pictures and words from magazines that represent them.
Evaluation:
Assessment of written homework assignment and wind up written statements.
Resources:
Guest Speaker - A retired member of the community should be invited to spend
approximately 30 minutes in Session 2 of this activity discussing his/her career.
Outline of Sources of Information About the Individual

Place(s) of Residence
Canada or foreign countries
urban or rural
inner city or suburbs
apartment or house
Family
relationship with parent(s)
relations with sibling(s)
education and occupation(s) of parent(s)
Education
academic strengths and weaknesses
study skills and weaknesses
best subject, worst subject
most interesting subject
Leisure
hobbies
leisure-time activities such as sports
Health
childhood illnesses
injuries
Values
strong beliefs
things that are important
Work
part-time jobs
household chores
ways of earning money
Source: Junior high school career guidance, New Brunswick Department of Education,
1988.
Handout No. 2 "Outline of Sources of Information About the Individual"
Activity 4: Learning About Myself in Relationship to Others

Awareness of life career concept.
Awareness of self and knowledge of the values of a positive self-concept.
Awareness of value of knowledge, skills, and attitudes needed to interact successfully
with others.
The student will:
identify personal interests, abilities, strengths and weaknesses.
recognize differences in the way people see the abilities of others.
describe how family members depend on one another, work together, and share
responsibilities.

Materials:
metal hangers
handout No. 3 "Contract for Tasks"
yarn
scissors
towels
glue
paper
magazine with pictures
pen or pencil
Time: Two - three class periods.

If students have done a similar activity in another subject area, draw on their previous
knowledge or go to Activity #5.
Activity:
Session 1 1. Have students discuss the concept of the different roles that we all have in life.
2. Ask students to construct a mobile which describes the different roles in their life,
such as:
(a) student
(b) son/daughter
(c) brother/sister
(d) community member/4-H/ Boy Scout, Girl Guides/etc.
(e) leisure time activities (hockey player, bicycle rider, etc.)
A variation to this activity could be the construction of a class mural or group
collages.
3. Distribute magazines to students and ask them to cut out pictures to create a
mobile of the roles in their lives.
4. Have students explain their mobiles to the rest of the class and display them in the
classroom.
5. After students have explained their mobiles, have students discuss some of their
activities. Do boys and girls predominantly participate in traditional gender
related activities or do both boys and girls participate equally in a variety of
activities?
6. Discuss different abilities found in others and the value of these differences.
7. As an introduction to the next session, have students write on a sheet of paper
those jobs that they think they could do for their family, teacher, community
member or friend. Then ask them to take this paper home and have their parent,
guardian, teacher, community member or friend indicate whether they agree that
the student could do those jobs (to be returned for next session).
Session 2 1. Review previous session ... roles of self and others; have students discuss
interests, abilities, strengths and weaknesses of self and others.
2. Have students discuss their findings on the job sheets that they took home the
previous session.
(a)What kind of jobs did their parents most often think they could do?
(b)What kind of jobs did the students check that the parents did not check?
(c)Why did the parents choose the ones they did?
(d)Did anyone's parents check all the same ones that the student checked?
3. Have students choose a task that they believe and their parents also believe they
could do without much supervision. Let each student develop a contract which
includes what they will do and for what length of time. They may also want to use
the handout contract to inform the parent about a job they would like to do.
4. Wind up the activity by having the students reflect on their roles and
characteristics, and the roles and characteristics of others. How will these
differences be reflected in the job market?
In small groups, have students review what they have learned and suggest careers that
might relate to various strengths, weaknesses, interests, and abilities.
Evaluation:
Resources:
For printing and copying this template Requires Acrobat Reader (click on the table title)
Contract for Tasks

Source: Developmental guidance classroom activities, Vocational Studies Centre,
University of Wisconsin-Madison, 1991. Reprinted with permission.
Handout No. 3 "Contract for Tasks"
Activity 5: Working Cooperatively

Awareness of self.
Awareness and knowledge of the interrelationship of life roles.
The student will:
design a bulletin board, mural and/or poster reflecting the meaning of the
"Rainbow Flag".
discuss how cooperatives encourage people to work together.
C.E.L.s: COM, CCT, IL PSVS
Materials:
crayons, markers
overhead "Cooperatives: The Rainbow Flag"
poster paper
glue
scissors
newspapers/magazines
Time: One - two class periods.

The world keeps getting more complex. It seems to demand more of its young people. If
students really want to succeed, it is not enough just to have some schooling. Students
also need a wide variety of special skills. The ability to communicate ideas and opinions
is essential. Students need to be able to work well with others, because today more than
ever before new ideas come from dynamic and varied teams of individuals. At the same
time, students must be willing to assume a leadership role. These roles require a lot of
trust and confidence in oneself and others.
Cooperatives have been developed locally, provincially, nationally, and internationally to
encourage people to work together in a cooperative spirit. The "Rainbow Flag" is the
emblem of cooperatives everywhere. It was adopted by the World Co-op Leaders at the
International Cooperative Congress held in Basil, Switzerland in 1921. It symbolizes the
fading of political divisions and the union of peoples. Composed of the primary shades of
the rainbow, the Rainbow Flag contains all the colours of the flags of the world. All
peoples merged under this colourful pennant are unified into one international
community. Each of the seven colours in the flag has a special meaning (see overhead
"Cooperatives: The Rainbow Flag").
Examples of cooperatives in Saskatchewan are: Saskatchewan Wheat Pool, Local Credit

Union, Co-op store, Co-op lumber yard, The Cooperators, Dairy Producers Cooperative
Limited, Cooperative Trust Company of Canada
Source: Cooperative Entrepreneurship, Cooperative Outlook Series: A Case of Worker
Ownership, Canadian Cooperative Association, 1991.
Activity:
1. Read background information on cooperatives and discuss the value of
cooperatives within the region, province, country and world.
2. Display overhead "Cooperatives: The Rainbow Flag". Discuss what each colour
of the flag represents.
3. Divide students into small groups. Have each group work together to design a
mural, bulletin board and/or poster symbolizing the meaning of cooperatives as
represented in the "Rainbow Flag".
4. Share projects with the entire class and display in the classroom or school.
Have students interview workers in local cooperatives.
Have students write letters to various cooperatives in the province, asking them for
information about their cooperative.
Invite someone from a local coop or credit union to speak to the students.
Evaluation:
Resources:
Saskatchewan Cooperative Youth Program
501 - 333 Third Avenue North
Saskatoon, SK S7K 2H9
Telephone: (306) 244-3702
Canadian Cooperative Association
Saskatchewan Region
501 - 333 Third Avenue North
Telephone: (306) 244-3702
Centre for Study of Cooperatives

Saskatoon, SK S7N 0W0
Telephone: (306) 996-8509
Fax: (306) 996-8151
Cooperatives: The Rainbow Flag

RED stands for courage
ORANGE offers the vision of possibilities
YELLOW represents the challenge that green kindles
GREEN represents growth, a challenge to cooperators to strive for growth of membership
and of understanding of the aims and values of cooperation.
SKY BLUE suggests far horizons, the need to provide education and assistance to
disadvantaged people and to unite in good with all peoples of the world.
DARK BLUE suggest gloom. It reminds us of the disadvantaged peoples of the world
who, with appropriate resources, may be shown how to help themselves through
cooperation.
VIOLET a colour of warmth and beauty and friendship.
Source: Tales of the Rainbow, Canadian Cooperative Association, 1991.
Overhead "Cooperatives: The Rainbow Flag"
Activity 6: Choosing An Occupation I'll Enjoy
Awareness of self and knowledge of the value of a positive self-concept.
Awareness and understanding of life career concept.
The student will:
identify personal interests, abilities, strengths, and weaknesses.

identify abilities and interests and how they relate to occupations.
Materials:
paper
pen or pencil

Activity:
1. Have students list and discuss abilities (physical, creative, academic, social,
mechanical) and interests.
2. Have students answer the following questions on a sheet of paper.
(a) Am I a good student?
(b) What are my best subjects?
(c) What one thing am I able to do better than anything else?
(d) What things do I find difficult to do?
(e) What things interest me?
(f) What things bore me?
(g) Do I get along well with people?
(h) Am I good in sports?
3. From these questions, have students list five occupations that interest them. Have
them list their personal characteristics that would help them to do well in the
occupations they listed.
4. Have students discuss their choices and why they chose them in small, then with
large, group.
5. Have students do "Strength Bombardment Activity" in a small group.
Strength Bombardment - A student tells the group what he/she thinks his/her
strengths are. Group members may add strengths that they see in the student. The
group then makes up a scenario, based on the identified strengths of the student,
that tells what the student will be doing in five or ten years. The student describes
his/her feelings about the scenario. The activity should help students answer the
question "What is preventing me from using my strengths?".
Adapted from Developmental guidance classroom activities, Vocational Studies Centre,
University of Wisconsin-Madison, 1991.

Activity 1: Relating My Values to School and Leisure
Awareness of and knowledge and skills in setting goals and making appropriate
decisions.
Awareness of change and knowledge and skills to cope with life transitions.
The student will:
examine values when making decisions.

demonstrate a positive attitude about self.
examine how values change throughout life.
C.E.L.s: COM, CCT, PSVS, NUM

Materials:
student journals
handout No. 1 "What Is Important?"
pen or pencil

Activity:
1. Have students discuss what is important to them (e.g., friends, school, pets,
parents). Talk with students about how knowing what is important helps us decide
what we want.
2. Have students fill out "What Is Important?" activity sheets. Have students rank
their responses.
3. Have students form small groups and discuss their answers and how responses
can influence their decisions.
4. Have students discuss how values can change.
5. Activity sheet should be placed in the student's notebook and reviewed at a later
date.
6. Have students write and illustrate a story, poem, cartoon, or song about their
values, and how their values have changed.
Students can individually create an "I Am" poster and collectively design a bulletin
board.
Evaluation:
What Is Important?
Name: ___________________________________
Date: ________________________
Check the values or goals most important to you. You may check more than one. You may
also add other values or goals that are important to you.
I. Education
A.
B.
C.
D.
E.
F.
G.
Learning a skill or trade

Getting good grades
Finishing high school
Doing your best
Doing more work than is asked of you
Getting by as easily as possible
____________
____________
____________
____________
____________
____________
____________
____________
H.
II. Leisure
1. Having a hobby
2. Going to sports events
____________
____________
3. Participating in sports
4. Reading
5. Listening to music
6. Joining clubs
7. Helping with jobs around the house
8. Having fun
9. Participating in church or school activities
10. Being one of the gang
11. Relaxing
12.
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
13.
Grade 6 Goal: Life Career Management Skills
Handout No. 1 "What Is Important"
Activity 2: Changes
Awareness of and knowledge and skills needed in setting goals and making appropriate
decisions.
The student will:
identify how individuals change during their life times.

identify how personal beliefs and attitudes affect decision making
identify and assess problems that interfere with attaining goals.
C.E.L.s: COM, CCT, IL, PSVS, NUM

Materials:
large sheets of paper

pencils
pins
magazines
crayons

Activity:
Session 1 1. Discuss developing a time line of a person's life. The time line describes the
person's past and the future as the individual thinks or hopes it will unfold. Such a
portrayal should be based upon significant events.
2. Discuss significant events that are important in all students' lives (e.g., learning to
walk, talk, read, etc.).
3. Have students discuss how these events have changed their lives.
4. Have students discuss future events that they are planning and how these will
change their lives (e.g., high school and post high school plans).
5. Make a sample time line using events from different students' lives.
6. Have students construct their own time lines emphasizing events up to this point
in their lives and briefly extending to post high school. Alternatively, a large time
line could be built with the entire class or in small groups rather than an
individual time line.
Session 2 1. Using the time lines developed in Session One, have students develop more
detailed time lines of their future lives.
2. Discuss the process of setting goals and how this helps in completing future time
lines.
3. Have students use goals set previously and/or new goals to extend their time line
with a path to reach their goals.
4. Ask students to identify those things they have done in the past that will help
them set and/or plan to reach current goals.
5. Have students add these to the time line.
6. Discuss with class how past, present, and future all relate to reaching goals.
7. Have students identify and assess problems that may interfere with attaining
goals.
Clothes Pin Activity - After creating a brainstormed list of changes, students pin
clothespins onto themselves to indicate how many changes they have experienced or are
currently experiencing. One pin is used for each change. Follow-up with a discussion.
Case study of a successful/unsuccessful person from literature (novel or short story),
newspaper, etc. What changes did the individual have to make? How did he/she respond?
How did he/she cope? What determines success? How is success measured?
Evaluation:
Resources:

Activity 3: Predicting the Future

Awareness of one's skills in setting goals and making appropriate decisions.
The student will:
describe the effects that societal, economic and technological change have on
occupations.
identify environmental influences in attitudes, behaviours, and aptitudes.
C.E.L.s: COM, CCT, IL, PSVS, TL

Materials:
assortment of bolts, nuts, and screws

handout No. 2 "Can You Predict the Future?"
old toys
recent popular magazines and newspapers

bulletin board
student journals

Technology has changed society directly and indirectly. It has changed and replaced old
jobs and created new ones. As the automobile and telephone have shown, technology has
caused many changes in the job market. For example, companies started to make
automatic washing machines instead of wringer washers and scrubbing boards; microwave ovens instead of conventional stoves, and personal computers and word processors
instead of typewriters. In turn, all the jobs in these areas are changed in some way.
Activity:
Session 1 1. Let students handle an assortment of nuts, bolts, and screws. Explain that these
are used to build machines. Long ago things were built using hand-carved wood.
2. Have students examine and play with old toys. Discuss how toys have changed
over the years. Do they think they would have more or less fun using toys from
long ago?
3. Have students identify some inventions that have taken place recently (personal
computers, microwaves, fax machines, etc.).
4. Have students discuss how inventions have changed our lives.
5. Ask students to predict the future, using the "Can You Predict the Future?"
activity sheet.
6. Have students discuss what they believe may be different in the future and
indicate what evidence leads them to believe this.
Session 2 1. Review previous session.
2. Have students define the term "fad".
3. Ask the class to choose a fad of which they are aware (e.g., clothing fads are very
obvious and easy to trace).
4. Have students present their ideas of how a fad begins in terms of exposure,
modelling, and positive associations.
5. After students have developed an understanding of a fad, ask them to discuss
whether certain careers, at times, could be considered fads.
6. Discuss what the occupational fads might be in the future.
7. As a wind up activity ask students to write in their journals who or what might
have an impact on their futures and why? (example: technological advancements)
Distribute magazines from the 60s, discuss how lifestyles have changed.
In a small group setting, have the students brainstorm a list of possible future careers.
In a small group setting, have the students discuss and draw a picture of how the
classroom of the future might look (e.g., chairs, desks, teachers).
Have students write a journal entry about the meaning of the following quote: "Destiny is
not a matter of chance. It's a matter of choice."
Evaluation:
Resources:
The Past
Can You Predict the Future

The Present
Washed clothes in stream

Cooked over fire
Walked or rode horses
Lived in caves
Sent smoke signals
Wrote/drew with rocks and sticks
Use a washing machine

Use a stove, microwave
Use an automobile, aircraft
Live in wooden, cement homes
Use satellites, telephones
Write/draw with pens, pencils,
crayons
Weapons of rocks and sticks

Clothes of animal skins
Parents taught
Toys of rocks and sticks
Weapons of missiles, nuclear

bombs
Various synthetic fabrics and
cottons
Teachers, TV, computers
Manufactured toys
The Future
1.
___________________________________________________________________
2.
___________________________________________________________________
3.
___________________________________________________________________
4.
___________________________________________________________________
5.
___________________________________________________________________
6.
___________________________________________________________________
7.
___________________________________________________________________
8.
___________________________________________________________________
9.
___________________________________________________________________
10. ___________________________________________________________________
University of Wisconsin- Madison, 1991. Reprinted with permission.
Grade 6 Goal: Life Career Management Skills
Handout No. 2 "Can You Predict the Future?"
Activity 1: Importance of Work
Awareness and knowledge of educational benefits.
Awareness and understanding of the relationship between work and learning.
Awareness of and knowledge and skills needed to access, understand, and use career
information.
The students will:
describe how work can satisfy personal needs.

describe ways in which school relates to the world of work problems.
describe how work is important to all people.
identify work activities of interest to jobs in the local community.
describe school tasks that are similar to skills essential for job success.
C.E.L.s: COM, CCT, PSVS

Materials:
chalkboard
chalk
markers
paper
pen or pencil

Activity:
1. Have students brainstorm and list on the chalkboard reasons why people work.
2. Have students list in order of importance five reasons that they believe are reasons
why people work.
3. Have students break into small groups and discuss how they came to select their
choices.
4. Have students, in the same small group, discuss ways that school and their work
habits at school relate to the world of work.
5. In a small group, have students make a list of positive characteristics that are
transferable from school to the world of work (e.g., being punctual, neat,
organized).
6. Have students, individually, divide a piece of paper into two columns.
(Alternatively, this activity could be done as a brainstorming exercise with the
entire class.)
7. At the top of each column, have students write the title of two occupations that
interest them.
8. Have students list in the column all the contributions their chosen job makes to
the community (e.g., teacher, business person, welder).
9. Have class or small groups rank order their occupations from most needed to least
needed in the community. In pairs, have students discuss how background,
experiences, and perspectives influence the rank ordering of occupations.
Students may interview members of the community about why they work. Students may
also want to interview people who are job hunting.
Evaluation:
Resources:
Activity 2: School Subjects and Work

Foundational Objective: Awareness and understanding of the relationship between
work and learning.
The student will:
identify occupations under academic areas.

examine the relationship between occupations and subject areas.

Materials:
chalkboard
chalk
paper
student notebook

Activity:
1. List the following subject categories on the chalkboard:
(a) Computer Science
(b) Health and Physical Education
(c) Language Arts
(d) Mathematics
(e) Science
(f) Social Studies
(g) Arts Education
2. Have the students discuss activities they do or have done which are related to the
subject areas.
3. In small groups, have students create a list of occupations related to subject areas.
Students may share lists by writing them on the board or flip chart paper to be
displayed in the classroom.
Research sources of occupations and add to the list.
Students can design a bulletin board showing the relationship of school subjects and
occupations.
Evaluation:
Resources:
Activity 3: Relating Abilities and Interests to School

The student will:
explore and identify personal strengths and weaknesses in subject areas.

identify personal interests, abilities, strengths and weaknesses and how they relate
to careers.

Materials:
pencil or pen
handout No. 1 "Interest Inventory"
student notebook

Activity:
1. Have each student fill out an "Interest Inventory" activity sheet.
2. Have students complete the graph at the end of the exercise.

3. In pairs, have students develop a sentence phrase for each of the additional areas
of mathematics, language arts, and physical education on the interest inventory.
4. Discuss the results of the inventory in small groups, then in large groups.
5. As a wind up activity, in their notebooks, students should complete the following
sentence stems:
I learned that ...
I like this activity because ...
Results of this interest inventory could be used to select books for independent reading
and to encourage students to begin career exploration activities.
Evaluation:
Interest Inventory
Think about how you feel about each of the following activities. If you would like to do
the activity, write "yes." If you would not like to do the activity, write "no." If you cannot
decide, write "unsure."
Part A
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
Paint pictures with watercolours

Draw cartoons
Discuss slides of famous paintings
Make models from clay
Do finger painting
See an art exhibit
Read about great artists
Carve objects from soap
Design birthday cards
Draw or construct maps
Mix paint colours
Construct a paper mache model
Design new fashions in clothing
Produce original designs
Make collages for bulletin board
Part B
___
___
___
___
Be a bird watcher
Learn how farmers rotate crops
Find out how the planets were discovered
Listen to a speaker tell how sounds are heard from a radio
___
___
___
___
___
___
___
___
___
___
___
___
Discover what causes the different colours in the rainbow

Study the systems of the body
Read about the inside of a volcano
Observe bees working in a hive
Study small animals and plants in pond water
Learn how a fire extinguisher puts out a fire
Find out why the moon looks different at different times
Learn how trees make rubber
Explore the science of weather predicting
Collect and study tropical fish
Watch a spider build a web
Collect leaves, plants, or rocks
Grade 6 Module: Educational Planning

Handout No. 1 "Interest Inventory"
Interest Inventory (continued)

Part C
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
Fix fishing tackle

Try to repair old clocks
Build a crystal radio set kit
Build model road racer sets
Construct things from cardboard boxes
Build a bird house
Construct scenery for a play
Repair a broken chair
Make a macrame belt
Make model cars, airplanes or boats
Fix broken toys
Make a small table
Construct designs from popsicle sticks
Make jewellery from cut stones
Polish rocks in a tumbler
Make paper flowers
Fix equipment
Part D
___ Read about Canadian pioneers

___ Visit a jail to see how it is run
___
___
___
___
___
___
___
___
___
___
___
___
Discuss current events from the newspaper

Find out about imports and exports
Study a map to learn where groups of people live
Listen daily to the radio or television news
Hear a speech on state government
Learn the history of the development of boats
Visit a museum displaying old weapons
Discuss what causes labour strikes
Learn the duties of the Premier
Find out if all people use money to buy things
Learn how a mayor gets his or her job
Research the lives of great political men and women
___ Read more about people who live in China

Interest Inventory (continued)
Part E
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
Milk cows
Wash dishes
Knit or crochet a sweater
Care for small children
Prepare a family budget
Sew missing buttons on clothing
Bake cookies
Cut the grass
Make homemade ice cream
Paint a room
Set the table
Shop for groceries
Clean out a desk
Care for flowers in a garden
Wash the car
Help clean the house
Fillet fish
Part F
___
___
___
___
Attend a music concert

Compose a song
Take dancing lessons
Learn about the lives of famous musicians
___ Learn new songs
___
___
___
___
___
___
___
___
___
___
Play a musical instrument

Watch a marching band
Listen to lectures on music
Collect autographs of singers
Listen to music on the radio
Listen to records
Hum while working
See an opera
Participate in choral reading of a poem
Watch a musical program on television

After you have completed the inventory, count your "yes" answers in Part A and write
your score below on the line beside Part A. Repeat this with each of the other parts in the
inventory.
Part A ___
Part D ___
Part B ___
Part E ___
Part C ___
Part F ___
As the teacher directs, graph your scores for each part, creating a bar graph.
ARTS SCIENCE INDUSTRIAL SOCIAL BUSINESS MUSIC MATH LANGUAGE PHYSICAL

ED
ARTS
ARTS
EDUCATION
HOME
ECONOMICS
15
14
13
12
11
In pairs, develop a sentence phrase for each of the areas of mathematics, language arts
and physical education on the interest inventory. For example,
Part G: ____ Calculate batting averages


Activity 1: Jobs and Roles
Awareness and knowledge of the interrelationships of life roles.
Awareness and knowledge of different occupations and the skills needed to access,
understand and use career information.
Awareness and knowledge about changing gender roles.
The student will:
identify the physical activities associated with various jobs and roles.
describe the changing life roles of men and women in work and family.
C.E.L.s: COM, CCT, PSVS,

Activity:
1. Explain to the class that different members will be asked to demonstrate
activities in different job roles. They are not allowed to use any verbal cues.
2. Secretly give each student an occupation to perform. Suggested occupations
include teacher, farmer, banker, truck driver, fast food worker, trapper,
salesperson, professional athlete, etc.
3. Students then take turns acting out the worker's duties, while the rest of the
class will guess what jobs are being acted out.
4. Have the student discuss the physical activities of the job they just
performed.
(a) Is there a lot of activity or little activity?
(b) Is there a great deal of heavy lifting or very little?
(c) Can the job be performed by both men and women. Why or why not?
5. In pairs, have the students discuss whether they would like a job that is
physically demanding. Why or why not?
6. Brainstorm a list of changing roles of men and women and discuss the impact
on occupational choices.
Invite a construction worker to class as a guest speaker to discuss his/her job. If

possible, invite both a female and a male construction worker.
Evaluation:
Activity 2: Roles and Behaviours

Awareness of the value of knowledge, skills, and attitudes needed to interact
The student will:
describe how gender-role stereotypes influence behaviour and reactions to

life role situations.
demonstrate healthy ways of dealing with conflicts, stress, and emotions in
self and others.

Materials:
small pieces of paper

two containers

Activity:
1. Explain to the class that you have prepared a game for them which is very
similar to charades. You have prepared a number of pieces of paper each of
which has either "boy" or "girl" written on it. You have also prepared a
number of situations.
2. Have students draw two slips of paper. One slip tells them to be a boy or a
girl. The other slip tells them about a situation. (Students may choose to work
in pairs or groups.)
Some possible situations:
3.
4.
5.
6.
(a) Two employees get into a hot argument.

(b) A co-worker is cheating the employer.
(c) You lost your company uniform.
(d) An employee under your supervision is regularly late for work.
(e) Your co-workers plan a birthday celebration for you.
(f) You receive an "Outstanding Employee Award."
Have students act out the ending of the situation they picked. Discuss issues
from the role-playing experience.
The class then tries to guess whether they are acting as a boy or a girl and
identify the situation.
After students have completed the game, ask them to discuss what took place.
Was it easier to guess the situation or the sex they were portraying? Do boys
and girls act differently in similar situations? Are boys and girls treated alike
or differently in similar situations? Are males and females treated differently
in various jobs?
Follow up: Have boys brainstorm ideas and develop a list of ways girls are
treated unequally. Have girls do the same but why they feel boys are treated
unequally. Share list.
Collect articles about related issues from the newspaper. Divide the class into
groups. Each member of the group is given a different article to read and present to
the rest of the group (jigsaw strategy).
Evaluation:
A self-assessment rating scale may be used as an assessment tool for students to
assess how gender-role stereotypes influence their behaviour.
Resources:
Adapted from Developmental guidance classroom activities, Vocational Studies

Centre, University of Wisconsin-Madison, 1991.
Activity 3: Getting Occupational Information

Foundational Objective: Awareness and knowledge of occupations and skills to
The student will:
identify sources to obtain information about occupations, including selfemployment.

describe knowledge and skills needed in a variety of occupational groups.
identify various occupations.

Materials:
chalkboard
chalk
paper
pencil or pen
student notebooks

Activity:
Session 1 1. Have students identify resources for obtaining occupational information. List
on the chalkboard:
(a) resources in the library
(b) resources in the counsellor's office
(c) Canada Employment Centre
(d) Community Bulletin Boards
(e) newspapers, magazines, computer programs, etc.
2. Have students discuss the kinds of information they may need to make an
occupational choice:
(a) abilities, aptitudes, interests
(b) requirements of the job
(c) education and training needed
(d) other important information
3. Have students identify, discuss, and list in their notebooks, the variety of
places (agencies and institutions) where one can obtain information about
occupations.
4. Have students identify five occupations that they would like to know more
about.
5. Have students develop an interview questionnaire for homework, then
interview individuals who are in occupations that interest them (if
individuals are not available in the community then use other career sources
to obtain the information).
Session 2 1. Review the previous session and discuss the interviews.
2. Have students report their findings from the interview back to class.
3. Make a list of occupations that students have obtained information about
during their interviews.
4. Identify differences of male and female occupational choices.
5. At the end of the session, have students individually write a list of
occupational information resources and write a description about one
occupation that is of interest to them. The lists and descriptions could be
inserted in a class scrapbook.
Evaluation:
See Appendix C for sample Student Self-assessment for Preparing and Conducting
an Interview.
Resources:
Prospects (distributed to schools)
Saskatchewan Education, Training, and Employment
Activity 4: Businesses and Occupational Opportunities

Foundational Objective: Awareness and knowledge of different occupations and
skills needed to access, understand, and use occupational information.
The student will:

identify contributions of businesses within the community.

Materials:
pens
paper
graph paper
telephone books

Activity:
Session 1 1. Use the Yellow Pages of a local or regional telephone directory to have
students locate and list businesses in the area.
2. Assign each student two or three businesses to find out what they do.
3. Have students share their descriptions of these businesses with the class.
4. Have students discuss these businesses with emphasis on the question, "Were
you aware these businesses were in your community and sources for career
opportunities?".
Session 2 1. Divide the class into seven groups. Provide each group with a telephone book.
2. Assign each group to count the number of businesses represented by one of
the following categories:
(a) construction
(b) health care
(c) food service
(d) transportation
(e) manufacturing (f) law
(g) communication (h) sports
(i) arts
(j) recreation
(k) consumer
(l) misc.
3. Using the results, make a large graph showing the number of businesses in
each category.
4. Discuss which category has the largest number of businesses and which has
the least number of businesses.
5. Have students discuss what the community would be like without one of
these categories.
Have students interview local business people. Share results.
Activity 5: Technology and Its Impact on Occupations

Awareness and knowledge of different occupations and the knowledge and skills
needed to access, understand and use occupational information.
Awareness of change and skills needed to cope with Life Transitions.
Learning Objective:
The student will:
describe the effects that societal, economic and technology change have on
occupations.
C.E.L.s: COM, CCT, PSVS, TL

Materials:
chalkboard
chalk
student journals
material for mobiles
Rapid and continuous technological changes are occurring that directly influence
occupational choices and the world of work. The increase in technology brings new
occupations and different types of jobs. The microcomputer explosion has lead to
the creation of a great number of jobs ranging from software and hardware design
to business opportunities.
Activity:
1. Write the following definition on the chalkboard.
Technology: Scientific method of achieving a useful design.
2. Write on the chalkboard the following six occupational clusters. Have
students discuss the useful designs under each of these occupational cluster
headings.
Health
Transportation
Communication
Lasers
Supersonic Aircraft
Satellites
CAT Scan
Bullet Trains
Fiber Optics
Computers
Computers
Computers
Consumer &
Construction
Business & Office
Homemaking
Solar Heat
Computers
Microwave
Computers
Word Processors
Computers
3. Have students discuss how computers have had a profound effect on every
occupational cluster.
4. Have students discuss, in small groups, how computers have changed their
lives and will continue to change their lives.
5. Have students write about these changes in their journals.
6. Have students design a creative career technology mobile.
Show a film about pioneer life in Saskatchewan. Discuss the differences, advantages,
and disadvantages between then and now.
Have students predict future career opportunities.
Evaluation:
Resources:
Adapted from Developmental guidance classroom activities, Vocational Studies

Activity 6: Career Development Record

Awareness of change and skills needed to cope with Life Transitions.
Awareness and understanding of the career planning process.
The student will:
develop an individual career plan that integrates educational plans with

describe the importance of career planning.
identify how a person changes during a lifetime.

Materials:
pen or pencil
handout No. 1 "Career Development Record"

Activity:
1. Have students discuss career development. (As students learn more and
become familiar with a variety of careers, they develop more interests in
careers.)
2. Have students describe a Career Development Record.
(a) What is it?
(b) What should it contain?
(c) What is its purpose?
(d) Why is keeping one important?
3. Explain to students that their Career Development Record is a history of
individual student career aspirations including aptitudes, interests, attitudes,
and achievements.
4. Ask students to complete the "Career Development Record" activity sheet.
5. Have students share Record in small groups.
6. Teacher should keep each student's "Career Development Record" and show
them to the students after they have completed another Career Development
Record in Grade 7.
Evaluation: For printing and copying this template Requires Acrobat Reader (click
on the table title)
Career Development Record - Grade 6

Student's Name: _________________________________
Date: _________________
High Interest Subjects:

____________________________________________________________
Low Interest Subjects: ____________________________________________________________
Prefers Activities:
Physically:
Outside
Inside
Both
___
___
___
Active
___
Average
___
Sedentary ___
Achievements: __________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Hobbies/Interests: _______________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Wants to be a: __________________________________________________________________
Comments: ____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Grade 6 Module: Career Awareness, Exploration, and Planning
Handout No. 1 "Career Development Record"
Career Guidance
7:
Activity Guide
Table of Contents
Goal 1: Self-Awareness
Activity 1 - All About Me
Activity 2 - Relating My Interests and Activities
Activity 3 - My Qualities
Activity 4 - Getting to Know You
Goal 2: Life Career Management Skills
Activity 1 - Effective Student Skills
Activity 2 - Why Decision-Making Skills Are Important
Activity 3 - Obstacles in Making Decisions
Activity 4 - Why Goal Setting is Important
Activity 5 - Occupations of the Future
Goal 3: Educational Planning

Activity 1 - The Value of Work
Activity 2 - I'm A Success
Activity 3 - Relationships and the Job
Activity 4 - Why Are Educational and Career Planning Important?
Goal 4: Career Awareness, Exploration, and Planning

Activity 1 - Which Occupations Would Suit My Interests?
Activity 2 - Who Can Work Here?
Activity 3 - Let's Plan A Career Day
Activity 4 - I Want To Be An Entrepreneur
Activity 5 - Jobs that Require Cooperative Efforts
Activity 6 - Volunteer Work and Leisure Time Activities
Activity 7 - Factors That Influence Occupational Choices
Self-Awareness
Activity 1: All About Me
Awareness and understanding of the life career concept.
Awareness of self.
The student will:
describe the various roles an individual may have as part of one's life career.
identify personal qualities and events that have influenced his/her self-concept.
complete a personal inventory.

Materials:
student journals
handout No. 1 "Personal Inventory"
chalk
student notebooks
paper
markers or crayons
magazines
scissors
chalkboard

Activity:
1. Review Life Career Concept (refer to Self-awareness Activity 1, Career Guidance
6, page 602).
2. On the board list the four major sources of information about self and areas within
each.
Personal Characteristics Home
Leisure
Work
needs
place of residence friends
part-time jobs
skills and abilities
neighbourhood sports
chores
interests
family
hobbies
how you spend
health
culture
other activities
money
values
personality
3. Have students complete handout No. 1 "Personal Inventory" in their notebooks.
4. Divide students into small groups to share their "personal inventories".
5. Using the four categories have students design a self-portrait using one of the
following:
a) a concept web of their personal portrait.
b) a collage of their personal portrait.
c) a book of cartoons depicting their personal portraits.
6. Role Playing - Have students role play various characteristics, events, and roles in
their lives.
Students may construct a collage, mobile or banner depicting their lives.
Evaluation:
See Appendix C for sample group assessment forms.
Resources:
Personal Inventory
1.Personal Characteristics
(a)Complete the following sentences:
I am happiest when I ...
What I like to do most is ...
I often wish ...
The best thing that ever happened to me ...
At my school I ...
What I need most is ...
What I want most is ...
If I could be someone else, I ...
(b)Use the list of personal qualities below. Choose ten words that could be used to
describe you. From this list choose the three words that best describe your character.
accepting
aggressive
ambitious
brave
calm
careless
caring
cheerful
clever
confident
dependable
dependent
disciplined
energetic
extroverted
fair
fearful
foolish
loving
responsible
friendly
mature
self-aware
gentle
modest
selfish
giving
nervous
shy
greedy
noisy
sociable
helpful
normal
strong
hostile
patient
stubborn
imaginative perfectionist thoughtful
immature
persuasive trusting
inconsiderate playful
trustworthy
independent pleasant
understanding
intelligent
quiet
warm
introverted rebellious wise
irresponsible relaxed
withdrawn
jealous
reliable
youthful
kind
religious
lazy
resentful
(c)List your best abilities (things you are good at).
(d)Consider your health conditions which might prevent you from entering certain careers.

Handout No. 1 "Personal Inventory"
Personal Inventory (continued)
2.Home
(a)List the names of the places where you have lived, starting with the place you were
born.
(b)How do you feel about where you now live?
(c)Briefly describe your family.
(d)What are your parents' expectations with regard to your education and career?
3.School
(a)Rate your learning skills on the following as good, average, or poor:
reading
studying
listening
writing tests
writing
(b)What is your best subject? Most interesting subject?
(c)What has been your biggest accomplishment in school so far?
4.Leisure
(a)List your leisure activities.
(b)What do these activities have in common?
(c)What personal qualities do you admire in your best friends?
(d)What qualities does your friend like in you?
5. Work
(a)List the part-time jobs you have held.
(b)Describe the housework responsibilities you have at home.
(c)What do you like about each job?
(d)What do you dislike about each job?
(e)What skills have you developed on these jobs?
(f)How do you spend your money?
6.Conclusion
Complete the following statements. From my personal inventory:

(a)I have learned that I have the following interests:
(b)I have realized that I have the following skills:
(c)I have discovered that I have the following personal qualities.
Source: Making career decisions by Collins, Studd and Wallace. Copyright 1984. Used
by permission of Nelson Canada, A Division of Thomson Canada Limited.
Handout No. 1 "Personal Inventory"
Activity 2: Relating My Interests and Activities

self-concept.
The student will:
to careers.
define the following terms: interests, and leisure (see Glossary of Terms in
Appendix A).

Materials:
pencil or pen
handout No. 2 "Interest Profile"

Activity:
1. Review and discuss the meaning of interests and leisure and know it might relate
to an occupational choice.
2. Have students complete handout No. 2 "Interest Profile." Tell students that they
should be prepared to support their choices. Collect the profiles all at once and in
such a manner that they can be easily redistributed to the students later on during
3.
4.
5.
6.
the period. If some students finish earlier, suggest they try to add to the list of
related jobs in each category.
Role Playing Activities: In small groups have students select interests and
activities that relate to various occupations and role play in the large group.
Students should be encouraged to be creative.
Collage: In small groups have students construct a collage of activities involved in
various occupations. (Students may choose to construct posters to display in the
classroom instead).
Return the first handout to students and ask them to check for consistencies and/or
inconsistencies between what they think they like or dislike and what they
actually do (participation) in each interest area. (Students may exchange sheets
with a classmate to do this.)
As a wind up activity have students discuss how interests and activities relate to
occupations.
Evaluation:
Resources:
Interest Profile
Likes/Dislikes
For each interest area indicate whether you like very much, like somewhat, or dislike the
activities and related jobs described.
Like
Very
Much
Like
Somewhat
Dislike
Outdoor activities. Related jobs

include conservation, teaching,
physical education, farming,
forestry, and recreational work.
___
___
___
Mechanical activities. Related jobs

include machine repair, engineering,
teaching, and carpentry.
___
___
___
Activities that involve the use of

numbers. Related jobs include
accounting, bookkeeping, banking,
engineering, and statistical work.
___
___
___
Activities that involve problem

solving and the discovery of new
facts. Related occupational areas
include medicine, chemistry,
nursing, engineering, and dental
hygiene.
___
___
___
Activities that involve selling.

Related jobs include selling,
clerking, radio announcing,
advertising, reporting, and political
work.
___
___
___
Artistic creation. Related

occupational areas include painting,
sculpture, design, and hairdressing.
___
___
___
Like
Some-
Dislike
Interest Areas
Outdoor Interests
Mechanical
activities.
Mathematical
(Computational)
Interests
Scientific Interests
Persuasive Interests
Artistic Interests

Handout No. 2 "Interest Profile"
Interest Profile continued
Interest
Areas
Like
Very
Much
what
Activities that involve writing and reading.

Related jobs include creative writing,
reporting, editing, teaching, and acting.
___
___
___
Musical activities-performer or listener.

Related jobs include composing, teaching
music, performing, and acting.
___
___
___
Social
Service
Interests
Helping people. Related jobs include social

work, personnel work, counselling,
ministry, and nursing.
___
___
___
Clerical
Interests
Activities that require precision and

accuracy. Related jobs include
bookkeeping, accounting, clerical work,
machine operation, and secretarial work.
___
___
___
Literary
Interests
Musical
Interests
Source: One step at a time, Educational and Career Explorations, Intermediate Division,
Ministry of Education, Ontario, 1984.
Handout No. 2 "Interest Profile"
Activity 3: My Qualities
self-concept.
The student will:
identify personal qualities and events that have influenced his/her self-concept.
write an autobiography describing an event.
demonstrate an understanding of the relationship between personality and
occupational goals.
demonstrate his/her ability to work in a group effectively.
Materials:
student journals
handout No. 3 "Important Qualities"

Refer to background information Career Guidance 6, Self-awareness Activity 2,
Activity:
1. Distribute copies of the handout "Important Qualities" and ask students to
complete it.
2. Divide the class into small groups. Ask students to name three characteristics that
are important to them, explain why they chose them, and suggest an occupation
that might be appropriate for a person with those three qualities.
3. Autobiography - Have students imagine the following situation and write a short
autobiography in their journals. Students may wish to share in small groups.
You have just been nominated for the Saskatchewan Junior Citizen of the
Year Award for saving a young child from burning in a house fire. A local
newspaper reporter telephones you and asks you for a short description of
yourself and your activities. What will you say?
4. Have students share their autobiography on a volunteer basis.
5. Open-ended Statements - Print or type statements such as the sample ones listed
below on cards. You may wish to make up statements that are directly applicable
to your students. (To be done in small groups).
I get frustrated when ...
One thing that makes me very angry is ...
When I get angry I ...
Honesty is ...
A good student is one who ...
The thing that I like most about my parents/brothers/sisters is ...
I am happiest when I ...
I often wish ...
I'd like my friends to ...
My best subject at school is ...
Something that makes me afraid is ...
My favourite colour/sport/food is ...
When I participate in ... I wish....
Have the students sit in a circle if possible and place the cards face down
in the middle of the circle. A volunteer chooses a card and completes the
statement. If a student does not wish to complete the statement chosen,
he/she may choose another card. Other students may offer their own
opinions or suggestions in a positive manner. Repeat the procedure with
another volunteer. This activity will increase students' awareness of their
own and others' feelings. The activity can also be done in small groups.
6. Have students also share how these personal activities relate to the area
occupations.
7. As a wind up activity have students complete the following statement in their
journals:
I learned that I ...
Autobiography - Students can read an autobiography about a famous person who has had
an impact on society. Discuss the qualities of this person. Share a summary of the
person's life with the rest of the class.
Evaluation:
See Appendix C for sample group assessment forms.
Resources:
Important Qualities
Group the fifteen positive characteristics listed below under one of the following headings
according to their importance to you: most important, somewhat important, least
important. If any characteristics that you consider important are not here, you may add
them to your list.
smart
easy to get along with
religious
hard-working
concerned about others
creative
cooperative
dependable
Most Important
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
carefree
outgoing
happy
trustworthy
patient
well-organized
loving
Somewhat Important
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
Least Important
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
1988.
Handout No. 3 "Important Qualities"
Activity 4: Getting to Know You

Awareness of the value of others and skills to interact.
Awareness of the life career concept.
The student will:
identify and state characteristics of other class members.

describe knowledge and skills required to fulfil different life career roles.
demonstrate his/her ability to work effectively in a group.

Materials:
pencil
handout No. 4 "Getting to Know You Interview Form"

Activity:
1. Have students pair up with a student they do not know well and have each student
interview the other, referring to the items on the handout "Getting to Know You
Interview Form".
2. Have students pretend to be the person they just interviewed and introduce
themselves to the rest of the class. A microphone could be used for this activity, if
possible.
3. After all students have had an opportunity to introduce the person they
interviewed, ask them to discuss how difficult it is to pretend they are someone
else.
4. Divide students into small groups and have them respond to the following
statement:
All individuals have skills that can contribute to society ...
Brainstorm a list of skills that students in the classroom know that contribute to
society.
5. Share responses with large group.
1. Have students interview each other in a TV Talk Show.
2. Invite a group of local business people into the classroom for a panel discussion.
Ensure a balance of gender, age and culture among the presenters.
3. As a class, students can develop a list of qualities (1) for friendships (2) at school
(3) family members (4) on the job.
Evaluation: See Appendix C for sample group assessment forms.
Getting to Know You Interview Form

Name:________________________________
Date: ___________________________
1.What do you like to do in your spare time? ____________________________________

_______________________________________________________________________
2.How many brothers and sisters do you have? ___________________________________
3.What kind of work does your father do? _______________________________________
4.What kind of work does your mother do? ______________________________________
5.Do you take any special lessons?
_____________________________________________
6.What are your two favourite movies?
__________________________________________
________________________________________________________________________
7.What are your favourite TV programs?
_________________________________________
________________________________________________________________________
8.Do you have a pet? What kind?
______________________________________________
9.Where have you gone to school?
_____________________________________________
10.What subjects do you like the best?
__________________________________________
11.What subjects do you dislike? ______________________________________________
12.What would you like to do when you grow up?
_________________________________
________________________________________________________________________
13.What would your parents like you to do when you grow up?
_______________________
________________________________________________________________________
14.What famous person do you most want to be like?
_______________________________
15.Who do you think is the greatest man or woman in the world today? And why?
________________________________________________________________________
16.If you had $1,000, what would you do with it?
__________________________________
________________________________________________________________________
Handout No. 6 Getting to Know You Interview Form

Activity 1: Effective Student Skills
Foundational Objective: Skills to establish good work and study habits.
The student will:
define basic student skills.

identify ways to acquire effective student skills.
understand how effective student skills can lead to effective work habits.

Materials:
paper
overhead No. 1 "Time Management"
pencil or pen
handout No. 1 "Student Skills Inventory"

Activity:
1. Discuss the importance of effective time management with the class. For a period
of one week, students could keep track of their out-of-school activities and of the
amount of time spent on each one. Students could prepare a chart like the one
displayed on the overhead No. 1 "Time Management". At the end of the week, ask
students to analyze their charts and suggest ways to plan their time better.
Students may compare their time charts with those of their classmates if they
wish. Students should be encouraged to graph (pie or bar) how they use their time.
2. Ask students to complete part A of the Student Skills Inventory handout No. 1 and
allow them to discuss their answers with the class.
3. Ask students to complete part B of the handout.
4. Ask volunteers what they have learned about themselves in this lesson and how
they can improve their student skills. Make sure that students understand how
effective student skills can lead to effective work habits and to success in an
occupation.
5. In a small group, have students develop a list about how they can improve "Note
Taking Skills", and "Preparing for and Taking Exams". Share responses with the
rest of the class. Responses can also be put on chart paper and hung around the
classroom.
When and Where? - Have students, in groups, identify the necessary features of an
appropriate location for studying or doing homework. They can also prepare a list of
appropriate places and suggest which is the best time of day for studying. The groups can
compare answers and compile a master list.
Evaluation:
Time Management
Date
Activity
Time Spent
Too Much
Too Little
Just Right
Jan.18
computer games
4 hours
Jan.18
English homework
30 minutes
Jan.18
mathematics homework
45 minutes
Jan.19
science homework
1 hour
Jan.19
French homework
15 minutes
Jan.19
reading a novel
30 minutes
Jan.19
talking on the telephone
2 hours
Jan.20
cleaned house
1 hour
Jan.20
played games
1 hour
Jan.20
television
2 hours
x
x
x
Grade 7 Module: Life Career Management Skills
Overhead No. 1 "Time Management"
Student Skills Inventory
A.Questions
This inventory will draw your attention to skills which could help you in your role as a
student. Read each statement and place a check mark in the appropriate column.
Seldom Usually
Always
I. In-Class Skills
1. Do you bring all the materials you need for each
class?
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
2. Do you listen in class?

3. Do you take part in class discussions?
4. Do you write down assignments?
II. Note-keeping Skills
1. Do you keep your notes up to date?
2. Do you keep your notes as neat as you can?
3. Do you keep your notes in the correct order?
4. Do you understand exactly how your teachers want
you to keep your notes?
5. Are your notes useful to you when preparing for tests?
III. Preparing for and Taking Tests or Examinations
1. Do you prepare for tests or examinations in a location
where you are able to concentrate?
2. Do you begin to prepare for a test several days in
advance?
3. Do you make sure that you understand a question on a
test or examination before you start answering it?

___
___
___
___
___
___
4. Do you check all your answers before you hand in

your paper?
5. Do you review your assignments after the teacher
returns them so that you understand any mistakes you
might have made?
Handout No. 1 "Students Skills Inventory"
Student Skills Inventory Continued
Summary
B.
Look over your completed inventory. To which questions did you answer "Usually" or
"Always"? They could represent your strong points as a student. To which questions
did you answer "Seldom"? They could represent areas requiring improvement. Which
three items would you consider to be your strongest assests as a student? Which three
items would you like to improve? Name them. Write down briefly ways to improve
the areas that need improving.
Areas of strength
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Areas that need improvement
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Ways to improve the areas that need improvement
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Handout No. 1 "Students Skills Inventory"
Activity 2: Why Decision-Making Skills Are Important

Foundational Objective: Awareness of and knowledge, skills, and attitudes needed to set
goals and to make appropriate decisions.
The student will:
understand the importance of decision-making skills.

learn to ask general questions concerning a problem.
identify problem-solving and decision-making techniques.

Materials:
student notebooks
handout No. 2 "Questions and Alternatives"
student journals
handout No. 3 "What Are the Alternatives?"
pen or pencil
paper
Activity:
1. Discuss the importance of decision-making skills with the class. Discuss any
decision-making models that students have used. Tell students that the first step in
effective decision-making is the ability to ask clear, general questions. Such
questions explain clearly what the person is hoping to decide and allow the person
a wide range of choices. Remind students that general statements such as "I
wonder what I should wear today", or very specific questions such as "Should I
give my mother a flower for Mother's Day?" will hinder their ability to make a
decision. The examples given above should be reworded in the form of clear,
general questions before any attempt at making a decision. The examples can be
changed to: "What might I wear to school today?" and "What can I give my
mother for Mother's Day?" These are clear, general questions.
2. Distribute the Questions and Alternatives handout No. 2 and ask students to
complete part A. Discuss students' answers.
3. Tell students that the next step in a decision-making procedure is to list as many
alternative courses of action (or answers to the question) as possible. Ask students
to complete part B of the Questions and Alternatives handout. Discuss the
answers with the class.
4. Have the students respond to the questions on handout No. 3 "What Are the
Alternatives?"
5. Review the major steps in the decision-making model. Have students copy them
into their notebooks.
Decision-Making Model
1. Identify the decision to be made

2. Gather information
3. Identify the alternatives
4. Weigh the evidence
5. Choose among alternatives
6. Take action
7. Review the decision
6. Role Playing Activity: Have students role play various decisions that they have
made. Share with the large group.
In small groups, have students discuss three case scenarios where a decision is necessary
(i.e., ... to stay in school or drop out). Using the decision-making model, have students
work through the process in each of the three case scenarios discussed.
Evaluation:
Resources:
Questions and Alternatives
Asking General Questions
A. Study the examples given. In each case answer these questions:
(a) What factors with regard to this question should enter the person's mind?
(b) What is the best question for the person to ask?
Remember to ask clear, general questions. Be prepared to justify your answers.
Examples:
i.
ii.
Yvonne is trying to decide what to wear to the school dance.

a.
What factors with regard to this question should enter her mind? (These
would include: availability of clothes, appropriateness, current fashion,
type of dance.)
b.
What is the best question for Yvonne to ask herself? (What shall I wear to
the dance?)
Hans, a Grade 7 student, wonders whether to join the soccer team.
a.
What factors with regard to this question should enter his mind? (These
would include: effect on studies, wishes of parents, participation of

friends, effect on participation in other activities.)
b.
What is the best question for Hans to ask himself? (Shall I join the soccer
team?)
1.Pedro, a Grade 7 student, wonders how to make friends.
(a) ____________________________________________________________________
(b) ____________________________________________________________________
2.Mrs. Lee, a Grade 8 teacher, wonders what type of class outing would be best.
(a) ____________________________________________________________________
(b) ____________________________________________________________________
3.Mr. Jourdain wonders how to stop his two teenage sons from arguing at the table.
(a) ____________________________________________________________________
(b) ____________________________________________________________________
4.After looking over the different clubs at Maple Road Senior Elementary School, Tony
wonders whether he should join the library club.
(a) ____________________________________________________________________
(b) ____________________________________________________________________
5.Maria has been concerned lately about her physical fitness.
(a) ____________________________________________________________________
(b) ____________________________________________________________________
Identifying Alternatives
B. Choose two of the cases presented in Part A and list as many alternative courses of
action for each one as you can think of.

Handout No. 2 "Questions and Alternatives"
What Are the Alternatives?
For each of the following general questions, list at least four alternative courses of action
for each of the questions.
1.What is the best way to get from my house to the local movie theatre?
2.What can I do with a bicycle wheel?
3.How could I improve my bedroom?
4.How could I spend $5.00?
5.What should I do on Saturday afternoon?
6.How could I help a new student in the school?
7.What things can I do with a door?
8.How can I stop my brother from calling me names?
Handout No. 3 "What Are the Alternatives?"
Activity 3: Obstacles in Making Decisions

The student will:
gain an awareness that obstacles are part of everyday life and can be overcome.
C.E.L.s: COM, CCT, PSVS, IL

Materials:
student journals
handout No. 4 "Obstacles in Making Decisions"
pencil or pen

Activity:
1. Discuss "internal feelings section" on the handout.
2. Have students fill out the "Obstacles in Making Decisions" handout sheet.
Alternatively, you may wish to make handout #4 into an overhead transparency
and complete it with the entire class.
3. Discuss in groups the problems students have in making decisions.
4. Have students suggest ways in which they can overcome these obstacles when
they make decisions.
5. Have students review "Step-By-Step Decision-Making Procedure" (Steps 1
through 7 on the bottom of handout #4).
6. As a wind up activity, have students complete the following statement in their
journals:
From this activity, I learned that ...
Have students complete the same form using a decision they had to make in the past.
Evaluation:
Obstacles in Making Decisions

Directions: Think of a decision you will have to make in the near future. Next, identify
obstacles that may interfere with your decision-making. Place each obstacle in the
appropriate column according to how much impact that obstacle will have on your
decision-making. Also, circle any internal feelings (in column four) you may be having
regarding this decision and add any others that you are feeling that are not listed.
Small (almost nonexistent) Hurdles
Medium-sized
Mountains
Major
Obstacles
Internal
Feelings
Fear of Failure
Fear of Change
Lack of
Self-Confidence
Ambivalence
Stereotyping self
and others
Procrastination
Other:
STEP-BY-STEP DECISION-MAKING PROCEDURE

1.
2.
3.
4.
5.
6.
7.
Identify the decision to be made

Gather information
Identify the alternatives
Weigh the evidence
Choose among alternatives
Take action
Review the decision
Source: Developmental guidance classroom activities, Vocational Studies Center,

Handout No. 4
Activity 4: Why Goal Setting is Important

The student will:
demonstrate setting goals and developing action plans.

be encouraged to set short term goals that are attainable.

Materials:
paper
pencil
student journals

Activity:
1. Discuss why it is worthwhile to set goals and make plans. Some reasons are:
o to prepare a person for day-to-day decisions;
o to enable a person to carry through with his/her decisions;
o to allow a person to get things done in an orderly fashion.
Next discuss the obstacles to planning. These include:
o
o
o
o
o
o
o
o
limited understanding of self

poor decision-making skills
trial-and-error approach
conflicts with others
lack of self-confidence
need for compromise
fear of the future
inability to think far enough ahead
Brainstorm with students a variety of goal-setting skills. Talk about the kinds of
things that they can try to change, including:
o
o
o
interests
personality traits
self-defeating behaviour
skills
Students should understand that goals must have the following characteristics:
be attainable (for example, students who are colour-blind cannot become
pilots);
o be specific (for example, "We must have you over sometime" vs. "Would
you like to come to dinner on Saturday?");
o be stated and attainable within a definite period of time;
o be consistent with the person's values;
o be achievable without depending on someone else, although other people
can help.
2. Once students understand goal setting, ask each one to set:
o two goals that can be achieved within one week, for example, to pass the
next math test;
o two goals that can be achieved within one month, for example, to join the
basketball team;
o two educational goals (short-term);
o two tentative career goals (long-term).
3. Show students how to develop detailed plans of action for achieving their goals.
Students can develop a plan for each one of their goals. The plans should include
a number of specific steps to accomplish their goal. For example, Mary's goal is
to pass the next math test. Her plan of action might include the following steps:
o to go to every math class;
o to listen carefully in class;
o to ask questions when she does not understand something;
o to ask her teacher for after-school help;
o to do all her math homework;
o to study math every day for at least one-half hour.
4. Have students think of an important goal in their lives (immediate or future) and
illustrate it in some way (cartoons, story, poem, or song). Students may want to
share with the class or put work on the bulletin board.
o
Did I Succeed? - After one week and after one month, check with students individually to
see how successful each one was in achieving his/her goals. If a student failed to achieve
a goal, encourage the student to:
(a) set an alternate goal; or
(b) make a plan designed to overcome the obstacle that prevented him/her from achieving
the goal.
Ask teachers in other subject areas to help students set goals and prepare plans for the
successful completion of tests or assignments.
Evaluation:
Resources:
Adapted from One step at a time, Educational and Career Explorations, Intermediate
Division, Ministry of Education, Ontario, 1984.
Activity 5: Occupations of the Future

Foundational Objective: Awareness of change and knowledge, skills, and attitudes
needed to cope with life transitions.
The student will:
describe the effects that societal, economic, and technological change have on
occupations.
describe the importance of being able to change.
research future occupations.

Materials:
magazine
construction paper
glue

City doctors lead way in video-screen surgery
Cover Story: by Star Phoenix
In an amazing two-hour operation last week, a surgical team at City Hospital took out a
72-year-old woman's cancerous kidney without slicing open her abdomen. Surgeons
managed to take out the bean-shaped organ that's about the size of a fist with only four
tiny incisions. Using a kidney removal procedure pioneered in Saskatchewan and tried
elsewhere in Canada fewer than a dozen times, they deftly manipulated long surgical
instruments through tiny tubes, relying on sophisticated video equipment to guide them.
The operating room appeared almost bloodless. The patient, Frances McKay of
Rosetown, was walking around the next day with little pain and went home after three
days. "I'm thrilled about it," she said afterwards. "I sure would recommend it."
It's the latest application of laparoscopy or "minimal access surgery," a technique in
which City Hospital is one of three leading centres in the country. The hospital was the
first place in Western Canada to use it for such surgery as gall bladder removals,
hysterectomies, hernia repairs, lung surgery, and chest and bowel tumor operations.
Resident doctors come here from other parts of Canada to be trained.
Eighteen months ago, a Regina surgeon performed the first kidney laparoscopy in the
country. Since then, 27 have been performed in Saskatchewan, 11 of them in Saskatoon.
"A lot of people are pretty skeptical that laparoscopy is the way of the future," says Dr.
Peter Barrett. It's a new way of doing things and they're sort of looking at it as a novelty.
But the rest of the country has to wake up." For patients, laparoscopy means less pain,
little or no scarring, shorter hospital stays and a quick return to work.
Activity:
1. Discuss cover story; then, discuss possible occupations of the future that will or
may be created by new energy, such as solar power, and new technologies, such
as lasers and robotics. Also discuss how changes in lifestyle may create new
occupations or greater demand for some occupations.
2. Ask students to compile a list of future occupations and describe what the job
requirements for some of these jobs might be.
3. Have each student describe his or her "ideal" job for the future.
4. Using magazines and construction paper, have students create a collage of
pictures related to an occupation that interests them.
Role Playing: In small groups, prepare a role playing activity on a "Future Machine".
Students can act out machine parts and other members of the class can guess the parts.
Research: Have students write a report on "Careers of the Future", "Technology Brings
Changes", and/or "Impact of Technological Changes on Families".
Have students design a bulletin board using one of the above topics.
Evaluation:
See Appendix C for sample rating scales and assessment forms for essays and reports.
Resources:
Adapted from Developmental guidance classroom activities, Vocational Studies Center,

Activity 1: The Value of Work
Awareness of and understanding the relationship between work and learning.
Awareness of the value of work.
The student will:
examine reasons for the importance of work.

identify personal goals that may be satisfied through a combination of work,
community, social, and family role.
explore the relationship between school, family, work and leisure activities.

Material:
paper
pencil or pen

People work to provide themselves and their families with the basic essentials of life such
as food, clothing, and shelter. Working is also a means of associating with people who
have similar interests and, therefore, it leads to a sense of belonging. Work provides
individuals with opportunities to realize their potential through learning and gaining
intellectually and socially. Another important reason why people work is happiness.
Thomas Edison, a great inventor, was once encouraged by his wife to take a vacation. He
responded by stating that "he couldn't think of another thing he would rather be doing
than working in his laboratory". Most people who choose their occupations wisely,
thoroughly enjoy their work. There are also numerous other reasons why people work.
Activity:
1. Have students brainstorm ideas as to what motivates people to work. Make a list
on the board.
2. In pairs, have students prioritize reasons for working.
3. Have students brainstorm the relationship between school, work, family, leisure,
and extra curricular activities.
4. Discuss with the large group.
Interview - Design an interview form and then interview former graduates of the school
to discuss relationships between school and work.
Interview students who have chosen to "leave school early" without graduating.
Jeopardy Game ... with occupational clues.

Evaluation:
See Appendix C for a sample student self-assessment for preparing and conducting an
interview.
Resources:

Activity 2: I'm A Success

Awareness of change and knowledge, skills, and attitudes needed to cope with life
transitions.
The student will:
describe success and how it is achieved.

understand the relationship between motivation and successful learning.
Materials:
paper
pencil or pen

Success and happiness are defined very differently for many people. Researchers indicate
that there is a high correlation between a positive self-concept and success or happiness
on the job. Motivators that lead to job satisfaction are: achievement, recognition,
advancement, responsibility, security, appropriate wage, working conditions and social
relationships.
Activity:
1. Have the class brainstorm to develop a definition for the word motivation.
2. Develop a list of ways people are motivated (i.e., praise, rewards, intrinsic
fulfilment).
3. Have students list at least three successes they have achieved.
4. Have students write down what they had to do in order to accomplish those
successes.
5. Have students describe their accomplishments in small groups.
6. With the entire class, have students discuss the relationship between motivation
and success.
7. Students may role play various people who are motivated or who lack motivation.
Positive Thinking - Have students project three successes they plan on accomplishing in
the future and identify what they must do in order to accomplish them.
Bulletin Board - Have students create cartoons depicting motivation and design a bulletin
board.
Activity 3: Relationships and the Job

Foundational Objective: Awareness and understanding of the relationship between work
and learning.
The student will:
define ways in which social and personal relationships affect employment.

demonstrate an understanding of the importance of personal skills and attitudes to
job successes.

Materials:
paper
Handout No. 1 "Interview Form"
pen or pencil

Activity:
1. Have students, in small groups, design an interview form about attitudes toward
good work and how social and personal relationships influence one's attitude
toward good work.
2. Have students interview someone they know who is working (parent, relative or
friend) about attitudes toward good work and how social and personal
relationships influence one's attitude toward good work. Go over questions with
the class before they conduct interviews.
3. Discuss the results with the class.
4. Ask students to discuss working in isolation as compared to working on an
assembly line, in a group or on a crew. Have them discuss which they would
choose and why.
5. Have students discuss the social and personal relationships that affect
employment.
(a)What kinds of social and personal relationships affect employment?
(b)Are the kinds of relationships and the effects of those relationships the same
for both male and female workers?
Research: Write an essay on women's issues in the work force.
Evaluation:

INTERVIEW FORM
Name:_________________________________
1. Do you go to school by yourself or does someone have to force you to go?

2. Why do you go to school?
3. Do you discuss with your parent(s), or grandparent(s) what you are doing at
school? Why or why not?
4. Who are your friends at school?
5. Who are your friends away from school?
6. Do you enjoy working by yourself at school or with others?
7. What do you do if you are in a group you do not want to be in?
8. Do you ask for help if you do not understand something?
9. When given an assignment, do you do your best? Why or why not?
10. Do you get your homework done? Why or why not?
11. Are you proud of your school?
12. If you have a problem at school, who do you see?
13. What can you do to make school a better place?
14. What can teachers do to make school a better place?
15. What do you like about your school?
Grade 7 Module 3: Educational Planning

Handout No. 1 "Interview Form"
Activity 4: Why Are Educational and Career Planning Important?

Foundational Objective: Awareness of and understanding the relationship between work
and learning.
The student will:
understand the importance of educational and career planning.

define various terms related to educational and career planning.

Materials:
chalk
paper
chalkboard
pen or pencil

Activity:
1. Brainstorm with students the value of educational and career planning.
2. Discuss with students the meaning of the words listed below. See Appendix A for
glossary of terms.
Students should understand the meaning of the following words:
o
o
o
o
abilities
aptitudes
life career
interests
o
o
o
job
occupation
skills
values
Discuss the following words with the students:

o
o
apprenticeship
certificate
o
o
prerequisite
profession
college
o
technician
credit
o
technologist
degree
o
trade
diploma
o
university
graduate
o
postsecondary
3. Have students design, in small groups, a crossword puzzle using the above words.
4. After the crossword puzzles are completed, have students share them with one
other group as a practice method.
5. Follow up activity - In a small group or on an individual basis give a definition
quiz or have students complete a cloze exercise.
o
o
o
o
o
Debate or panel discussion can be used as a method to help students understand the value
of educational and career planning.
Spelling Bee - To help students with the spelling and meaning of these words.
Evaluation:
Resources:

Activity 1: Which Occupations Would Suit My Interests?
Awareness and knowledge of different occupations and skills needed to access,
understand and use occupational information.
The student will:
identify a variety of occupations.

to occupations.
describe one occupation in detail.

Materials:
paper
pen or pencil

Activity:
1.
2.
3.
4.
In small groups, have students brainstorm as many occupations as they can.

Have students complete handout No. 1 "Occupational Interests."
Go over the assignment in class.
Have students discuss the relationships between interests and occupational
choices.
5. Using the library and computer resources if available, have students write a one or
two page report on an occupation they feel they might consider in the future. In
the report the following points should be considered:
o education and/or training
o job satisfaction
o responsibilities
o working conditions
o salary and benefits
o future outlook
o related jobs
6. Have students share their reports in small groups.

What's My Line - One student thinks of an occupation. Other members of the class can
ask questions to try to discover his/her occupation. The person being asked may only
answer "yes" or "no". The first person to discover the occupation thinks of another
occupation. Here are some sample questions:
(a) Do you often travel?
(b) Do you work for a government agency?
(c) Do you wear a uniform?
(d) Do you work with machines?
(e) Do you work outside?
(f) Did you have to graduate from university to practise your occupation?
Evaluation:
Resources:
Occupational Interests
A. Choose an occupation from the list to match each of these phrases.
Actor
Baker
Banker
Cook
Dentist
Editor
Fishing Person Psychologist

Geologist
Sales Clerk
Mason
Secretary
Toolmaker
Trapper
Usher
Butcher
Buyer
Chef
Engineer Medic
Etchers
Optician
Farmer
Polic Officer
Stenographer
Teacher
Teller
1. looking after other people's accounts ___________________.

2. making cookies and cakes ____________________.
3. keeping an office in order ____________________.
4. catching fish ____________________.
5. preparing meals ____________________.
6. helping people in theatres ____________________.
7. building large projects ____________________.
8. obtaining something to sell ___________________.
9. helping people to see clearly _____________________.
10. entertaining others ______________________.
11. growing and harvesting ____________________.
12. helping and protecting the public _____________________.
13. preparing special meals ____________________.
14. making tools ______________________.
15. working with stone and cement ____________________.
16. helping others learn _____________________.
17. helping someone purchase ____________________.
18. typing ____________________.
19. studying human behaviour ____________________.
20. preparing reading material ____________________.
21. preventing cavities _____________________.
22. handling money _____________________.
23. healing the sick ____________________.
24. studying the earth's composition _____________________.
25. preparing meat _____________________.
26. obtaining fur _____________________.
27. making permanent designs on metal or glass ____________________.
Occupational Interests (continued)
B. List three occupations for each of the following categories.
For example:
(a) Involves people: counsellor, minister, nurse
(b) Involves data: computer operator, accountant, statistician
1. Involves people: ___________________________________________________________________
2. Involves data: _____________________________________________________________________
3. Involves things:
____________________________________________________________________
4. Includes mostly heavy physical work:
___________________________________________________
__________________________________________________________________________________
5. Includes mostly light physical work:
_____________________________________________________
__________________________________________________________________________________
6. Includes both heavy and light physical work:
_______________________________________________
__________________________________________________________________________________
7. Is done mostly outdoors:
_____________________________________________________________
8. Is done mostly indoors:
______________________________________________________________
9. Is done both indoors and outdoors:
_____________________________________________________
C. Complete the following statements.
1. The three occupations from part B that I am most interested in are:
__________________________________________________________________________________
2. Three other occupations that I am interested in are:
__________________________________________________________________________________
Activity 2: Who Can Work Here?

Foundational Objective: Awareness of and knowledge about changing gender roles.
The student will:
describe advantages and problems of entering non-traditional occupations.

describe stereotypes and biases that limit opportunities for men and women to

Materials:
paper
student journals
pen or pencil
scissors
newspapers or magazines
Time: Three class periods.

"One of your major roles is your role as a man or a woman. Years ago, society had a
pretty strict definition of these roles. Boys were expected to be very masculine. They
played with toy trucks and cars, participated in contact sports, and probably studied
maths, sciences, and industrial arts. When they grew up and married they were expected
to be the breadwinners and the head of the family.
Girls, on the other hand, played with dolls, played "house", perhaps became a
cheerleader, and studied English, languages, and typing. When they grew up, they might
work for a couple of years as a nurse, secretary, or teacher. However, when they married
they quit work to devote their lives to their families.
All these stereotypes have changed, particularly for girls. Organized athletics for girls are
a major part of every school and every community. Girls are studying subjects such as
auto mechanics, electronics, and computer sciences. Young men can be found in such
occupations as nursing, early childhood education, and fashion design. Young women are
increasingly entering fields such as architecture, engineering, carpentry and business
management.
Consider these facts. Today, married women, with children, can expect to work at least 25
years outside of the home. Even if a young woman decides to stay home to raise her
children, she will probably have 5-10 years of work before starting her family and 15-20
years of work after her children have left home. However the number of years a woman
works will probably be much longer. In 1981, about 75% of the women aged 20-45 were
working outside of the home.
Unfortunately, the average income for a family headed by a woman is only about $15,000
while for a family headed by a man, the average income is almost $30,000, nearly twice
as much.
That happens because traditionally female jobs in clerical, sales, and service occupations
are low paying. At the present time, between 40% and 50% of working women are single,
widowed, or divorced. These women have gone back to work often at low paying jobs.
But another statistic tells us that because of computers, these low paying jobs will
decrease in number by 35%.
Remember, all careers are open to both sexes. You are not confined to a particular career
simply because of birth. What is important is your interests and abilities, not your sex"
(Collins, Marv et al., 1985, pg 69).
Activity:
1. Discuss the background information with the students. You may have access to
more up-to-date information. Have students brainstorm completions to the
following statements:
(a) Girls are often encouraged to enter occupations such as
____________________
(a nurse, a secretary, a nursery school teacher, etc.).
(b) Boys are often encouraged to enter occupations such as
____________________
(an engineer, a truck driver, a dentist, etc.).
2. Discuss these statements and point out that beliefs about sex roles do influence
career decisions.
3. Discuss the meaning of sex-role stereotyping. Make sure that students understand
that general assumptions about the nature, characteristics, and capabilities of men
and women, particularly when they are stated in terms of `Men are ...' or `Women
are ...', are examples of stereotyping.
4. (a) Discuss the following statements with the class:
Men should be bus drivers.
Women should be secretaries.
Women are weak and are only capable of doing light work.
Men are strong and should therefore be responsible for heavy work.
(b) Ask students whether they agree or disagree with these statements and why.
Discuss
the limiting effects of sex-role stereotyping on career decisions.
5. Ask for reactions to the notion of women and men in `non-traditional' careers.
You may also ask the following questions:
(a)
What are some of the jobs traditionally done by women and by men?
(b) For what reasons are women concentrated in certain occupational fields and
men in
others?
(c) How do you feel about men becoming nurses, kindergarten teachers, or
secretaries
and women becoming bus drivers, construction workers, or
engineers?
(d) Are men and women capable of doing the same work? Discuss the reasons
behind the
answers.
(e) What are some of the fears that both men and women have when they select
non-traditional careers?
6. Ask students to think about reasons for considering or not considering nontraditional careers for themselves. Ask for volunteers to share their reasons with
the class. Ensure that students understand that individuals can lead satisfying and
productive lives whether they choose traditional or non-traditional careers.
7. Help students examine changes in the language used to describe certain
occupations or achievements.
Examples of such changes include:
fireman
firefighter
steward, stewardess
flight attendant
policeman, policewoman police officer
mailman, postman
letter carrier, postal worker
delivery boy
messenger, courier
man's achievement
human achievement
manpower
human resources, labour force
businessman's lunch
business lunch
a ten-man committee
a ten-member committee
man-made
manufactured, handmade, machine made, artificial
the best man for the job
the best person for the job
8. Discuss the impact of sex-role stereotyping on both boys and girls. Ensure
students understand that such stereotyping creates unnatural barriers to the
achievement of maximum potential for both men and women.
1. Using a show of hands, have students answer Yes or No to the following
questions and record the answers on the board.
(a)Should women who have children work outside the home?

(b)Should men and women share equally in such household chores as
doing the laundry, painting, preparing meals, looking after children,
cleaning and mowing
the lawn?
(c) Do most men like having their wives work outside the home?
(d)Do most women work so they can buy èxtras' for themselves, their
homes, and
their families?
(e) Does everyone want to get married some day?
(f) Should men earn more money than women?
(g) Should everyone - man or woman - be allowed to do whatever kind of
work
he/she chooses?
(h) Do men and women work for the same reasons?
2. Place students in groups, by gender, to discuss the questions and the
survey results.
3. As a class, determine, then discuss, reasons for any differences in the
opinions of the boys and the girls.
4. Discuss the impact of the attitudes presented by the questions and the
student responses to them on the achievement of potential and the full
exploration of self.
9. Hand out newspapers and magazines. Have students clip out articles on males and
females in traditional and non-traditional jobs. Share articles with the class.
10. Again, have students think about reasons for considering or not considering nontraditional careers for themselves. Ask for volunteers to share their reasons with
the class. Ensure that students understand that individuals can lead satisfying and
productive lives whether they choose traditional or non-traditional careers.
11. Short Story - Ask students to write a short story or composition about nontraditional careers in their journals. They should include their personal feelings
about the crossing of traditional occupational boundaries. Let students know that
the stories are to be handed in to you but that only volunteers will be asked to
share their stories with the class.
Culture and Sex-Role Stereotyping - Ask students to investigate the occupational roles of
men and women in other cultures. Students should understand that the definitions of male
and female roles are culturally determined.
Language and Sex-Role Stereotyping - Ask students to investigate changes in the
language used to describe certain occupations or achievements. Discuss the positive
effects that the changes would have on career decisions (e.g., chairman - chair or
chairperson).
Collage - Have students collect newspaper articles and photographs of men and women
in non-traditional careers and make a collage on the bulletin board with the material.
Evaluation:
Resources:
Sources: One step at a time, Educational and Career Explorations, Intermediate Division,
Junior high school career guidance, New Brunswick Department of Education, 1988.
Activity 3: Let's Plan A Career Day

Foundational Objective: Awareness and knowledge of occupations and the skills to
The student will:
identify sources to obtain information about occupations/occupational groups,

access school and community resources to learn about occupations/occupational
groups.
identify ways that occupations can be classified.

Materials:
career resources
magazines
newspapers
paper
pencil or pen
poster paper
markers
Time: Two or three class periods.

Activity:
1. Familiarize students with the career resources that are available in the school and
the local community. Discuss the following items:
(a) counsellor's office
(b) school library
(c) various classrooms in the school
(d) city or town library
(e) local businesses
(f) Chamber of Commerce
(g) community agencies
2. Have students obtain lists of job opportunities from the Provincial Departments.
3. For a specified period of time, have students collect classified advertisements
from newspaper.
4. Ask students to categorize jobs into their proper career clusters.
5. Have students categorize jobs according to level (professional, skilled, semiskilled, entry).
6. Have students make a bulletin board displaying their findings in preparation for
their Career Day.
7. Have students make a master list of sources where they can gather career
information. Be sure to include computer programs.
8. Prepare for a Career Day. Students could host a Career Day inviting parents,
friends, school staff, and members of the community to be resource people.
Displays about various sources of occupational information could be included.
Computer Search - If a computer career package is available to students in the school,
have students search occupations using the computer.
Evaluation:
Resources:
Activity 4: I Want To Be An Entrepreneur

Foundational Objective: Awareness and knowledge of occupations and the skills needed
to access, understand and use occupational information.
The student will:
describe skills needed in a variety of occupational groups.

identify sources to obtain information about occupation/occupational groups,
describe an entrepreneur
.
Materials:
pencil or pen
handout No. 2 "Traits of the Entrepreneur"
paper
chalkboard
chalk

Entrepreneurs are people who have the vision to see opportunities that others have not
identified and the initiative to act upon those opportunities by using their resources to
create new ventures. Entrepreneurs bring together the resources of labour, natural
resources and money in order to address a need, want or problem in an innovative way.
They are willing to take controlled risks in order to create an occupation and a lifestyle
that offers personal satisfaction and a sense of accomplishment.
Most entrepreneurs begin their occupations when they recognize a gap in the delivery of
a product or service. Sometimes they see a need for a product or service in their
community and take the initiative to meet that need. For example, a successful business
venture that rents maternity clothes developed out of the recognition that most mothersto-be cannot afford to buy a complete new wardrobe.
In other cases, entrepreneurs recognize an opportunity; they see new customers that no
one else has identified. For example, an entrepreneur might recognize that most
elementary and high school students have some knowledge of French and so see potential
customers for French teen magazines and rock videos.
Some entrepreneurs have the creativity and imagination to develop an entirely new
product. Some computer hardware and software falls into this category and so do games
such as Trivial Pursuit. Still other entrepreneurs package an old product or service in a
new way to make it more appealing to consumers. Dial-a-Sandwich services and
restaurants that encourage offices to order by fax are two examples of this type of
entrepreneurship.
Entrepreneurs may see an opportunity or need within the organization they work for.
They may use resources effectively to satisfy that need. For example, a government
employee may discover that the public has difficulty understanding pamphlets and forms.
That employee may decide to launch a campaign to encourage all employees to use Clear
Language.
Sometimes an entrepreneur will see an opportunity that will benefit others. One man
organized a courier service which employed Street Kids. The service benefited from their
knowledge of the city. In turn the young people learned to read and write and had gainful
employment.
Every community has entrepreneurs. Retail business people and people who sell services
such as insurance or auto maintenance are the most obvious examples. But there are other
types of entrepreneurs as well. Each person who operates a booth at the farmers' market is
an entrepreneur in a small way; so is the person who sells plants from a backyard
greenhouse, who does dressmaking for others, and who sells homebaking on a regular
basis. The range of existing and potential entrepreneurial ventures is very broad indeed.
More than 17% of all new businesses are started by people under 24 years of age.
Activity:
1. Have students brainstorm a list of people who they believe to be entrepreneurs in
the community and write the names on the board.
2. Have students discuss characteristics that they believe describe an entrepreneur.
Have students divide into pairs and complete handout No. 2 "Traits of the
Entrepreneur". Share responses with the rest of the class.
3. In pairs, brainstorm a list of advantages and disadvantages of being an
entrepreneur. Share responses with another pair to develop a common list. Share
list with the rest of the class..
4. In a small group of four, pretend that you have decided to become an
entrepreneur. Make a list of all the possible businesses you might want to explore
(be as creative as possible). Share with the rest of the class.
5. Make a list of the roles an entrepreneur plays in society.
6. Invite a local entrepreneur to be a resource speaker in the classroom. Prepare
questions to ask in advance.
7. As a wind up activity, have students complete the following statement in their
journals:
I learned that ...
Bulletin Board - Have students design a bulletin board about entrepreneurs.
Collage - Have students construct a collage with newspaper and magazine pictures of
entrepreneurs.
Visit a local entrepreneur and conduct an interview about developing a business.
Resources:
Box 7626
Saskatoon, SK S7K 4R4
Saskatchewan Economic Development
7th Floor, Ramada Inn
1919 Saskatchewan Drive
Regina, SK S4P 3V7
Junior Achievement
Bayside Center
222 - 255 2nd Ave. N.
Saskatoon, SK S7K 2B7
Adapted from Project real world module IV, Federal/Provincial Publication,

Saskatchewan Education, Training and Employment, 1986.
Traits of the Entrepreneur

E
N
T
R
E
P
R
E
N
E
U
R
Activity 5: Jobs That Require Cooperative Efforts

Awareness and knowledge of occupations.
Learning Objective:
The student will:
describe ways individuals cooperate on their jobs.

Materials:
pencil or pen
chalk
paper
chalkboard

Activities that develop concepts of cooperation can benefit students in many ways.
Students may see that cooperative work is effective in many situations, thus helping
students to develop patience, empathy and open mindedness, and to learn important ways
of problem solving through exploring group dynamics. The enrichment of ideas and
approaches that students experience through interaction with others will also help them in
their future jobs.
Activity:
1. Brainstorm a list of various occupations and record on the chalkboard.
2. Place a checkmark beside the occupations that require cooperation (example:
parent, teacher, bus driver, police officer, student).
3. Divide students into small groups. Each group should select two occupations that
require cooperation on the job.
4. Each group should list and record at least ten ways individuals in the selected
occupations must work cooperatively.
5. Each group joins one other group and shares their responses.
6. Debrief in large group the benefits of cooperating as a student.
7. Journal writing activity
Cooperation is.....
Interview people from cooperative organizations (both employees and elected officials)
to get a better sense of how important cooperation is to the functioning of these
organizations.
Interview people in various occupations in the community and ask them how they work
cooperatively.
Evaluation:
The students will identify ten ways individuals work cooperatively together in various
occupations.
Resources:
Activity 6: Volunteer Work and Leisure Time Activities

Awareness of change and knowledge and skills needed to cope with life transitions.
The student will:
describe the interrelationship between school, family, occupation.

understand the concept of "transferable skills."
C.E.L.s: COM, CCT, PSVS, NUM

Materials:
paper
pen or pencil

Activity:
1. Ask students to list their hobbies, free time activities, athletic pursuits, personal
interests, and/or abilities (not necessarily abilities related to school subjects).
2. Have the students suggest possible job/occupational areas that might make use of
some of those interests and abilities.
3. Discuss the concept of "transferable skills" - abilities that, while not directly joboriented, can be transferred to a job setting. (Being a great babysitter, for example,
shows an interest in children and a developed sense of responsibility. Imagine the
number of jobs that require one or both of those skills!)
One group of people who often downplay their transferable skills are women who
have been out of the work force for a number of years while their children were of
pre-school age. In a class activity, have the students make a "mega-list" of all the
transferable skills that such a woman might have. Student answers might include:
accounting
o
nursing
home management
o
time management
child care
o
organizational skills
volunteer work
4. Discuss the following ideas with the students: usually some, but not all, of our
personal hobbies, interests, and skills are involved in the work we do for money.
However, a career involves not only a job or occupation, but also one's whole life.
(A high school student in Regina, Saskatchewan is training to be a beautician, but
is very interested in archaeology. Since she does not have the educational
qualifications to pursue this interest area as a job, she does volunteer work at the
Provincial Museum in her spare time. Her life career, therefore, includes
archaeology.)
5. Discuss the value of volunteer work (especially for adolescents) to both the
volunteer and the recipient.
o
o
o
o
(a) Make a list of the values of volunteer work for the teenager. Include testing
of job skills
and interests.
(b) Using a real estate map of your school area, draw a circle approximately one
kilometre
in radius from the school. What types of volunteer work -- either
presently existing or
self-initiated --might be possible in just this short
distance from school. Brainstorm the
possibilities!
Students could plan a volunteer project for the school or community.

Students could design a brochure showing all volunteer and leisure activities they are
involved in.
Evaluation:
Resources:
Adapted from Health and personal life skills, Junior High School, Alberta Education,
1987.
Activity 7: Factors That Influence Occupational Choice

Awareness and knowledge of the career planning process.
The student will:
identify factors that are important to consider when choosing an occupation.

describe the various roles an individual may have as part of his/her life career.

Materials:
chalkboard
chalk

Activity:
1. Explain that career choices are often made by considering the lifestyle which one
wishes to lead.
2. Ask students to identify roles they play in the home (cook, cleaner, painter,
gardener), in school (class officer, organization member, office helper, student)
and in the community (Boy Scout, Girl Scout, newspaper deliverer).
3. After home, school and community roles have been discussed, skits may be role
played presenting ideas that were brought out in the class discussions.
4. Have students develop a list of occupations on the chalkboard in which they could
use the skills that they have gained through the roles they play at home, at school
and in the community.
5. Have students brainstorm important considerations in selecting a career or
occupation. List ideas on the chalkboard.
6. Individually, have students rank the top five choices that they consider to be the
most important influences in selecting a career or occupation.
7. Ask students to share their choices with a partner.
8. Discuss similarities and differences in the choices each pair has made.
9. Discuss the kinds of jobs that might be selected as a result of the influences that
students have identified. Be sure to emphasize that there are no right or wrong
answers and that individuals select careers and occupations for a variety of
reasons and with influences from a variety of sources.
Write and illustrate a story, poem, cartoon, or song about roles, lifestyles, and
occupational choices.
Write a poem or story about members in society who for various reasons do not have the
same opportunities as other people (i.e., handicapped, economically disadvantaged, place
of residence such as in a war torn country).
Evaluation:
Resources:


transitions.
The student will:
develop an individual career plan that integrates educational plans with tentative
career goals.
describe the importance of career planning.

Materials:
pen or pencil
student journals
Grade 6 Career Development Record (if available)

Activity:
1. Ask students to fill out their "Career Development Record" activity sheet.
2. Give students copies of "Career Development Records" they have completed in
Grade 6 (if available). Compare how their interests, aptitudes and achievements
have changed since they last recorded information in their Career Development
Record. The "Career Development Record" is a history of individual student
career aspirations including their aptitudes, interests, attitudes and achievements.
To be most effective, it should be updated at least every year. If possible, the
teacher should continue to save them.
3. Discuss how things change over time and possible reasons for these changes
(more education, more experiences, etc.).
4. Consider the questions, "Are my interests, aptitudes and abilities likely to change
in the future?" If so, "What will be beneficial to my personal development?"
5. As a wind up activity students should complete the following statement in their
journals:
I learned that ...
Teachers may wish to plan a fun activity to acknowledge the success of the
students' career development progress this year.
Evaluation:
Student's Name: _________________________________
Date: _________________
High Interest Subjects:

____________________________________________________________
Low Interest Subjects: ____________________________________________________________
Prefers Activities:
Outside
Inside
Both
___
___
___
Physically:
Active
___
Average
___
Sedentary ___
Achievements: __________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Hobbies/Interests: _______________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Wants to be a: __________________________________________________________________
Career interest inventories taken: (Refer to Activity 2 - Module 1)
______________________________________________________________________________
______________________________________________________________________________
Inventories show preference for:
______________________________________________________________________________
______________________________________________________________________________
Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Source: Developmental Guidance Classroom Activities, Vocational Guidance Centre,

Career Guidance
8:
Activity Guide
Table of Contents
Activity 1 - My Skills
Activity 2 - Improving My Self-Concept
Activity 3 - Personality and Occupational Roles
Activity 4 - Discovering My Potential

Activity 1 - Do I Manage My Time Wisely?
Activity 2 - The Decision-Making Process
Activity 3 - Problem-Solving Solutions
Activity 4 - Influences in My Life

Activity 1 - Why People Work
Activity 2 - Subjects and Occupations
Activity 3 - Transferable Skills
Activity 4 - Planning My Future
Activity 1 - Learning About Me and Occupations

Activity 2 - Anticipating the Future
Activity 3 - My Contributions Help
Activity 4 - Traditional and Non-Traditional Occupations and Sex-Role
Stereotypes
Activity 5 - What's My Line?
Activity 6 - Am I An Entrepreneur?
Activity 7 - Worker Co-operatives
Activity 8 - The World of Work Has Changed
Activity 9 - Career Development Stages
Self-Awareness
Activity 1: My Skills
Awareness and understanding of life career concept.
Awareness of and skills needed to access, understand and use occupational
information.
The student will:
identify academic skills needed in several occupations.

identify personal interests, abilities, strengths and weaknesses and how they
relate to careers.
C.E.L.s: COM, CCT, IL, PSVS, NUM, TL

Materials:
pen or pencil
handout No. 1 "My Skills"
paper
student journals

People who are successful in their occupations know themselves. They know what
interests them and what does not and they look for jobs that reflect their interests.
When a job is interesting and enjoyable an individual's chance of success is
increased. After all, it is much easier to do well in a job that you love than in one you
dislike.
Successful people recognize their own abilities and also their areas of weakness.
They look for jobs that will allow them to use their skills and abilities to maximum
advantage, all the while working on those areas that need improvement.
Successful people are also self-confident. Because they see themselves as capable
people, able to do a number of things well, employers and co-workers also tend to
see them in this way.
The first step in choosing an occupation or looking for a job is an honest selfinventory. Students who ask themselves questions such as, "What skills and abilities
do I have? What are my interests? What motivates me? How can I increase my selfconfidence?" have taken the first step toward life-long occupational success.
Activity:
1. Talk to students about the importance of working at jobs that they enjoy.
Explain that work is a way to earn money, but it can also be a source of
pleasure and personal growth. This is an activity that will help students
identify jobs that reflect their interests.
2. Have students work individually. Ask each student to make a list of 20 things
he/she likes to do. The list can include school subjects and activities, leisure
activities and part-time jobs. Then have students identify a job that is similar
to each activity on their list. Use the following examples for illustrations, if
necessary:
Things I Like to Do
Ride my horse
Occupations Which Are Similar
Sew
- Jockey, Horse-trainer, Horse, Groom
Teach Sunday School - Seamstress, Clothing Designer, Theatre Costume
Designer
Listen to music
- Elementary School Teacher, Day Care Worker, Minister,
Religious Education Consultant
- Professional Music Critic, Disc Jockey, Music Librarian,
Be outdoors
Music Therapist, Music Teacher
- Hunting, fishing, farming, trapping
3. Some students may have limited knowledge of possible jobs and thus have
difficulty identifying ones which are similar to things they like to do. In this
situation, students can work in groups to complete this portion of the
assignment.
4. Explain to students that there are some basic skills such as the ability to read,
which are required in any job. Divide students into groups of three or four.
Have each group compile a list of basic skills needed for any job. Some
possibilities include:
o writing
o speaking
o following directions
o solving problems
o getting along with others
o using a telephone book and telephone
mathematical computation
computer literacy
5. Tell students that each of them already has a number of skills that can be
used in an occupational situation. This activity will help them identify the
skills. Distribute a copy of the handout No. 1 "Skills List" to each student.
Have students work in pairs. They should work through the skills list and
check those skills they feel they possess. Then each student should select four
or five skills that particularly interest her or him and identify one or more
careers or jobs in which each of the skills identified are used.
6. As a wind up activity ask the students to complete the following statement in
their journals:
o
o
I learned that ...

Have students identify a way in which they might help other students build up their
skills. Some possibilities include emphasizing people's strengths rather than their
weaknesses, offering recognition for work well done, letting people know they do not
have to be super athletes or super students to be your friend, etc. Working
individually, have students identify one situation in which they contributed to
another person's self-confidence and one situation where they may have diminished
it.
Evaluation:
Adapted from: Project real world - module 4, Federal/Provincial Publication,

MY SKILLS
COMMUNICATION SKILLS:
advertising
debating
influencing,
persuading,
convincing
preaching
reading
advising
editing
arbitrating
lecturing
negotiating,
mediating
bargaining
explaining
informing
listening
notifying
interviewing
communicating
extracting
interpreting
lobbying
policticking
promoting,
talking,
speaking
writing,
corresponding
selling
transcribing
story telling
translating
publicising
summarizing,
paraphrasing
reporting,
presenting
CREATIVE SKILLS:
arranging,
decorating
discovering
styling
generating
ideas
modelling
perceiving,
intuitively
printing
composing
designing
displaying
experimenting
imagining,
fantasizing
photographing
playing (any
musical
instrument)
creating
developing
drafting
expressing
inventing
observing
weaving
knitting
preparing
food,
cooking,
baking
producing,
sculpting
demonstrating
devising
drawing,
illustrating
mapping
painting
performing,
entertaining
(acting,
dancing,
joking, singing)
INFORMATION SKILLS:
analyzing
compiling
diagnosing,
determining
memorizing
processing
remembering
screening
filing
hypothesizing
questioning
surveying
testing
appraising
copying
evaluating,
reviewing
navigating
projecting
gathering,
researching
information
identifying
reasoning
symbolizing
understanding,
comprehending

Handout No. 1 "My Skills"
assessing
defining
inspecting
judging
organizing,
classifying
resolving
selecting
formulating
proofreading
updating
synthesizing
checking
detecting
investigating
learning,
studying
priorizing
relating
scheduling
examining,
inspecting
proving,
substantiating,
verifying
MY SKILLS (continued)
LEADERSHIP SKILLS:
administrating
deciding
leading,
directing
programming
coaching
delegating
motivating
referring
conducting
facilitating
overseeing,
heading up
umpiring
managing
co-ordinating
initating
planning
structuring
supervising
MANUAL/MECHANICAL SKILLS:
adjusting
driving
lifting
restoring
assembling
fixing
manipulating
servicing
typesetting
typing
building,
constructing
model-making
sewing
catering
installing
operating
sorting
repairing
MATHEMATICAL SKILLS:
accounting
calculating,
counting
auditing
collecting
financing
purchasing
taking inventory
bookkepping
computing
buying
estimating
budgeting
managing
PEOPLE/INTERPERSONAL SKILlS:
assisting,
helping
educating,
teaching,
instructing
rehabilitating
babysitting
empathizing,
dealing with
feelings
caring
enforcing
liaising
recruiting
counselling
guiding
protecting,
guarding
serving,
hostessing
supporting
training
treating,
nursing
PHYSICAL CO-ORDINATION SKILLS:
climbing
riding
playing (any
running
skiing
swimming
fishing
camping
sport)
trapping
hunting
Source: Job seekers' handbook, Alberta Career Development and Employment,

1986.
Handout No. 1 "My Skills"
Activity 2: Improving My Self-Concept

Awareness of self and understanding of the value of a positive self-concept.
The student will:
describe personal traits and characteristics.

demonstrate an appreciation for the similarities and differences among
people.
describe ways to improve self-concept.

Materials:
pencil or pen
handout No. 2 "Self-Concept Inventory"
student journals

Self-concept is generally considered to be composed of self-perceptions based on

interactions with others and the overall experiences from the environment. Someone
once suggested that there are three major ways to develop a positive self-concept:
Be able to accept the uniqueness of self with both positive and negative
characteristics;
focus on positive aspects of experiences; and
learn to reach out and care for others.
An individual's self-concept may well be the most significant factor in determining

the ease with which she or he can live with both self and others.
Activity:
1. Have students complete the "Self-Concept Inventory" handout No. 2.
2. In pairs, discuss responses to the handout. Then discuss personal traits.
(a) What traits make you like others?
(b) What traits make you different from others?
3. Have students select three of their own personal traits and describe their
relevance to various occupations comparing their own personal traits with
those of workers in these occupations.
4. Discuss with the class the importance of a positive self-concept.
5. In pairs, have students construct a banner (to be displayed in the classroom)
on ways to improve a persons' self-concept.
Self-Concept Inventory
Name: _________________________________________ Date: ____________________
Indicate the location where you picture yourself with an x. Do not restrict yourself to a
particular range on the scale - feel free to place your responses anywhere on the lines. Feel
free to make any comments you like in the margins. The scale runs continuously from one
labelled extreme to the other with the varying degrees being indicated by spaces //. Place
your marks in the middle of the spaces, not on the boundaries.
1. Sensitive to others Insensitive to others
///////////
2. Self-confident Lack self-confidence
///////////
3. Critical of others Tolerant of others
///////////
4. Comfortable with others Awkward with others
///////////
5. Reserved Talkative
///////////
6. Value myself highly Little value of self
///////////
7. Participant Nonparticipant
///////////
8. Nonassertive Assertive
///////////
9. Honest Dishonest
///////////
10. Active Passive
///////////
11. Likeable Unlikeable
///////////
After completing the inventory, discuss with your classmates appropriate and inappropriate
behaviours for specific situations.
Source: Developmental guidance classroom activities, Vocational Studies Center,
Handout No. 2 "Self-Concept Inventory"
Activity 3: Personality and Occupational Roles

Foundational Objective: Awareness of self.
Learning Objective:
The student will:

occupational roles.

Materials:
paper
handout No. 3 "Personality and Occupational Roles"
pen or pencil
flip chart paper

Holland (1973), a famous career psychologist, believed that one's personality relates
to certain types of occupations. He categorized people into six distinct personality
types and related those types to various jobs.
1. Realistic Type - prefer activities that require order, likes to work with tools,
and machines and dislikes educational activities. Example of occupations are
mechanic, surveyor, farmer, trapper.
2. Investigative Type - prefers activities that require research and scientific
observation and does not like repetitive tasks. Example of occupations are
chemist and physicist.
3. Artistic Type - prefers free and creative activities; dislikes ordered and
systematic activities. Examples of occupations are artist, musician, architect.
4. Social Type - prefers activities that will help others and dislikes activities
involving tools and machines. Examples of occupations are teacher, day-care
worker, social worker.
5. Enterprising Type - prefers activities that influence other people and dislikes
systematic, routine activities. Examples of occupations are salesperson,
politician, business person.
6. Conventional Type - prefers activities requiring routine, such as filing,
keeping records, organizing data and dislikes activities that are free and
unorganized. Examples of occupations are accountants, clerks, data
processors.
Activity:
1. Ask students to assume they have been invited to visit with a best friend for
the weekend and that the friend's two aunts and two uncles will also be there.
Your friend has never talked about these relatives before so you know
nothing about them except that one is a teacher, another a doctor, another a
trapper, another a farmer, and the other a welder. After being with these
people for an hour, your friend asks you to come to the kitchen for a few
minutes to ask you a question.
Could you answer it: Which one is the doctor? the welder? the teacher? the
trapper? the farmer? Solicit students' responses and the reasons. It is
anticipated the students who feel they could identify the occupations will
provide reasons which reflect personality and/or personal
characteristics/mannerisms. Answers which suggest sex-role stereotyping
should be discussed.
Explain that an individual's personality -- and all it encompasses -- is an
important consideration in choosing an occupation.
2. After adding or deleting occupational roles to equal the number of students
in the class, distribute the "Personality and Occupational Roles" handout. As
you do so, advise students they are going to have to think about the
personalities of their classmates and match them with occupations -- one
classmate for each occupation. Indicate they will be asked to give reasons for
their choices and so must focus on the positive personal and personality
characteristics that influenced their choices.
As students complete the exercise, prepare to record the occupational roles,
and reasons, suggested for each student. Doing so will provide each student
with a written list of the `good' things his/her classmates say as well as a list
of occupations to consider. In recording the results, the number of people
suggesting the role is not important; the suggestions and reasons for each
should be the focus.
3. Record the suggested occupations and reasons for each student. Determine
whether any of the suggested occupational roles was one the student had
chosen for him/herself and why.
4. Have students add any of the jobs presented in the appropriate columns on
the Job Interests page in their notebooks.
Have students write a report on personalities.
Have students add similar or related occupations to each of those on the list of
suggested occupational roles generated in class.
Have students role play various personality types.
Evaluation:
Resources:
For printing and copying this template Requires Acrobat Reader (click on the table
title)
Personality and Occupational Roles
Grade: __________ Date: ___________
Name: ____________________________
Match each person in your class to one of the following occupations. Include yourself.
1. Architect
2. Veterinarian
3. Computer Programmer
4. Lawyer
5. Salesperson
6. Business Manager
7. Doctor
8. Welder
9. Engineer
10. Filmmaker
11. Musician
12. Reporter
13. Biologist
14. Designer
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
15. Bus Driver

16. Professional Athlete
17. Police Officer
18. Writer
19. Custodian
20. Television Announcer
21. Hotel Manager
22. Singer
23. Trapper
24. Photographer
25. Pharmacist
26. Disc Jockey
27. Artist
28. Mathematician
29. Day-Care Worker
30. Choreographer
31. Real Estate Agent
32. Politician
33. Firefighter
34. University Professor
35. Farmer
36. Professional Coach
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
37. Recording Engineer
Source: Junior high school career guidance, New Brunswick Department of

Education, 1988.
Handout No. 3 "Personality and Occupational Roles"
Activity 4: Discovering My Potential

Awareness of self and understanding of the value of a positive self-concept.
Awareness of the life career concept.
The student will:
describe positive contributions people make to society.

describe individual skills required to fulfill different life roles.
demonstrate an appreciation for the similarities and differences among
people.
demonstrate effective group membership skills.

Materials:
pen or pencil
handout No. 4 "Discovering My Potential"

Activity
1. Have students complete the "Discovering My Potential" Activity handout.
2. After students have completed the activity sheet, discuss their responses
emphasizing the potential worth of every person to make positive
contributions to society.
3. Ask students to make a list of ways they could use their potential better in the
following areas:
(a) courtesy toward each other
(b) study habits and class participation
(c) respect for school conduct rules
(d) respect for school property
(e) relationships with school staff
4. Have students select one way in which they will attempt to use their potential
in a positive way for the next two weeks. Have students encourage one
another during this time.
5. After two weeks, discuss with students their progress and accomplishments.
This activity could be done throughout the year and a journal could be kept of
progress.
Evaluation:
Adapted from: Developmental guidance classroom activities, Vocational Studies

title)
Discovering My Potential
1. What is potential? Describe it and give examples.
________________________________________________________________________________
________________________________________________________________________________
2. Does every person everywhere possess potential for making positive and negative contributions to
society? Explain your answers.
________________________________________________________________________________
________________________________________________________________________________
3. What are some of the positive ways people could use their potential to enrich life in their
communities?
________________________________________________________________________________
________________________________________________________________________________
4. What are some of the ways people could use their potential to negatively influence life in their
communities?
________________________________________________________________________________
________________________________________________________________________________
5. What are some of the positive ways students could use their potential to improve school life?
________________________________________________________________________________
________________________________________________________________________________
6. What are some of the ways students could use their potential to negatively influence school life?
________________________________________________________________________________
________________________________________________________________________________
7. Do all students have the potential for being a source of encouragement for their classmates?
________________________________________________________________________________
8. Do all students have the potential to discourage their classmates? Give examples.
________________________________________________________________________________

Handout No. 4 "Discovering My Potential"

Activity 1: Do I Manage My Time Wisely?
Foundational Objective: Knowledge, skills and attitudes needed to establish good
work and study habits.
The student will:
identify ways to acquire effective study skills.

identify some personal basic student skills that need improvement.

Materials:
pen or pencil
handout No. 1 "Organizing Myself"
paper
student notebooks

Activity:
1. Have students complete Part A of the handout "Organizing Myself" and

discuss their answers in pairs.
2. Have students complete Part B of the handout. Answer any questions and
allow time for discussion.
3. Have students develop a chart of the time they spend each week including the
following:
a. school (class time)
b. sleep
c. meals
d. school clubs/sports/student council
e. out-of-school classes or lessons (music, German class, religion, etc.)
f. regular family/group activities (church, family outings, etc.)
g. community league or out-of-school sports
h. hobbies
i. television
j. homework/study time
k. other planned activities (Scouts, Sea Cadets, 4-H, etc.)
l. chores
m. part-time paid employment
n. volunteer work
Students may also develop a summary chart in small groups.
o.
p.
q.
r.
s.
t.
u.
v.
w.
Have students respond to the following questions in their notebook.

How busy is your week? How much free time do you have?
Why is it important to manage one's time, to set up a plan?
What is meant by "goal setting"? What are some time goals that
might be necessary for a junior high school student?
Are you setting aside adequate time for homework or nightly review?
Do you have a schedule with some flexible time for these purposes?
Explain.
Discuss the importance of a balance between the different types of
activities - work, recreation, sleep and so on.
How can I improve my skills?
How can I make sure I come to class with all my supplies and books?
Responses can be shared in small groups.
Students individually, or as a class, target student skills that need improving and
develop an "action plan" to make those improvements. Improvement charts can be
designed for the classroom.
Evaluation:
Resources:
title)
Organizing Myself
Part A
This exercise will draw your attention to basic skills that could make you more efficient as
a student. Read each statement and check the appropriate column to indicate your reaction.
When you have finished, you may ask questions or expand on any of the ideas contained in
the statements.
I.
Agree Disagree
1. You should come to class with all the material or equipment
needed for that class.
2. It is not helpful for you to participate in class discussions.
3. You can be sure that you will remember homework or
assignments if you write them down.
4. All students require the same type of environment (location,
amount of background noise, type of furniture, etc.) for
studying or doing homework.
5. A useful tool for you is a weekly schedule which includes
time for things you like (hobbies, television, sports, clubs,
etc.) as well as school- related activities.
_____ _____
_____ _____
_____ _____
_____ _____
_____ _____
6. Time management refers to the skill of organizing your

time so that you can accomplish what you want to do or
have to do.
II.
_____ _____
Agree Disagree
1. It is a good idea to quickly read over an entire test or

_____ _____
examination before beginning to answer any questions.
2. Usually, you should not spend an equal amount of time on
_____ _____
each question on a test or examination.
3. It is a good idea to make a time budget when writing a test
or examination, leaving a few minutes near the end to check
_____ _____
for errors or to make additions.
4. You should always begin to prepare for a test or
examination the evening before.
_____ _____

Handout No. 1 "Organizing Myself"
Organizing Myself (continued)

Agree Disagree
1. On a test or examination, it is a good idea to answer first the
questions to which you know the answers.
2. It is a good idea to check with your teacher when a test or
examination is announced so that you will know exactly what to
prepare for.
III.
_____ _____
_____ _____
Agree Disagree
1. You should not ask your teachers to provide extra help outside class
time.
2. A well-kept notebook is useful in helping you to prepare for tests or
examinations.
3. Related sections or chapters of a textbook are useful in helping you to
prepare for tests or examinations.
4. Classmates can often help each other with difficult class material.
5. Material related to class work, which you find in magazines,
newspaper, and books other than texts, can often be useful.
_____ _____
_____ _____
_____ _____
_____ _____
6. You should ask for explanation of any class material that you do not
understand as soon as possible after the lesson or presentation.
_____ _____
_____ _____
Part B
The above exercise may have helped you to identify some student skills that you wish to improve.
I.
List any skills that you might wish to improve.
________________________________________________________________________________
________________________________________________________________________________
II.
Suggest some things that you might do to improve the skills you mentioned above.
________________________________________________________________________________
________________________________________________________________________________
Source: One step at a time, Educational and Career Explorations, Intermediate

Handout No. 1 "Organizing Myself"
Activity 2: The Decision-Making Process

Foundational Objective: Awareness of and knowledge, skills and attitudes needed to
set goals and to make appropriate decisions.
The student will:
C.E.L.s: COM, CCT, PSVS, NUM, TL

Materials:
chalk
handout No. 2 " The Decision-making Process"
chalkboard
handout No. 3 " An Exercise in Decision Making"
paper
student journals
pencil or pen

Activity:
1. Present and explain vocabulary related to decision making. "When we have
to make a decision, we have alternatives to choose from. Each alternative has
at least one consequence. A consequence is what might happen after we act
on an alternative. Some of these consequences have risks. A risk is a chance
we take because we do not know ahead of time what will happen." Review
the decision-making model in Grade 7, Module 2 - Activity 2.
2. Have students complete handout #2 "The Decision-Making Process" (in a
small group).
3. Have students list alternatives on the chalkboard. Discuss decisions with
class.
4. In small groups have students complete handout #3 "An Exercise in Decision
Making". Share results with the rest of the class.
5. As a wind up activity have students complete the following statement in their
journals:
I learned that ...
Have students interview 10 people regarding how they made a decision about
choosing their career. Discuss various ways people do make decisions. Encourage
students to look at alternate ways of making decisions.
Use an example of a real disaster and talk about the problem-solving and decisionmaking skills "relief workers" need.
Adapted from: One step at a time, Educational and Career Explorations,
Intermediate Division, Ministry of Education, Ontario, 1984.
title)
The Decision-making Process

The Situation:
You are in Grade 8 and your brother has taken you to your first "big" party. After you get there your brother
takes off and you are left by yourself. You watch what is going on for a while and decide that it is time to go
home. Just when you are getting ready to leave, some older guys come up to you and say "Hey kid, how
would you like to sniff something with us? Your brother doesn't have to know. It will be our little secret".
You know the facts on sniffing and you really do not want to do it. What do you do???
What are the facts:
1.
2.
3.
4.
5.
6.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
What is your challenge question?
1. _______________________________________________________________________________
What are your alternatives? (brainstorm the possible answers)
1.
2.
3.
4.
5.
6.
7.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
What are you going to do?
________________________________________________________________________________
Handout No. 2 "The Decision-making Process"
An Exercise in Decision Making

You and your friend have decided to go to your grandparent's cabin on the trapline near
Sandy Narrows for two weeks. Your grandfather has just returned from the trapline and
informed you of what is at the cabin.

"There is enough unsplit wood to last you guys one month, a wood stove, a cast-iron frying
pan, a new steel pail and salt and pepper, but no food. There are two beds with lots of
blankets, also there are eating utensils and a lantern full of propane." He suggested that you
take some supplies.
You have to decide what other items and supplies you will need for your two week stay.
Remember you will not be near a store in two weeks and the weather is forecasted for -30
degrees for at least three more weeks.
Also note, your grandfather will drive you as close as he can along the main road. From
there you and your friend will have to walk on snowshoes to the cabin 10 kms away,
carrying your supplies.
Choose 20 items from this list that you think you'll need and list them in order of
importance. Both of you MUST agree on the items and the order.
flour
magazines
knife
axe
batteries
soap
traps
powdered milk
toilet paper
first aid kit
lard
gun
fish hooks
cigarettes
6 cans of tomatoes
towels
tea
sugar
flash light
ice chisel

Handout No. 3 "An Exercise in Decision Making"
baking powder
bullets
matches
radio
compass
shampoo
coffee
cards
snare wire
clothes
Activity 3: Problem Solving Solutions

Awareness of and knowledge, skills and attitudes needed to set goals and to make
appropriate decisions.
transitions.
Awareness of knowledge, skills, and attitudes needed to interact successfully with
others.
The student will:

demonstrate respect for the feelings and beliefs of others.

Materials:
paper
pencil or pen
scissors
markers
small paper bags

Activity:
1. Have students make a list of all the problems they have faced in the past
week (e.g., school problems, assignments, other people, problems with time).
This list can be kept confidential.
2. Have students list four problems that they will need to solve during their
lifetimes to survive or have an enjoyable life.
3. Have students go back over their list. Check the problems they feel they have
solved. Put an additional check by problems they feel they can solve.
4. Have students discuss their procedures for solving problems. Discuss skills
that need to be developed. Have students discuss why it is wise to anticipate
challenges before them in life.
5. Have students, in small groups, make a list of ways that people deal with
problems.
6. Have students cut out shapes symbolic of the knowledge, skills, and attitudes
that teenagers need in order to cope effectively during adolescence (e.g.,
friends to talk to, parents, assertiveness, openness). Have students put these
shapes in individual paper bags labelled "Survival Kit".
7. Have the students share the contents of their Survival Kits in a discussion
circle and tell what each shape represents and how it helps them cope. Have
students suggest and discuss coping skills they would like to add to their
Survival Kit.
8. In small groups, have students design murals about problem solving to
display in the classroom or hallway.
Activity 4: Influences In My Life

Foundational Objective: Awareness of and knowledge, skills and attitudes needed to
set goals and to make appropriate decisions.
The student will:
describe factors that affect choices

identify environmental influences in attitudes, behaviours, and aptitudes.
describe the importance of career, family, and leisure activities to mental,
emotional, physical, and economic well-being.

Material:
chalk
chalkboard

Activity:
1. Ask students to consider the following question: "What individuals (mother,
father, other relatives, friends, etc.) influence your behaviour?" Record their
responses on the chalkboard.
2. Repeat the above procedure, but this time ask the question: "What
institutions (school, church, local and federal government, company who
employs you, etc.) might influence your behaviour or thinking?" Record
these responses on the chalkboard.
3. Ask the question: "What other things (movies, T.V., etc.) might influence
your behaviour or thinking?" Record these responses.
4. Discuss with students how individuals, institutions, the media, and other
factors influence their behaviour and/or thinking (by setting rules, by setting
an example, by presenting a role model, etc.). Record these factors on the
chalkboard under the headings: individuals, institutions and other factors.
Plan research activities centred around differences in our society and the impact of
those differences and abilities on finding jobs.
Resource Person Visitation - Invite an elder to the classroom to discuss the
Aboriginal culture (see Appendix B for guidelines). Invite a variety of individuals to
discuss occupational opportunities (consider gender, culture, age, individuals with
physical disabilities, if appropriate).
Show films or videos on lives of people in various parts of Canada or other parts of
the world that are experiencing economic devastation.
Resources:
Media House Productions Catalogue
Saskatchewan Education, Training and Employment
Activity 1: Why People Work
The student will:
examine reasons for and importance of work.

community, social, and family roles.
C.E.L.s: COM, CCT, PSVS, NUM, IL

Materials:
pencil or pen
handout No. 1 "Do You Agree?"
paper
handout No. 2 "Why People Work"

Activity:
1. Have students complete handout No. 1.
2. Divide the class into groups or pairs. Students can compare their responses
with others and discuss the reasons for their responses. Discuss the activity
with the whole class.
3. Have students write down as many reasons they can think of regarding why
people work.
4. Ask for student suggestions and group responses under the following eight
categories on the chalkboard.
a. Livelihood
b. Human Relationships
c. Personal Development
d. Job Satisfaction
e. Service
f. Security
g. Success
h. Happiness
5. Distribute the "Why People Work" activity sheet (handout No. 2).
6. Explain to students that people work for reasons other than to make money.
Have students form groups and discuss their reasons. Have each group
discuss the importance of each reason.
7. For a closing activity, have students respond to the following statement:
I learned that ...
The Interview - Why People Work
As a class project, ask each student to interview at least five people who are or have
been employed. As part of the interview, have students ask at least the following
questions related to the reasons why people work. (The students may generate
additional questions.) You may wish to ask a former student who is currently
working to be a resource speaker in the classroom.
1. What is there about the work you do that gives you the most satisfaction?
2. Are there aspects of your work that sometimes "get you down", that you
wish were not part of the job?
3. If you were fortunate enough to win a sum of money large enough to support
yourself and your family, would you still continue to work? Explain.
Once the interviews have been completed, compile the results, observing common
threads of job satisfaction or dissatisfaction. Basically, the class will be looking for:
a. the reasons why people work
b. the qualities of work that people find most satisfying/dissatisfying.
Before the interview, students might hypothesize what they think the answers will be
for each of the three questions.
Evaluation:
Resources:
title)
Do You Agree?
Below is a list of statements about work. Record your feelings about the statements by
placing a check mark under "Agree" or "Disagree" for each statement. Write down your
reason for each answer.

Agree Disagree
_____ _____
_____ _____
_____ _____
1.
2.
3.
4.
5.
6.
7.
8.
All adults should earn their living by working.

_____
Most work is dull, routine, and uninteresting.
Work means physical labour.
_____
All women should work outside the home.
Mothers should stay at home with their children.
_____
Men should earn more than women.
A job can give a person prestige.
_____
In a household where both partners work, household chores
should be shared equally.
9. Most people would want to work, even if they had enough
_____
money to support themselves.
10. Work gives meaning and purpose to a person's life.
11. It is possible to obtain a lot of satisfaction from doing a job well. _____
12. Anyone can rise to fame and fortune by working hard.
13. It is easier to relate to people when we know what kind of work _____
they do.
14. Work provides an opportunity to be creative.
_____
15. Having a job is equally important to men and women.
_____
_____
_____
_____
_____
_____
_____
_____
_____ _____
_____ _____
_____ _____
_____ _____

Handout No. 1 "Do You Agree?"
Do You Agree? (continued)

Reasons for Answers
1. _________________________________________________________________
2. _________________________________________________________________
3. _________________________________________________________________
4. _________________________________________________________________
5. _________________________________________________________________
6. _________________________________________________________________
7. _________________________________________________________________
8. _________________________________________________________________
9. _________________________________________________________________
10. _________________________________________________________________
11. _________________________________________________________________
12. _________________________________________________________________
13. _________________________________________________________________
14. _________________________________________________________________
15. _________________________________________________________________
Source: One step at a time, Educational and Career Explorations, Intermediate

Handout No. 1 "Do You Agree?"
Why People Work

Livelihood
People work to provide themselves and their families with the basic essentials of life -food, clothing and shelter. Once these basic essentials are met, other needs and wants
become important.
Human Relationships
People basically like companionship. People seek companionship with persons who have
interests similar to their own. Working is a means of associating with people who have
similar interests. Being part of a group gives people a feeling of belonging. Your work can
provide companionship and associations with others.
Personal Development
Work can provide an opportunity to learn and grow intellectually and socially. It is a means
of attaining new goals in life by developing new skills and learning new things. Work
allows people to reach their fullest potential. Your work can help you grow and reach your
potential.
Job Satisfaction
Because most of your adult waking life will be spent working, it is important to choose an
occupation that will bring job satisfaction. You, as well as your family, will be happier if
the occupation you choose is satisfying.
Service
Service may be defined as the things a person does which are beneficial or useful to others.
People like to make quality products, provide useful services and, in general, make a
contribution to society. In addition, people like to feel that the work they do is important
and of value to others. Your work can be a service to others.
Security
People look for security in their occupations. We need to know that when tomorrow
comes, there will be work for us so that money can be earned. People want stability in their
lives in order to make realistic and effective plans for the future. Your work can provide
you with this security.
Success
All ambitious young people are interested in securing an entry-level job that offers an
opportunity for advancement. Employers are interested in employing persons who like a
challenge and who want to be successful in life. Your work can give you success.
Happiness
Last, but not least, an important reason why people work is happiness. Thomas Edison, the
great inventor, was once encouraged by his wife to take a vacation. He responded by
stating that he "couldn't think of anything he would rather do than work in his laboratory".
Most people who choose their occupations wisely, thoroughly enjoy their work. This
contributes to their overall happiness.

Handout No. 2 "Why People Work"
Activity 2: Subjects and Occupations

Awareness of and knowledge, skills, and attitudes needed to access, understand, and
use occupational information.
The student will:
identify interests and personal strengths and weaknesses in subject areas.

identify various ways that occupations can be classified.
demonstrate skills in using school and community resources to learn about
occupational groups.

Materials:
pen or pencil
handout No. 3 "Subjects and Occupations"
poster paper
scissors
glue

Activity:
1. Remind students that they have already considered some jobs through onthe-job tasks and categorized others according to such criteria as tools used
on the job, education required and the need for special clothing. Point out
that in one lesson they appreciated the importance of considering individual
personality.
2. While distributing the `Subjects and Occupations' sheet, tell students that,
believe it or not, another factor to consider when looking at jobs is the
subjects they like. Ask students to explain why this is so. Have students
complete the activity, advising them they will be asked to explain their
choices.
3. Review the responses with the students, seeking reasons and suggesting other
subjects as appropriate. The other subjects could also include those which
students may not encounter until high school or postsecondary education.
4. Distribute the `Subjects and Occupations' sheets. Have students add subjects
and occupations to the sheets. Be prepared to explain why some careers are
listed under some subjects. For example, why does a stock clerk need
English?
5. Have students divide into groups of three or four. Each group should select
one subject and construct a Subject Occupations Poster (make sure each
group selects a different subject).
1. Have students ask adults working in a variety of jobs about the school
subjects they would consider most important for success in their line of work
and the reasons for their choices. Share the results with the class.
2. Have students identify the skills they acquire in their school subjects
(perhaps with the assistance of subject teachers) and the reasons why these
contribute to on-the-job success.
Evaluation:
Resources:
title)
Subjects and Occupations
Name: ______________________________ Grade: __________ Date: __________
For each career place a checkmark in the column under the school subjects that would be most
necessary for success in that career. List additional subjects in the columns provided.
JOBS
Arts
English Math
Education
Aircraft Mechanic
Dancer
Hunter
Nuclear Engineer
Broadcaster
Farmer
Secretary
Urban Planner
Trapper
Dentist
Filmmaker
Truck Driver
Police Officer
Publisher
Chemical Technician
Forest Ranger
Electrician
Gardener
Teacher
Choreographer
Travel Agent
Hospital Administrator
Firefighter
Machinist
Florist
Artistic Director
Chef
Bus Driver
Dishwasher
Astronomer
Recording Engineer
Flight Attendant
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
Science French
Social
Studies
Other
Subjects
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
Produce Manager
Cabinet Maker
______
______
______
______
______ ______
______ ______
______
______ ______
______
Source: Junior high school career guidance, New Brunswick, Department of

Education, 1988.
Handout No. 3 "Subjects and Occupations"
Subjects and Occupations (continued)

ENGLISH
Actor/Actress
Advertising Director
Business Administrator
Counsellor
Economist
File Clerk
Insurance Agent
Journalist
Librarian
Medical Librarian
Screenwriter
Police Officer
Public Relations Officer
Trader
Speech Therapist
Typist
Announcer
Entrepreneur
Columnist
Court Reporter
Editor
Game Show Hostess
Welder
Lawyer
Marketing Director
Navigator
Director
Postal Worker
Receptionist
Secretary
Teacher
Professor
Copy Writer
Broadcaster
Cartoonist
Curator
Publisher
Saleperson
Interpreter
Legal Aide
Library Technician
Novelist
Producer
Promoter
Reporter
Social Worker
Telephone Operator
Farmer
MATHEMATICS
Accountant
Air Traffic Controller
Astronomer
Bricklayer
Budget Officer
Logger
Machinist
Instrumentation Technician
Mathematician
Pharmacist
Administrative Assistant
Applicance Technician
Auditor
Carpenter
Comptroller
Consumer Analyst
Engineer
Laboratory Technologist
Meteorologist
Salesperson
Actuary
Architect
Bookkeeper
Payroll Director
Computer Programmer
Drafting Technician
Geologist
Mason
Researcher
Sheet Metal Worker
______
______
Clerk
Bank Teller
Welder
Building Inspector
Physician
Veterinarian
Stock Broker
Surveyor
Estimator
Cartographer
Physicist
Surgeon
Real Estate Agent

Systems Analyst
Hairdresser
Chemist
Pilot
Interior Designer

FRENCH
Armed Forces Personnel
Broadcaster
Conference Planner
Foreign Correspondent
Lawyer
Personnel Officer
Reporter
Secretary
Teller
Trade Analyst
Theologian
Personnel Director
Airline Personnel
Buyer
Diplomat
Interpreter
Police Officer
Pilot
Restaurant Manager
Social Worker
Travel Agent
Translator
Public Relations Officer
Bank Officer
Cashier
Hotel Manager
Journalist
Prison Guard
Receptionist
Salesclerk
Telephone Operator
Travel Guide
Writer
Politician
SCIENCE
Aerospace Engineer
Archaeologist
Biologist
Chemist
Dentist
Hunter
Engineer
Forest Ranger
Mortician
Landscaper
Agronomist
Astronomer
Botanist
Computer Operator
Dietician
Drafting Technician
Environmental
Geologist
Home Economist
Veterinarian
Architect
Audilogist
Cartographer
Conservationist
Ecologist
Farmer
Food Scientist
Gastroenterologist
Jeweller
Dental Hygeinist
Machinist
Medical Technician
Oceanographer Technician
Pharmacist
Anesthesiologists
Welder
Research Assistant
Mechanic
Nurse
Optometrist
Photoengraver
Pilot
Technical Writer
Forensic Scientist
Trapper
Physiotherapist
Ophthalmologist
Photographer
Psychiatrist
Pathologist
Fire Fighter

SOCIAL STUDIES
Anthropologist
Counsellor
Curator
Diplomat
Educational Administrator
Historian
Social Worker
Police Chief
Lawyer
Market Researcher
Recreation Specialist
Sociologist
Statistician
Elder
Business Administrator
Consumer Analyst
Day Care Worker
Ecologist
Employment Officer
Interpreter
Psychologist
Personnel Officer
Labour Relations Specialist
Occupational Therapist
Nursing Home Operator
Speech Writer
Travel Agent
ARTS EDUCATION
Dancer
Filmmaker
Actor/Actress Set Designer

Broadcaster
Interior Designer
Archivist
Corrections Officer
Demographer
Economist
Geographer
Journalist
Urban Planner
Judge
Archaeologist
Architect
Reporter
Politician
Warden
Choreographer
Artistic Director
Recording Engineer
Cabinet Maker
Graphic Artist
Illustrator
Curator
Producer
Professor
Artist
Photographer
Journalist
Musician
Composer
Theatre Critic
Architect
Cartoonist
Model

Education, 1988.
Activity 3: Transferable Skills

The student will:
identify skills learned in school that may be useful in careers.

describe the knowledge, skills, and attitudes needed to adjust to changing
occupational requirements.
identify transferable knowledge, skills, and attitudes.
C.E.L.s: COM, CCT, PSVS, IL

Materials:
pen or pencil
handout No. 4 "Transferable Skills"

Activity:
1. Have students complete the "Transferable Skills" activity sheet in a small
group.
2. Write down knowledge, skills, or attitudes that are learned in one situation
and used again in different situations.
3. In small groups, have students develop a list of occupations where you would
require various transferable knowledge, skills, or attitudes.
4. Role play activities on various transferable skills, knowledge, or attitudes (in
small or large group).
Have students identify which transferable knowledge, skills, or attitudes they have
that could use some improvement. In small groups, discuss ways improvements can
be made.
Evaluation:
title)
Transferable Skills
Transferable
skills
1.
2.
3.
4.
5.
6.
7.
Meeting deadlines
Expressing yourself verbally
Expressing yourself in writing
Remembering
Working independently
Taking notes
Writing in an organized
manner
8. Organizing
Situations when
used in school
Situations when used

in an occupation
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
9. Making decisions
10. Solving problems
11. Using criticism for growth
12. Being dependable
13. Being responsible
14. Working as part of a team
15. Planning ahead
16. Negotiating
17. Being motivated
18. Leading
19. Arriving on time
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________
____________________ ____________________

Handout No. 4 "Transferable Skills"
Activity 4: Planning My Future

Awareness and understanding of the occupational planning process.
Knowledge and skills to prepare for the transition to secondary level.
Awareness of and knowledge, skills, and attitudes needed to set goals and to make
The student will:
identify strategies for managing personal resources (talent, time money) to

achieve tentative occupational goals.
identify ways in which decisions about education and work relate to other
major life decisions.

Materials:
paper
student journal
pencil or pen

Activity:
1. Discuss with students the tentative plans they have for education beyond high
school graduation.
(a)"Are the educational plans appropriate for the kinds of occupations you
wish to pursue as an adult?"
(b)"What can you do now to help meet these goals?"
2. Have students write a brief description of their tentative educational plans
based on this activity.
3. Have students share their plans (in small groups).
4. Have students complete the following statement in their journals:
I learned that ...
Future projections: have students write a story of their life 5 or 10 years in the
future ... be as creative as possible.
Class Reunion Party - have students plan a 20 year high school reunion party.
Students should be encouraged to dress up, bring food, prepare program.

Career Awareness, Exploration,and Planning

Activity 1: Learning About Me and Occupations
Awareness and knowledge of different occupations and knowledge, skills, and
attitudes needed to access, understand and use occupational information.
The student will:
identify various ways that occupations can be classified.
C.E.L.s: COM, CCT, IL, PSVS, NUM, TL,

Materials:
paper
handout No. 1 "Occupation Grouping"
pencil or pen
handout No. 2 "Party Groups"
student journals
handout No. 3 "Holland Code Information Sheets"
handout No. 4 "Occupational Map Activities"
handout No. 5 "Data, People, Things Checklist"
Time: Three class periods.

Activity:
Session 1 1. Have students complete the occupational groupings handout, either
individually or in pairs.
2. With student input, develop a list of workers for each category and have
students add these to their lists.
3. Ask students to identify other categories that could be used to group
occupations. Use the following examples to stimulate thought.
(a) occupations requiring shift work,
(b) workers who supervise others,
(c) workers who fix things.
4. Point out that while the previous lesson showed that one must consider onthe-job tasks when looking at occupations, this lesson demonstrates that
occupations can be grouped or clustered. Like a family, jobs can be related to
each other. Have students suggest and record four jobs for each of the
categories suggested in Activity 3.
5. Have students complete the following statement in their journals:
I learned that ...
Session 2 1. Tell students they are at a party and while they know everyone, the people
they usually spend time with have not arrived and so they have no choice but
to join one of the six groups in the room, the one they would feel most
comfortable joining.
Distribute the `Party Groups' handout explaining that the people in each
group are described on it in order to help them choose which group they will
join. Have students read the descriptions and put the Roman Numeral I by
their first choice. Have them indicate a second and then a third choice in the
same manner.
2. Explain that the students have just finished categorizing themselves
according to a system called the Holland Codes. Point out that the system
was developed after several years of studying and talking to people in
hundreds of different jobs.
3. Have students enter the Holland Code for each group in the space provided.
1.
Realistic
1.
Artistic
1.
Enterprising
2.
Investigate
2.
Social
2.
Conventional
4. Explain that in this system the first letter of the word is used to identify the
code and that each code consists of three letters -- their first, second, and
third choices -- and must be recorded in order of preference. Have students
record their code in the space provided.
5. Use student codes to point out that, while more than one person will have the
same three letters in his/her code, the order in which they occur will be
different because each of them is unique, and their preferences are a
reflection of this.
6. Explain that Canada Employment and others use the Holland Codes to
describe jobs. Add that, in describing jobs, the codes are also in order of
importance in relation to the job.
7. In groups of four or five, have students list five jobs that they think people in
the party groups might have. With student input, develop a master list. As
appropriate, explain why some jobs may be in more than one category.
8. Distribute and allow students to look at the `Holland Code Information'
handout.
9. Have students develop a `Job Interests' lists in their notebooks, paying
particular attention to those which match their Holland Codes.
10. Have students complete the Òccupational Map' handout. Determine
whether this verifies their Holland Code preferences and explain the reasons.
Session 3 1. Explain to students that in this class they are going to look at themselves in
terms of their preferences for Data, People, and Things. After determining
that students understand the meaning of these terms, have them think about
which of the three is their preference while distributing the `Data, People,
Things' checklist. Have them indicate their preference in the space provided
and complete the checklist.
2. Have students total the check marks in each column in the space provided.
Explain that column 1 is Data, 2 is People and 3 is Things and have them
indicate this on their sheets. Explain that the column with the highest
number indicates their preference and ask if this matches the preference they
had written at the top of the sheet.
3. Explain that one is never totally a Data, People or Things person, that
preferences may vary -- as in this checklist -- according to the choices
available and the circumstances. Emphasize, however, that it is important for
students to be conscious of the fact that, as they get older, have more
experiences, and work at different jobs, their preferences may become
stronger or change. Point out that there are jobs where working with People,
Data or Things is the main task. Emphasize this point by asking how many
students think they would be quite happy in a job where there were very few
opportunities -except perhaps at coffee break or lunch -- to talk with other people. Ask how
many would be happy if they had to spend their day working on a machine
(e.g., computer, telephone switchboard, automobile).
4. Distribute and go over the Data, People, Things Information handout.
5. Have students examine selected jobs from the Subjects and Careers lesson to
identify them as primarily Data, People, or Things jobs and, as appropriate,
add to the `Job Interests' in their notebook.
Have students list all of the activities in which they engaged on the weekend and
determine which is more prominent -- Data, People, or Things. Compare this with
in-class results.
Have students make a collage of occupations in various Holland Code areas or
grouping according to Data, People, or Things.
Evaluation:
Resources:
title)
Occupational Groupings
Name: ___________________________________ Grade: __________ Date: __________
A. Workers who wear a special kind of hat.
1.
2.
3.
4.
________________________________________
________________________________________
________________________________________
________________________________________
B. Workers who use a ladder.
1.
2.
3.
4.
________________________________________
________________________________________
________________________________________
________________________________________
C. Workers who must have a university degree.
1. ________________________________________
2. ________________________________________
3. ________________________________________
4. ________________________________________
D. Workers who help others with health problems.
1.
2.
3.
4.
________________________________________
________________________________________
________________________________________
________________________________________
E. Workers who need a special license.
1.
2.
3.
4.
________________________________________
________________________________________
________________________________________
________________________________________
F. Workers who travel a lot.
1.
2.
3.
4.
________________________________________
________________________________________
________________________________________
________________________________________
G. Workers who use a computer.
1. ________________________________________
2. ________________________________________
3. ________________________________________
4. ________________________________________
Source: Making career decisions by Collins, Studd and Wallace. Copyright 1984.

Handout No. 1 "Occupational Groupings"
title)
Party Groups
Name: ____________________________________ Grade: _________ Date: __________
Preference
Group 1 _______________
___________ These people are atheltic, enjoy fixing things and working with a variety
of machines and tools. They also like plants, animals, and being outdoors.
If the class were putting on a play, these are the people who would build
the set, gather and look after the props and make the costumes.
Group 2 _______________
___________ These people are especially good at solving problems. They are very
observant. They read a lot and remember details others would forget. On a
walk or a bike, they wouldn't choose the path they had followed before;
they would rather take one that they hadn't gone down before.
Group 3 _______________
___________ These people enjoy entertaining other people, but they're very sensitive.
They do not mind making speeches, acting in plays or putting together a
skit for a variety show. Some of them may be talented in art, music or
creative writing. They're the people who participate on 'dress up' day,
submit designs for the school-crest contest, or enter an essay contest.
Group 4 _______________
___________ These people like to help others and work with them. They're friendly,
outgoing and know lots of people. Some of them may coach teams or tutor
other students. They are especially good at explaining things to other
people and do so with patience. If someone, is feeling unhappy or sick,
these people would be the first to notice and offer to help.
Group 5 _______________
___________ These people are the "doers." They're enthusiastic and like to organize
things - dances, winter carnivals, fund raising -- or keep them on track.
They can be especially good at encouraging other people to do things; they
always seem to find the right words. If your school had a chocolate bar
campaign, these would be the top salesperson.
Group 6 _______________
___________ These people can be counted on. Give them a job to do, some direction,
and they won't let you down. They're probably the scorekeepers or
statisticians for the basketball team, or the ones who volunteer to take the
notes at a meeting or in a discussion. If you wanted someone to help you
organize your record collection, you'd probably ask one of these people.
My Code is _________,_________,________
Source: Bolles, Richard Nelson. What color is your parachute: A practical manual for
job-hunters and career changers. Berkeley, CA.: Ten Speed Press, 1986.
Handout No. 2 "Party Groups"
Holland Code Information Sheets

REALISTIC
Characteristics:
Hands-on people who enjoy exploring things, fixing
things, making things with their hands
Jobs:
jeweller, X-ray technician,
farmer, fisherman,
Express themselves and achieve primarily through their

bodies rather than through words, thoughts, feelings
Usually independent, practical, strong, well coordinated, aggressive, conservative
Like the challenge of physical risk, being outdoors,
using tools and machinery
Prefer concrete rather than abstract problems
Solve problems by doing something physical
construction worker, florist,

surveyor, air traffic controller,
police officer, landscaper,
truck driver, firefighter,
prison guard, game warden,
gardener, welder, food service
worker, kennel operator
INVESTIGATIVE
Characteristics:
Persons who 'live' very much in their minds
Unconventional and independent thinkers, intellectually
curious, very insightful, logical, and persistent
Express themselves and achieve primarily through their
minds rather than through association with people or
involvement with things
Like to explore ideas through reading, discussing
Enjoy complex and abstract mental challenges
Solve problems by thinking and analyzing
Jobs: inventor, financial

analyst, archaeologist,
reserach scientist, lab
technician, meterologist,
astronomer, geologist,
forensic, scientist,
optometrist, pharmacist,
dietician, consumer advocate,
naval architect

Handout No. 3 "Holland Code Information Sheets"
Holland Code Information Sheets (continued)

ARTISTIC
Characteristics:
Persons who are creative, sensitive, asethetic,
introspective, intuitive, visionary
See new possibilities and want to express them in
creative ways
Particularly attuned to perception of colour, form,
sound, feeling
Prefer to work alone and independently rather than with
Jobs
photographer, set designer,
interior decorator, artist,
musician, actor/actress,
composer, choreographer,
theatre, critic, architect,
cartoonist, illustrator,
journalist, broadcaster,
others
director, model
Enjoy beauty, variety, the unusual in sight, sound, word,
texture
Need fairly unstructured environment to provide
opportunities for creative expression
Solve problems by creating something new
SOCIAL
Characteristics:
People persons who 'live' primarily in their feelings
Sensitive to others, genuine, humanistic, supportive,
responsible, tactful, perceptive
Focus on people and their concerns rather than on things
or deep intellectural activity
Enjoy closeness with others, sharing feelings, being in
groups, unstructured settings that allow for flexibility
and humaneness
Solve problems primarily by feeling ad intuition, by
helping
Jobs
teacher, speech therapist,
social worker, psychologist,
day-care worker, nurse,
personnel, manager,
recreation director, urban
planner, sociologist, dietician,
hairdresser

Holland Code Information Sheets (continued)
ENTERPRISING
Characteristics:
Project persons who are thoroughly absorbed in their
involvements
Energetic, enthusiastic, confident, dominant, political,
verbal, assertive, quick decision-makers
Leaders who are talented at organizing, persuading,
managing
Achieve primarily by using these skills in dealing with
Jobs:
politican, advertising agent,
sports promoter, salesperson,
television producer, real
estate agent, stock broker,
fashion merchandiser,
business executive, labour
relations officer, purchase
people and projects

Enjoy money, power, and status, being in charge
Solve problems by risking
agent
CONVENTIONAL
Characteristics:
Persons who 'live' primarily in their orderliness
Quiet, careful, accurate, responsible, practical,
perserving, well-organized, and task-oriented
Have strong need to feel secure and certain, to get
things finished, to attend to every detail
Jobs:
secretary, stock room
attendant, bookkepper,
telephone operator,
accountant, executive
secretary, legal assistant,
medical records clerk, court
reporter, bank manager,
payroll clerk, receptionist,
computer operator

Education, 1988.
Occupational Map Activities
Name: ____________________________ Grade: _____ Date: __________
INSTRUCTIONS:
Circle the eight activities below that you think you would most enjoy.
Design furniture
Be a school counsellor
Work with salesperson
Organize files and cabinets
Run a committee meeting

Work in a telephone office
Build cabinets
Work with scientists
Work outside
Design electronic equipment
Work in a photo studio
Study social problems
Work in a real estate firm
Be an accountant
Run a bulldozer
Work in a scientific laboratory
Study drama
Teach children to read
Work with office managers
Be a musician
Work in a day-care centre
Be a Member of Parliament
Run office machines
Be a police officer
Work with artists
Study Chemistry
Be a biologist
Work with teenagers
Study public speaking
Work with farmers
Now transfer your answers to the Occupational Map.

Handout No. 4 "Occupational Map Activities"
Occupational Map Activities (continued)

An Occupational Map
INSTRUCTIONS:
On this sheet, circle the same activities that you circled on the activities sheet. Do your
circles follow any pattern? Explain. How does this Holland Code pattern relate to your
earlier one?
REALISTIC
INVESTIGATIVE
Work outside
Build cabinets
Be a police officer
Run a bulldozer
Work with farmers
Work in a scientific laboratory

Design electronic equipment
Be a biologist
Study chemistry
Work with scientists
CONVENTIONAL
ARTISTIC
Work in a telephone office

Be an accountant
Work in a photo studio

Design furniture
Run office machines

Organize files and cabinets
Work with office managers
Be a musician
Work with artists
Study drama
ENTERPRISING
SOCIAL
Work in a real estate firm

Run a committee meeting
Be a Member of Parliament
Study public speaking
Work with salespeople
Work in a day-care centre

Teach children to read
Be a school counsellor
Study social problems
Work with teenagers
Source: Making career decisions by Collins, Studd and Wallace. Copyright 1984.
title)
Data, People, Things Checklist
Name: ___________________________________ Grade: __________ Date: __________
I believe that my preference would be to work with _______________.
From each of the following groups of activities, place a check mark on the line beside the
one activity in each group that you would choose to do.
1
1. (a) make a pizza
(b) read a book
(c) talk on the phone
2. (a) fix a bicycle
(b) plan a party
(c) work on a computer
3
___
___
___
___
___
3. (a) watch T.V.

(b) read book
(c) build a model airplane
4. (a) develop pictures
(b) do a jigsaw puzzle
(c) go shopping
5. (a) design a school crest
(b) replace a worn electrical cord
(c) deliver newspapers
6. (a) play baseball
(b) type a letter
(c) act in a play
7. (a) organize your record collection
(b) join a club
(c) fix a broken table leg
___
8. (a) take pictures of scenery

(b) take pictures of people
(c) organize a photo album
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___

Data, People, Things Checklist (continued)

1
1. (a) visit sick people
(b) dissect a frog
(c) do a crossword puzzle
2. (a) go to the zoo
(b) repair a leaky faucet
(c) collect something
(e.g. coins, stamps)
3. (a) go to the beach
(b) go for a walk in the woods
___
___
___
___
___
___
(c) play tennis

4. (a) learn to play a guitar
(b) coach a team
(c) arrange the props for school play
5. (a) show new students round school
(b) plan a school dance
(c) rearrange the desks in your class
6. (a) decorate your bedroom
(b) make 200 sandwiches
(c) interview a stranger about a job
___
___
___
___
___
___
___
___
___
___
___
___
Column 1
Column 2
Column 3
Totals:
________
________
________
My demonstrated preference is
_______________
My second preference is
_____________________

Handout No. 5 "Data, People, Things Checklist"
Data, People, Things Information
DATA
I like to think about things that can't be felt or touched (numbers, words, history, ideas). I
want to understand them, read about them, draw or experiment with them.
When I was younger I liked to
collect things (stamps, butterflies, coins, cards).
play with building games (Lego, Mechano).
build models.
I enjoy
doing crossword puzzles.
listening to music.
reading.
designing (cars, houses, clothes).
In school I like to
work on projects by myself.
do math problems.
write stories.
do science homework.
I have always wanted to be an
architect
artist
musician
computer programmer accountant

engineer
scientist
writer
PEOPLE
I like to be with people, think about people, talk to people and help people. I like to read
about famous people and understand how people feel.
When I was younger I liked to
look after pet or plants.
go to cubs or brownies.
take friends on holidays or have them stay over.
I enjoy
playing charades.
planning a party or things to do for and with my friends.
writing letters.
playing team sports.
showing others how to do things.
meeting new people.

Data, People, Things Information (continued)

In school I like to
work on projects with other students.
go to physical education.
help the teacher or other students.

I have always wanted to be a
salesperson
social worker
manager
tour guide
teacher
veterinarian police officer
THINGS
I like to work with things such as tools and machines (cameras, scissors, hammers,
typewriters). I like to learn how things work (T.V.s, cars).
When I was young I used to
take apart things to see how they work.
play with toys such as trucks, model railways.
make things like cookies, doll clothes, forts.
I enjoy
fixing things (bicycle, broken toys).
reading craft magazines or mechanic magazines.
riding my bike.
watching people build things.
In school I like to
go to Industrial Arts or Home Economics.
learn how to type or operate other equipment.
I have always wanted to be a(n)
auto mechanic
bus mechanic
deckhand
cabinet maker
firefighter
dressmaker
welder
telephone operator

Education, 1988.
Grade 8 Goal: Career Awareness, Exploration, and Planning

Activity 2: Anticipating the Future

The student will:
identify feelings associated with change in one's life.

occupations.

Materials:
pencil or pen
handout No. 6 "The Future"
poster paper
coloured pencils or markers

Activity:
Teacher Note: You may wish to introduce this lesson with a futuristic science fiction
film.
1. Have the students brainstorm changes that they anticipate will happen in the
next 5 years (they can consider lifestyle, jobs, technology, environment).
2. In small groups, have them discuss ways that they can plan for these changes.
Share responses with the large group.
3. Have students construct a poster of their image of work in the future.
4. Have the students complete handout No. 6 "The Future" and discuss in class.
Research and write a report on "Work in the Future".
Interview an elderly person and discuss changes in his/her lifetime.
Invite an elderly person into the classroom to give a presentation on the changes.
Visit a job site where new technology has radically altered the work people do.
Check out an automated teller and discuss how jobs have been eliminated through
technological change.
Send messages to another class in another part of the city or province via an
electronic carrier (i.e. Bulletin Board System, computer and modem, fax) and do a
cooperative project to demonstrate jobs created and jobs lost and jobs changed.
Evaluation:
title)
The Future
1. Describe the place where you will be living.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What kind of home will you be living in? Describe the home and how it differs
from your home today.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. Describe your family and lifestyles you hope to have.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. Describe the type of work you will be doing?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
5. What type of technology do you see?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Handout No. 6 "The Future"
The Future (Continued)

1. What kind of skills will you be using?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Describe how you spend your leisure time.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What type of skills will you need to do this leisure activity?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Handout No. 6 "The Future"
Activity 3: My Contributions Help

Foundational Objective: Awareness and knowledge of the interrelationship of life
roles.
The student will:

describe the interrelationship between school, family, occupational and
leisure decisions.

Materials:
pen
scissors
pencil
student journals
magazines

For many people, their career includes volunteer work as well as paid employment.
The volunteer work may be in the same area as their career, as when a bookkeeper
does the books for a local community association, or it may be in a totally different
area, as when that same bookkeeper works with the elderly or with people with
mental or physical disabilities.
Volunteer work is a way of sharpening your skills in a different setting or of learning
new skills that are needed in the workplace. Many people who want to switch
careers recognize the value of getting started in their new area by first doing
volunteer work there.
Perhaps more importantly, however, are the personal satisfactions that come with
volunteer work. People who choose to volunteer know that they are doing a
worthwhile job that might otherwise go undone. They know that they are making
their community and the world a better place and they have the sense of pride that
comes through service to others.
Volunteering also provides opportunities to visit different job sites and explore new
career options.
Activity:
1. Review the Life Career Concept (see Grade 6, Activity 1 - Self-Awareness).
2. Discuss the value of volunteering with the students in relationship to future
jobs.
3. In small groups, have students brainstorm ways that they might volunteer at
home, school and in the community.
4. In small groups, have students construct one of the following:

(a) a poster encouraging volunteering
(b) a Volunteer Bulletin Board
(c) a collage of people volunteering
5. For a closing activity, have students complete the following statement in their
journals:
I learned that ...
1. Point out to students that people can learn new knowledge and skills by
doing volunteer work -knowledge and skills which can be useful in their paid
careers. Some people who want to switch careers make the change happen by
first doing volunteer work in the field they have chosen to enter. List a dozen
or so types of volunteer work and have students identify the kinds of skills
that an individual would learn from each one. For example:
(a) editing a newsletter for a community club - writing, editing, organizing
self and others
to meet deadlines, working with typists, typesetters,
printers, artists, etc.
(b) being a Brownie or Cub Scouts leader - working with children, planning
and
carrying out events, working cooperatively with parents and other
community
organizations.
2. If your community has a volunteer bureau, ask a representative from the
bureau to speak to the class on "The Role of Volunteer Work in Career
Development".
3. Recognize and honour students in the class/school for volunteer
contributions.
4. Have students calculate the monetary value of volunteer work.
Evaluation:
Resources:
Adapted from: Project real world module IV, Federal/Provincial Publication,

Activity 4: Traditional and Non-Traditional Occupations, Sex-Role

Stereotypes
Foundational Objective: Awareness and knowledge about changing gender roles.
The student will:
describe stereotypes, biases, and discriminatory behaviours that may limit

opportunities for women and men in certain occupations.

Materials:
paper
handout No. 7 "Attitudes Toward Sex Roles"
pen or pencil
handout No. 8 "Occupation List"
student journals

Activity:
Session 1:
1. Explain the importance of positive attitudes toward sex roles.
2. Distribute "Attitudes Toward Sex Roles" handout to students and request
that they be completed in class.
3. Explain scoring key to class, after completion of the exercise.
4. Discuss answers and score interpretations. Discuss how students' attitudes
may influence future occupational decisions.
Session 2:
1. Give students the "Occupation List" handout and ask them to identify
whether each is predominantly a male or female occupation.
2. Have students select four of these occupations, determining the qualifications

and physical requirements for each selection. Discuss whether there is a valid
reason for these occupations being predominantly male or female.
3. List on the chalkboard some prospective employers of these occupations.
(Would these employers be apt to hire both males and females in each
identified occupation?) Have students discuss why certain people may or may
not be hired for their chosen careers.
4. In their journals, have the students complete the following statement:
I learned that ...
Watch the videotape "She's Making Choices". See what these women are doing in
their jobs that is non-traditional.
Have students do something non-traditional at home or after school and report back
on what happened, or role play the scenario.
Have students design a bulletin board of sex-role stereotyping on the job.
Write a report on sex-role stereotyping on the job and/or sexual harassment.
Discuss laws that prohibit discrimination.
Evaluation:
Resources:
Expanding choices: Math and science programs for girls and women (1992)
Saskatchewan Women's Secretariat
Saskatchewan Education, Training, and Employment
Regina, SK
"She's making choices" (video package)
Saskatchewan WITT - Regina
Women in Trades and Technology
3524 Victoria Ave.
Regina, SK S4J 1M1
title)
Attitudes Toward Sex Roles
Directions: Listed below are 15 common ideas about women's roles in relationship to
men. There are no right or wrong answers, only personal opinions. Respond to every item
by putting a check mark in the appropriate space.
VSA SA A
1
2 3
Key: 1 = VSA = Very Strongly Agree

2 = SA = Strongly Agree
3 = A = Agree
4 = D = Disagree
5 = SD = Strongly Disagree
6 = VSD = Very Strongly Disagree
D SD VSD Part I
4 5
6
___ ___ ___ ___ ___ ___

___
___
___ ___ ___ ___
___
___
___ ___ ___ ___

___
___
___ ___ ___ ___ ___ ___
___ ___ ___ ___
___
___
___ ___ ___ ___
___
___
___ ___ ___ ___ ___ ___
___
___
___ ___ ___ ___

___
___
___ ___ ___ ___ ___ ___
___ ___ ___ ___ ___ ___
___ ___ ___ ___ ___ ___
1. Men and women should share the responsibilities

and privileges of life equally.
2. Women should express their opinions honestly, even
if this is in disagreement with men.
3. Men and women should be paid equal wages if they
are doing the same work.
4. Women can think as logically as men.
5. In a business setting, the woman who acts
seductively is not behaving appropriately.
6. It is possible for women to combine home and
occupation and to do both successfully.
7. If a husband and wife both work outside the home,
responsibilities in the home should be shared
equally.
8. Women should follow any vocation they wish, even
if this violates tradition.
9. Women can work in any vocation without appearing
masculine.
10. Men should be willing to work for women.
11. There is no genetic difference between the sexes in
intellectual ability.
12. Married women should be able to have both male
and female friends.
___
___
___ ___ ___ ___
___
___
13. A college education is equally important for males

and females.
14. It is just as important for women to be intellectually
capable as it is for men.
___ ___ ___ ___

___ ___ ___ ___
15. It would be appropriate for a woman to be Prime

Minister of Canada.
___ ___ ___ ___
___ ___ ___ ___ ___ ___ TOTALS (PART I)

Handout No. 7 "Attitudes Toward Sex Roles"
Attitudes Toward Sex Roles (continued)
Directions: Listed below are 20 common ideas about women's roles in relationship to
men. There are no right or wrong answers, only personal opinions. Respond to every item
by putting a check mark in the appropriate space.
Key: 1 = VSA = Very Strongly Agree
2 = SA = Strongly Agree
3 = A = Agree
4 = D = Disagree
5 = SD = Strongly Disagree
6 = VSD = Very Strongly Disagree
VSA SA A D SD VSD Part II
1
2 3 4 5
6
___ ___ ___ ___ ___ ___
___
___
___ ___ ___ ___
___
___
35888.
A woman should be the "power behind the
man" and not the one "out in front".
35889.
Truly feminine women let men believe they
are the boss even when this is not true.
35890.
It is appropriate to divide work into "man's
___ ___ ___ ___

___
___
___ ___ ___ ___
___
___
___ ___ ___ ___
___
___
___ ___ ___ ___
___
___
___ ___ ___ ___ ___ ___

___
___
___ ___ ___ ___
___
work" and "woman's work".

35891.
Acting helpless makes a woman appear more
feminine.
35892.
Women should act naive (for example,
pretend not to understand) in order to make a man
look more knowledgeable.
35893.
The best way for a woman to get her way
with a man is to use feminine "wiles".
35894.
The best guarantee of a good marriage is for
the wife to be submissive to her husband.
35895.
The most important characteristic for a wife
is physical attractiveness.
35896.
A woman should work only if she can do so
without interfering with her domestic duties.
___
___ ___ ___ ___
35897.
The best way for a woman to show her love
for her family is to dedicate her time to being a
___ ___ ___ ___
homemaker.
___ ___ ___ ___ ___ ___ TOTALS (PART II)

Attitudes Toward Sex Roles (continued)
VSA SA A
1
2 3
D SD VSD Part III

4 5
6
___ ___ ___ ___ ___ ___

___
___
___ ___ ___ ___
___
___
___ ___ ___ ___ ___ ___
___ ___ ___ ___ ___ ___
___ ___ ___ ___
___
___
1. Women demand equal advantages with men in the

world of work, yet insist on special privileges at the
same time.
2. It is only natural for women to be interested in
people and for men to be interested in ideas.
3. A woman's place is primarily in the home.
4. Modern women are too competitive.
5. Highly-paid jobs should go to men with families to
support.
6. A wife should not compete with her husband in his
___ ___ ___ ___

___
own areas of endeavour.

7. It is not possible to maintain a romantic relationship
when a woman "beats the man at his own game".
8. Beauty is more important to femininity than
intelligence.
___
___ ___ ___ ___ ___ ___

___
___
___ ___ ___ ___
Males are inherently capable in some areas and women in

others.
___ ___ ___ ___

___
___
___
___
___ ___ ___ ___ ___

___ ___ ___ ___ ___
___ ___ ___ ___ ___
___ ___ ___ ___ ___
TOTALS (PART III)

TOTALS (PART II)
TOTALS (PART I)
TOTALS FOR ALL THREE PARTS
(III,II,I)
___ TOTAL SCORE
(Add Totals in Line Above)
Interpretation of score: A score above 88 reflects dichotomous, gender-bound, traditional

attitudes about the roles of men and women. A score below 88 reflects androgynous
attitudes or nongender-bound attitudes about the roles of men and women in society.

Occupations List
1.
2.
3.
4.
5.
Fire Fighter
Teacher
Model
Bus Driver
Clerk
1.
2.
3.
4.
5.
Mechanic
Minister
Rock Band Member
Secretary
Governor
6. Police Officer
7. Doctor
8. Musician
9. News Reporter
10. Lawyer
11. Window Cleaner
12. Farmer
13. Athlete
14. Miner
15. Pilot
16. Accountant
17. Banker
18. Barber
19. Dentist
6. Veterinarian
7. Sanitary Worker
8. Mechanical Engineer
9. Nurse
10. Flight Attendant
11. Writer
12. Inventor
13. Ranger
14. Bookkeeper
15. Architect
16. Cook
17. Farmer
18. Trapper
19. Business Person
20. Construction Worker
20. Fishermen/women

Handout No. 8 "Career List"
Activity 5: What's My Line?

Foundational Objective:
Learning Objective:
The student will:
C.E.L.s: COM, CCT, IL

Materials:
pen or pencil
handout No. 9 "What's My Line?"

career resource material

Activity:
1. Have students complete handout No. 9 "What's My Line?" Discuss the
occupations or related occupations as required.
2. You may wish to give the answers to the What's My Line? activity in
scrambled order as a spelling exercise. You may also have students do the
activity in groups. Answers to the What's My Line? activity are given below.
(variation: charades game with two teams).
1. Auto body repair

2. Bricklayer
3. Stonemason
4. Journeyman
5. Apprentice
6. Chef
7. Any profession
8. Glazier
9. Surgeon
10. Psychiatrist
11. Sheet metal worker
12. Crown prosecutor
13. Defence attorney
14. Robotics technician
15. Shipper, receiver
16. Optometrist
17. Optician
18. Plumber
19. Custodian, janitor
20. The pro
21. Draftsman/woman
22. Constable on patrol
23. Chief
24. Detective
1. Professor
2. Probation officer
3. Teller, cashier
4. Treasurer, accountant
5. Mortician
6. Supervisor of nursing
7. Veterinarian
8. Upholsterer
9. Realtor, real estate agent
10. Farmer
11. Machinist
12. Author
13. Reporter
14. Chiropracter
15. Trapper
16. Publisher
17. Receptionist
18. Switchboard operator
19. Dispatcher
20. Taxi driver
21. Pharmacist
22. Credit manager
23. Personnel manager
24. Architect
25. Social Worker

Who Am I - Ask a student to act out an occupation. Other students try to guess the
occupation. The person who guesses acts out another occupation.
Related Occupations - Ask students to name one related occupation for each
occupation in the What's My Line? activity.
Spelling Bee - Have students spell the names of various occupations.
Related Knowledge, Skills, and Attitudes - Have students tell you some knowledge, a
skill, or attitude the person must have to work in the occupation that is listed.
Evaluation:
Resources:
title)
What's My Line?
Write the name of the occupation or the term that matches the description.
1. A person who bangs out dented fenders on a car
2. A person who helps construct houses, buildings, and out of
brick
3. A person who helps construct buildings using stone
4. A person who has successfully completed an
apprenticeship
5. A name for a learner working with a journeyman
6. A person who cooks meals in a fancy restaurant
7. A profession
8. A trade having to do with glass
9. The member of a medical team who operates
10. The member of a medical team who specializes in illnesses
_______________
_______________
_______________
_______________
_______________
of the mind
11. A tradesperson who builds heating pipes
12. A lawyer who accuses a person of breaking the law and
then attempts to prove his accusation
13. A lawyer who assists the accused person
14. A person who repairs and maintains the robots used in
production and manufacturing
15. A person in a warehouse who is responsible for receiving
goods and sending them out
16. A skilled worker who examines eyes and prescribes glasses
17. A person who grinds the lenses for glasses
18. A tradesperson who installs sinks and bathtubs
19. Another name for caretaker
20. A person who teaches golf at a golf course
21. A man or woman who draws blueprints
22. The meaning of the letters COP as in cop
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________

Handout No. 9 "What's My Line?"
What's My Line? (continued)
1.
2.
3.
4.
5.
The top rank in the police force

A police officer in plain clothes
A professional concerned with the welfare of people
A teacher at a university
A social worker who works for the family court and has
boys and girls placed in his/her care
6. A person at the bank who cashes cheques, takes in savings,
issues money orders
7. A person responsible for the finances of a club or company
8. A person at a funeral home responsible for preparing dead
bodies for burial
9. Another name for head nurse at a hospital
10. A doctor for animals
11. A tradesperson who pads and covers chesterfields, car
seats, etc.
12. A man or woman who sells land, houses, buildings
13. One who cultivates the fields
14. A tradesperson who puts a block of steel in a lathe and by
grinding, cutting, etc., produces a machine part
15. Another name for a writer of books
16. A writer for a newspaper
17. A profession that concentrates on the human spine
18. A person who traps animals
19. A businessman or businesswoman who buys stories, has
them printed, and sells them
20. A person in a dentist's office or a business office who
greets all visitors
_______________
21. Another name for telephone operator
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________

What's My Line? (continued)
1. A man or woman in the office of a taxi company who

radios the taxi down
2. A man or woman who drives a car that is for hire
3. Another name for a druggist
4. A manager responsible for keeping track of money that
customers owe the firm
5. The manager responsible for hiring people
6. A person who designs houses
_______________
_______________
_______________
_______________
_______________
_______________
Source: One step at time, Educational and Career Explorations, Intermediate


Activity 6: Am I an Entrepreneur?
The student will:
identify personal interests, abilities, strengths and weaknesses and how they
relate to occupations.
occupational goals.

Materials:
pen or pencil
handout No. 10 "Am I an Entrepreneur?"
handout No. 11 "Personal Entrepreneur Inventory"

People become entrepreneurs for a variety of reasons. Many are motivated by a
desire for achievement and excellence. They want recognition for their ability and
often are interested in excellence for its own sake.
Some entrepreneurs start their own ventures as a means of achieving personal
fulfillment. They may have a consuming interest or talent. Many computer experts,
graphic artists, or writers who are in business for themselves fall into this category.
They may have skills and abilities which they do not have an opportunity to develop
when working for a government agency or a big company.
Still others see entrepreneurship as a way of gaining control over their work life.
They want to set their own goals, determine the kind of work they do and choose the
people they work with. Some entrepreneurs are people with a high energy level who
are willing to work hard. When employed by someone else they receive the same
salary no matter how hard they work. They see owning their own business as a way
of making their earnings equal their effort.
On the surface, entrepreneurs may seem to have a wide variety of different
personalities, but underneath successful entrepreneurs have some basic
characteristics in common. They tend to be hard-working "self-starters". They are
self-disciplined, realistic and comfortable with a moderate degree of risk.
People's ideas for entrepreneurial ventures usually grow out of their experience,
their education or their hobbies.
Most entrepreneurs have some work experience prior to setting up their own
business/ventures. This experience gives them skills and knowledge which they can
apply in other situations. A person who works as a secretary develops typing skills
which can be used to set up a commercial typing service. A person whose work
involves a lot of writing gets many opportunities to polish this skill and is well
equipped for a career as a freelance writer.
Formal education also provides knowledge and skills which can be used in ventures
that grow out of hobbies. Someone who enjoys sewing might offer sewing classes at
home or do custom sewing for others. Someone who is an expert cross-country skier
might recognize the need for a simple ski waxing system, then develop and market
such a system. Someone who enjoys gardening might start a greenhouse or a
landscaping service.
Activity:
1. Discuss background information with the students.
2. Discuss with students that they are at a stage in their lives where they are
thinking about future careers; entrepreneurship is one career possibility.
Explain to students that just as some people have personality characteristics
which suit them to careers as doctors, teachers, plumbers or whatever, others
have additional characteristics which make them suited to careers as
entrepreneurs. Distribute the handout, "Am I an Entrepreneur?", and give
students time to read it. Then ask each student to complete the rating scale
which appears beside each question. This rating scale will give them an
indication of the extent to which they possess the personality characteristics
of an entrepreneur. The higher the score, the greater the characteristics
suited to entrepreneurship.
3. Explain to students that successful ventures are usually based on their
founder's interests, skills, and knowledge. Distribute the handout
"Entrepreneur's Inventory". This handout asks students to identify and
assess their own personal interests, skills, and knowledge and then to identify
opportunities which use or are based on these personal assets.
Students can design a bulletin board relating to "Entrepreneurship".
Students could make "A Business of the Week" poster.
Evaluation:
Resources:

title)
Am I an Entrepreneur?
On the surface, entrepreneurs may seem to have a wide variety of different personalities,
but, underneath, most successful entrepreneurs have similar basic personality
characteristics.
Do the quiz below to find out whether you have these characteristics.
Not at all
A great deal
Are you a self-starter? Entrepreneurs do

not need someone else to tell them to
start work on a project.
Are you organized and self-disciplined?

Entrepreneurs stick to a schedule and are
not easily distracted from their work.
Do you like being in charge and enjoy

having responsibility?
Do you have a lot of energy and are
willing to work hard?

1
Are you able to plan, on both a long and

short term basis?
Can you anticipate problems and plan
how you will handle these problems if
they arise?
Are you realistic? Entrepreneurs assess
each situation in a practical manner and
do not avoid or ignore problems.
Are you optimistic and self-confident?
Entrepreneurs generally have faith in
their own abilities and see others in
positive terms.
Are you comfortable with a moderate
degree of risk? Successful entrepreneurs
are not gamblers; they plan carefully and
realistically and so eliminate some risk.
However, there are always factors which
the entrepreneur cannot control and so
there is always a moderate degree of risk
in going to business for yourself.
Scoring: Add your circled numbers up to get your score. A score between 35 and 45
indicates you may have the characteristics of a successful entrepreneur.
Source: Project real world module IV, Federal/Provincial Publications,
Handout No. 10 "Am I An Entrepreneur?"
title)
Personal Entrepreneur Inventory
First identify your own personal interests, skills, and knowledge. Then identify possible
entrepreneurial ventures which are based on these interests, skills, and knowledge. An
example is provided in each category.
My interest
Ventures based on my interests
Music
DJ service for parties
_____________________ ________________________________________________
_____________________ ________________________________________________
My skills
Ventures based on my skills
Talking to people
Sales/Personal counselling
_____________________ _________________________________________________
_____________________ _________________________________________________
My knowledge
Ventures based on my knowledge
Computer programming
Computer consulting
_____________________ _________________________________________________
_____________________ _________________________________________________
Source: Project real world module IV, Federal/Provincial Publications,

Handout No. 11 "Personal Entrepreneur Inventory"
Activity 7: Worker Cooperatives
Awareness and knowledge of different occupations and knowledge, skills and
Awareness of self.
The student will:
demonstrate their knowledge and understanding of "Worker Cooperatives".

Materials:
paper
Handout "Case Study: Enough is Enough"
pen or pencil

Work is a fact of life. Most of us think of work as having a job in which we get paid
for doing something for an employer. Many people dream of being their own boss of either working alone or having others work for them. Another model for the
working relationship, which is attracting people in Canada and around the world, is
the worker cooperative.
The worker cooperative is a business owned and operated by its workers. It is
organized on the democratic principle of one vote for each worker-owner regardless
of the amount of money he or she invests in the business. In a worker cooperative,
only those who work in the business have a vote. Outsiders can invest in the business
but they do not have a vote.
A worker cooperative can be an exciting place to work. Generally, people enjoy their
work when they are with people they like and, more importantly, when they have
some control over decision-making.
Worker-owned cooperatives is an important example of Canadian
entrepreneurship. Many kinds of cooperatives exist including consumer outlets,
credit unions, agricultural marketing cooperatives, cooperative housing, and service
industry cooperatives.
Activity:
1. Read and discuss background information.
2. In small groups distribute Handout "Case Study: Enough is Enough". Read,
discuss, respond to questions, and record answers.
3. Share responses with the entire group.
4. Journal writing exercise:
Working in a worker cooperative I would (like/dislike)....
Design a worker cooperative in the classroom.
Write a story of workers who decided to form a workers' cooperative.
Evaluation:
Students will demonstrate their knowledge and understanding of worker
cooperatives.
Resources:
Video "Cooperation Works"
Saskatchewan Region
Telephone: (306) 244-3702
Case Study: Enough Is Enough!
"We'll never let that happen again!" With that vow, five young workers at the Chester Food
Market quit, determined to start their own business.
Andrew, Rosetta, Matt, Carol-Ann, and Jose had worked at the Chester Food Market, a
small food store with a lunch counter. All of them were interested in preparing and selling
food, and they enjoyed working together. There was not just one thing that led to their
mass resignation. There were really a lot of little things. More and more they seemed to
disagree with their boss as to how they did their work and how the store was run.
"Remember the time Matt and I switched shifts and Mr. Coulter had a fit?" Rosetta
laughed. "There I was trying to find a new day care for my three-year old in the middle of
winter, juggling my shifts so I'd be at work on time, and Mr. Coulter tells me I'm
irresponsible."
"He said something like that to me once. That I was...Oh, I know," and a slow smile came
across Matt's face. "He said I wasted too much time talking to customers. Hey, it was good
customer relations, I mean, I knew all the products that they wanted. And they always
came back, didn't they?" Matt looked around for support.
Everyone nodded. The customers had liked Matt, and he did have some good suggestions
for new products. He had thought about marketing Mexican food long before other stores
started carrying it and making a fortune in sales. But his suggestions, like everyone else's,
usually fell on deaf ears. Carol-Ann and Jose wanted to re-arrange the check-out area, so it
would not be congested at busy times, but Mr. Coulter said the renovations would be too
expensive. He just made a joke about them working too slowly.
Three weeks later, Mr. Coulter refused to let the employees choose their own vacation
days. This was the last straw and they decided to quit.
They had heard something about a worker cooperative business where the workers owned
and ran the business. Maybe this was the solution for them.
Source: Cooperative Entrepreneurship: Cooperative Outlook Series (1990), Canadian
Cooperative Association, p. 7-9.
Questions:
1. List the problems for the workers at the Chester Food Market.
2. How might these problems be handled in a worker cooperative?
3. List what you think might be some advantages and disadvantages of being
each of the following:
a) a worker in a traditional model of ownership (one owner and several
workers).
b) an owner in a traditional model of ownership
c) a worker-owner in a worker cooperative
Grade 8 Module: Career Awareness, Exploration and Planning

Handout "Case Study: Enough is Enough"
Activity 8: The World of Work Has Changed

Learning Objective:
The student will:
occupations.

Materials:
paper
handout No. 12 "World of Work Trends"
pen or pencil

Activity:
1. With student input, develop a list of recent inventions and/or scientific and
technological developments that have changed people's lives.
This list could include such things as automobiles, electricity, television,
computers, robots, photocopiers, automated tellers at banks, telephones,
communications satellites and airplanes.
2. Use two or three examples from activity 1 and examine each of them for:
(a) jobs created
(b) jobs eliminated
(c) impact on the lives of the workers
(d) impact on the lives of society at large
(e) implications for the future
The following example may help students get started.

Invention
Automobile
Jobs Created
Mechanics
Assemblyline Workers
Miners (for steel)
Shipping (for rubbers)
Service Station Attendants
Eliminated
Blacksmith
Carpenters
Coachman
Harness Makers
Impact on Workers Impact on Society

Future Implications
More indoor work
Increased mobility
More robots
Noisier
More and better highways Decreasing number of jobs
Repetitive Work
Increased and faster travel Faster cars
Steady Work
Need for parking
Electric cars
Shift Work
Pollution
Unions
Death
3. Distribute the `World of Work Trends' handout to the students and have
them complete it. Discuss the responses, providing explanations and
considering implications as necessary.
Answer key: 1, 4, 7, 10, 15 and 17 are false, the rest are true.
4. Explain that while there are some Saskatchewan people currently
unemployed, these people want to work and are willing to work, but because
society and the world have changed so rapidly, it is difficult for people to
acquire the training to keep up with the changes. Explain that while no one
can predict the future, we can predict that things will change, life will go on
and people will work.
Conclude by emphasizing that the students of today can best prepare
themselves for the future by developing the skills, acquiring the knowledge
and experiences, and developing the attitudes that will enable them to adapt
to the challenges which lie ahead of them. In order to do so, it is important
that they begin now to plan for their future.
Ask students to suggest additional `World of Work Trends - True/False' statements
and be prepared to explain their response.
Evaluation:
Resources:
title)
World or Work Trends - True or False
Name: ___________________________________ Grade: _____ Date: ____________
The world and nature of work is changing. Read each of the following statements and
indicate whether it is true or false.
___
___
___
___
___
___
___
___
___
1. In the future more jobs will require a university degree.

2. Couples who choose to have children are having them at an older age and are
having fewer of them.
3. One of the reasons for high youth unemployment is that young people are
continuing to train for jobs where there are already more than enough
workers.
4. The use of computer technology has peaked and will now begin to decline.
5. More and more offices and businesses now use machines, including
computers and data processors, to do tasks once done by secretaries and
filing clerks.
6. By the year 2000 approximately 25% of living Canadians will be 65 or older.
7. Working women do not really want to work; they would rather be home.
8. There are more people fired because they are absent, cannot get along with
their fellow workers, and do not finish the job they are assigned than there
are people fired because they can't do the job.
9. More new jobs are created by small independent businesses than by large
multinational companies and corporations.
10. University graduates start full-time jobs receiving higher salaries than
graduates from technical and vocational training programs.
11. It is predicted that the jobs of the future will be in businesses providing
services to people. Examples include day care, home care, maintenance,
grooming, homes for senior citizens, and recreation.
___
___
___
12. For every dollar a working man made in 1985 a working woman received
approximately 63 cents.
13. Specialization and mechanization in business and industry have resulted in
many jobs becoming repetitive and boring for the workers.
14. People should not expect to have more than one job in their working lives.
15. The nature of our work affects the way we spend our leisure time.
16. Most people find jobs through ads in the newspaper and job postings at
Canada Employment Centres.
___
___
___
___
Source: Junior High School Career Guidance, New Brunswick Department of

Education, 1988.
Handout No. 12 "World of Work Trends"
Activity 9: Career Development Stages

Foundational Objective: Awareness and understanding of the career planning
process.
Learning Objective:
The student will:
describe how career development is a continous process with a series of

choices.

Materials:
paper
handout No. 13 "What You Should Know About Career Development and
pen or pencilCareer Decision-making"

Activity:
1. Have students read the handout.
2. Ask students to identify which stage they believe they are experiencing.
3. Have students list the factors in each stage indicating the degree of
knowledge they believe they have in each of the stages.
4. Have students select a career they are interested in and make a plan for
reaching the implementation stage.
Teacher Note: Explain to the students that these stages are not entirely age
specific. Any time throughout their lifetime, when individuals change careers
or occupations, they work through these stages. Some people intuitively
choose a career without going through various stages.
Interview an older person who is going through a career transition.
Evaluation:
Students can identify four stages involved in career development and name factors
involved in each stage.
Resources:
What You Should Know About Career Development and Career Decision Making
Many factors influence when and how people make decisions about their future lives and
occupations. Career choice is a lifelong process involving a series of decisions about
yourself and what you want to do. Understanding the career development and decisionmaking process can help you plan your future. A career decision is the result of
information about yourself and information about the world of work.
Career decisions should be made after you gather:
1. Realistic information about yourself, your abilities, your interests, and your experiences.
2. Accurate career and job information (see library for books and booklets about jobs and
careers).
Developing ideas about careers takes place in various stages. Individuals who have studied
career development have identified four stages through which people progress:
1. Fantasy
1. Tentative
1. Realistic
1. Implementation
I'd like to be ...
In the Fantasy Stage, people speculate about various careers without a realistic
frame of reference. They dream about careers without taking into consideration all
of the factors that should enter in decision making. For example, they may want to
be a movie star or a famous writer, but they do not think about whether they have
any talent. This stage generally occurs between the ages of six and ten ... but not
always!
II.
I think I can be ...
During the Tentative Stage, people take into consideration their interests, their
capabilities and their values when they think about a career. For example, they may
want to be a doctor because they are good in science and are interested in helping
people. The activities of both of these stages are exploratory in nature. People
explore all areas of possibility, but only when they enter the Tentative Stage do
they begin being realistic about their future and thinking about it in terms of
themselves and their potential for achieving a particular career.
III.
I know I can ...
During the Realistic Stage, people study the options available considering both
their own needs and the realistic chances they have of achieving their goals.
(a)They learn about the requirements for different fields.
(b)They begin to broaden and then to narrow down their choices.
(c)At the very end of this stage, they arrive at a decision about the direction in
which they are heading. The major activity during this stage is understanding -the understanding of both themselves and the world of work.
IV. I am going to ...
Implementation is the final stage when people begin to act upon their decisions.
Action here can mean a variety of different activities -- taking required courses in
school, applying for a training program, entering a particular program looking for a
job, or working.
I.
It may seem that everyone passes through these stages in exactly the same order.
The truth is that career development rarely progresses so logically and evenly for
most people. The stage at which you find yourself often has nothing to do with
your age. Sometimes people skip stages, and sometimes they can be in more than
one stage at the same time. To complicate things even further, some people go
through the entire process more than once. For example, you can be working
(Implementation) and at the same time fantasize about other jobs. Many adults
have gone through the process but are now considering a career change and are
exploring other possibilities.

Unversity of Wisconsin-Madison, 1991. Reprinted with permission.
Handout No. 13 "What You Should Know About Career Development and Career
Decision Making"

career transitions.
The student will:
develop an individual career plan that integrates educational plans with

describe the importance of a career plan.

Materials:
pen or pencil

Activity:
1. Have students complete the Grade 8 Career Development Record handout.
2. Compare to the one they completed in Grade 7 (if available).
3. Discuss how they have grown and changed this year.
Teacher Note: Keep Career Development Record for students to review next
year. You may wish to have a special celebration to acknowledge the success
of the students in the program this year.
Share Career Development Records in small groups.
Evaluation:
Resources:
title)
Student's Name: ________________________________
Date: _______________
High Interest Subjects: ___________________________________________________

Low Interest Subjects: ___________________________________________________
Prefers Activities:
Outside ___ Inside ___
Both ___
Physically:
Active ___
Sedentary ___
Average ___
A. Personal Characteristics
1. Three words that best describe me are
____________________, ____________________, ____________________.
2. Circle the answer which best applies to you.
(a) I enjoy being with people.
Yes No
(b) I get along easily with people.
Yes No
(c) I am understanding of others.
Yes No
(d) I am able to make good decisions. Yes No
(e) I like pressure.
Yes No
3. I would prefer to work with
(a) people. (c) things.
(b) data.
(d) ideas.
4. I would like to work for
(a) a large business. (c) myself.

(b) a small business.
5. I would prefer to work
(b) as part of a team.
(a) alone.
6. I would enjoy
(b) daily routine.
(a) constant change.
B. Values
Remember that educational and career goals are influenced by what you want out of life
and by the things that are truly important to you. Complete the following sentences:
1. I am happiest when I _______________________________________________.
2. The following beliefs are very important to me:
__________________________________________________________________
__________________________________________________________________
Career Development Record - Grade 8(continued)

1. What I want most out of life is
__________________________________________________________________.
C. Abilities and Aptitudes
Your goals should be selected to make use of your strengths.
1. List five things you are good at.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. List five things you find difficult.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
D. Interests
You cannot always do what is most interesting, but a knowledge of your interests is
important. Complete the following statements:
1. I have the following interests (consider interests both in school and outside
school):
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. I find the following things boring:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Career Development Record - Grade 8 (continued)

E. Temperament
Complete this statement:
1. My attitude toward school is
_____________________________________________.
2. Circle the answer that applies to you. I am usually
(a) happy.
(b) grouchy.
3. In the following list, check the characteristics that apply to you.
I like:
(a) having plenty of change and variety.
(b) having a routine.
(c) being closely supervised when I work.
(d) directing others.
(e) dealing with people.
(f) working alone.
(g) trying to convince others.
(h) working under pressure.
(i) using my own judgment.
(j) being scientific and objective.
(k) dealing with my feelings.
(l) being precise.
___
___
___
___
___
___
___
___
___
___
___
___
F. Physical Health
Which subjects (and occupations) might not be good ones to choose because of
health hazards?
__________________________________________________________________
__________________________________________________________________
G. Work Experience
List the various jobs (part-time, summer, etc.) that you have held. For each, outline:
(a)
(b)
(c)
(d)
what you liked about the job;

what you disliked;
what skills you used;
what you accomplished.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

H. Leisure
1. List your leisure-time activities.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What achievements are you most proud of?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What do your activities have in common?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
I.
Career
Complete this statement. At this point in my life, my career goal is:
__________________________________________________________________
__________________________________________________________________
J.
Evaluation
Complete this statement. From this personal inventory I have learned that I:
__________________________________________________________________
__________________________________________________________________
Source: Junior high school career guidance, New Brunswick Department of

Education, 1988.
Grade 8 Module Career Awareness, Exploration, and Planning
Career Guidance
9:
Activity Guide
Table of Contents
Activity 1 - My Life Career Journey

Activity 2 - Increasing My Self Confidence
Activity 3 - What Values Are Important to Me?

Activity 1 - My Personal Work Habits
Activity 2 - Making Decisions and Coping With Obstacles
Activity 3 - Choosing An Occupation to Meet Life Career Goals
Activity 4 - Change Is Inevitable - Growth Is Optional

Activity 1 - Occupations Contribute to the Community
Activity 2 - Transferable Skills to the World of Work
Activity 3 - Where To Study
Activity 4 - Researching An Occupation
Activity 5 - Transitions: Planning For High School

Activity 1 - My Place in the World of Work
Activity 2 - My Lifestyles and Leisure
Activity 3 - My Future
Activity 4 - Occupational Information Resources and Search
Activity 5 - The Life of the Entrepreneur
Activity 6 - Occupations in Cooperatives
Activity 7 - Changing Roles of Men and Women in the Workplace
Activity 8 - Unexpected Changes
Self-Awareness
Activity 1: My Life Career Journey
Foundational Objective: Awareness and understanding of the life career concept.
The student will:
have an awareness of the life career concept.

develop and share a personal life career model.

Materials:
pen or pencil
overhead "My Life Career"
paper
student journals
coloured pencil

Activity:
1. Review the life career concept (use the overhead No. 1 "My Life Career"). Refer
to the background information in Grade 6, Self-awareness Goal, Activity 1.
Emphasize the holistic view.
2. Have students visualize their life career as a journey and to reflect where their
journey has taken them since Grade 6. Explain to the students that their life career
will be a journey of learning and growing, and that they can shape their own
destiny.
3. Have students construct their life career model. Have students share their models
in pairs.
4. Have students imagine what they would like their life career model to look like 10
years in the future. Have students construct a future life career model.
5. Have students write a story of their lives. They should divide their lives into
chapters. Title the story and each chapter of their lives. (A future chapter may be
included). Students may wish to share their stories in small groups.
Have students design a personal "Life Career" poster.
Have students construct a collage of their lives.
Evaluation:
Students will have developed a greater understanding of the life career concept by
constructing a personal and future life career models. A self-assessment rating scale could
be used as an evaluation tool. See Appendix C for sample forms.
My Life Career
Activity 2: Increasing My Self Confidence

Awareness of self and understanding of the values of a positive self-concept.
Awareness of the value of knowledge, skills, and attitudes needed to interact successfully
with others.
The student will:

1.
2.
3.
4.
5.
identify life events that have been meaningful.

describe individual skills required to fulfill different life roles.
identify personality characteristics in self and others.
examine personal strengths and abilities.
plan a strategy to help them increase their self confidence.

Materials:
paper
handout No. 1 "General Assessment"
pen or pencil
handout No. 2 "Good Features"
student journals
handout No. 3 "Success Analysis"

Self-confidence is a characteristic that influences both the occupation that students select
and their success in their life career. Students who feel self-confident will select an
occupation on the basis of their interests and abilities and will not limit their options
because of a fear of failure. Once in an occupation, they will be willing to take reasonable
risks and will not be defeated or discouraged by small setbacks. One of the main purposes
of life career preparation should be to help students realize the important role that selfconfidence plays in occupational success, and to encourage them to undertake activities
which will build their own self-confidence.
Activity:
1.
2.
3.
4.
Discuss the importance of feeling good about oneself ... at school and on the job.
Have students fill out the "General Assessment" activity handout.
Form small groups and have students discuss their activity sheets.
What discoveries did they make? Which strengths seem to enhance a personal
career interest?
5. Distribute the "Good Features" activity handout and ask students to circle the
features they feel they have and write in their journals why they believe they have
this feature. Students can add other "good features" they think they have.
6. Distribute a second copy of the "Good Features" activity handout and ask each
student to write down the name of a member of the group that they think has each
of the features listed on the activity sheet and give a reason why they think the
person has this feature. Each student should remain anonymous when filling out
the second activity sheet.
7. Collect the second activity sheet and read aloud the names only of the persons
named to have certain features. Each student can make a checkmark next to that
characteristic each time he/she is named as having it. Share with peer or in a small
group.
8. Have students discuss if they checked a given feature and how they feel about
having had others attribute a certain feature to them.
9. Have students fill out the "Success Analysis" activity sheet. (Be sure to have them
fill out the section for why they were successful.) Have students discuss their
successes in small groups. Feedback can be given by group members as to why
they feel others have been successful.
10. Have students develop a plan as to how they can improve their self confidence
and help other members of the class improve theirs. Plans may be shared in small
groups on a volunteer basis.
11. Based on the "Assessment", "Good Features" and "Success Analysis" activities,
what conclusions did you arrive at about yourself? How might your values and
traits relate to an occupation? Have students respond to these questions in their
journals.
Other activities which may be used to emphasize the importance of self-confidence or to
boost self-confidence include:
Have students start a personal list of the things they like about themselves. The
list could include personality characteristics, physical attributes, and skills and
abilities.
Ask students to keep track over a 24-hour period of all the positive comments
they receive from others.
Lead students in a guided imagery activity in which they visualize themselves as
capable, effective, successful. Students should focus on every detail of how they
look and act.
Have students rehearse acting the way that a self-confident person acts. They
should stand tall, use appropriate eye contact, speak clearly and with conviction,
and walk with a spring in their step. The rehearsals can be videotaped if desired.
Evaluation:
See Appendix C for sample group work assessment forms.
Resources:
General Assessment
Name: ____________________________________ Date: ________________________
A Little
Not Like
Like Me
Me
1. Get along well with boys.
2. Get along well with girls.
3. Get along well with teachers.
4. Get school work done on time.
5. Am funny or comical.
6. Enjoy science projects.
7. Remember what's learned.
8. Control temper.
9. Am willing to help others.
10. Am confident, sure of self.
11. Enjoy art work.
12. Am neat and clean in appearance.
13. Am able to take orders from teachers.
14. Am able to concentrate.
15. Am courteous, have good manners.
16. Get a lot of fun out of life.
17. Enjoy arithmetic work.
18. Am a leader.
19. Study hard, do not waste time.
20. Sometimes allow others to have their way.
21. Do not expect everything to be perfect.
22. Am good at physical education.
23. Have new, original ideas.
24. Am not too tall, not too short.
25. Am able to talk to teachers easily.
26. Spend time constructively.
27. Make other people feel at ease.
28. Have lots of pep and energy.
29. Enjoy doing independent projects.
30. Enjoy the outdoors.
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
Very Much
Like Me
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____
_____

Handout No. 1 "General Assessment"
Good Features
1. Nice
2. Considerate
3. Very nice
4. Kind
5. Helpful
6. Friendly
7. Cheerful
8. Courteous
9. Doesn't get angry easily
10. Fun to be around
11. Funny
12. Honest
13. Brave
14. Clean
15. I like him/her
16. Nice smile
17. Willing to help others
18. Easy to get to know
19. Smart
20. Good runner
21. Good at baseball
22. Good at football
23. Good at basketball
24. Good at swimming
25. Good at penmanship
26. Good at art
1. Is happy a lot
2. Good sense of humour
3. O.K.
4. Talkative
5. Good listener
6. Easy going
7. Responsible
8. Adventurous
9. Hard worker
10. Team player
11. Gentle
12. Energetic
13. Independent
14. Creative
15. Respectful
16. Self-confident
17. Humble
18. Courageous
19. Leader
20. Good friend
21. Environmentally concerned
22. Good trapper
23. Good farmer
24. Love animals
25. Good at fishing
26. Good at gardening
27. Good at music
27.

Handout No. 2 "Good Features"
Success Analysis
Name: ___________________________________ Date: ____________________
List Three Successes
Age 1 - 7
1.
2.
3.
Age 7 - 12
1.
2.
3.
Age 12 - Present
1.
2.
3.
Reasons Why
Most Successful Experience
One Success During the Past Week

Handout No. 3 "Success Analysis"
Activity 3: What Values Are Important to Me?

Foundational Objective: Awareness of self and understanding the value of a positive
self-concept.
The student will:
understand the meaning and importance of values.

explore personal value system and how it relates to school and occupational goals.

Materials:
student journals
handout No. 4 "Ranking Values"
pen or pencil
A major step in successful career planning is identifying personal values and goals -understanding what is important to you, where you want to go and what you want to be in
life. Individuals with a clear idea of their own values and goals will be more able to
pursue careers which reflect those values and lead to their goals. With this understanding,
there is a greater chance that they will select jobs that are meaningful and relevant to
them.
Values may be defined as those qualities that the individual, society, or both consider
important as guides for living. They are basic to decision making, important in
interpersonal relations, and vital in the formation of life goals.
The home has the primary responsibility for the development of values in children.
However, teachers and counsellors can also help students develop an appropriate system
of values which will enhance their well-being and the well-being of society.
Activity:
1. Discuss the meaning and importance of values.
2. Distribute handout No. 4 "Ranking Values". In small groups, share the responses.
3. Discuss how values relate to school and future occupational plans. Have students
make a list of values that are important at school and on the job. Share responses
with a peer or the class.
4. Have students complete the following statements in their journals:
I learned that ...
I was surprised that ...
I think that I understand my values better because ...
Resources:
Understanding the common essential learnings: A handbook for teachers, Chapter 6:
Personal and Social Values and Skills, Saskatchewan Education, Training and
Employment, 1988.
Ranking Values
A. Rank these values in the order of their importance to you. If any values that you consider
important are missing from this list, you may add them and rank them.
Value
Rank Order
(1 to ..)
___________________________________________________________
1. To be brave
____________________________________
2. To share
3. To show good judgment
____________________________________
4. To show self-control
5. To be dependable
____________________________________
6. To be easy to get along with
7. To work hard towards my goals ____________________________________
8. To make full use of my
potential and capabilities
____________________________________
9. To be honest
10. To make my own decisions
____________________________________
11. To treat others as I would want
to be treated
____________________________________
12. To understand myself and
others
13. To be kind to others
____________________________________
14. To get the things I enjoy most
15. To be happy
____________________________________
16. To be accepted
17. _________________________ ____________________________________
18. _________________________
19. _________________________
____________________________________
20. _________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________

Handout No. 4 "Ranking Values"
Ranking Values (continued)

B. List the five values that are most important to you and briefly explain why each one is important.
1. ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
3. ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
4. ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
5. ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Handout No. 4 "Ranking Values"

Activity 1: My Personal Work
Habits
Foundational Objective: Knowledge, skills, and attitudes to establish good work and
study habits.
The student will:
evaluate work habits he/she possesses.

describe a plan of action for increasing basic educational skills.
describe the relationship of personal attitudes, beliefs, abilities, and skills to
occupations.
demonstrate personal qualities that are needed to get and keep jobs.

Materials:
pen or pencil
handout No. 1 "Study Habits Checklist"
chalkboard
handout No. 2 "Work Habits Inventory"
chalk

Activity:
1. Have students complete the "Study Habits Checklist" handout.
2. Explain that the purpose of the checklist is to help identify strong areas and areas
where students may need to improve their study habits.
3. Ask students to share their strengths and how they use them to complete their
assignments and to learn new material.
4. Have each student identify a study skill for improvement. Ask the class to identify
and discuss ways in which these study skills may be improved.
5. Have each student develop a plan for improving a selected study skill. Develop a
contract with the student.
6. Brainstorm with students some of the personal habits necessary to get along with
others on the job. Discuss the meaning of the various ideas presented.
7. Distribute the "Work Habits Inventory" (review the content so that students know
all terms used). Have students complete the "Work Habits Inventory" handout.
8. Discuss how they felt about their self-evaluation. What areas would they like to
strengthen?
9. In small groups, have students make a list (on poster paper) of "Strategies for
School Success" to be displayed around the classroom.
Participate in a Job Shadowing or Work Experience Program.
Have students identify qualities from their "Work Habits Inventory" handout that need
the most improvement. Have students select one personal work habit that needs
improving and develop a plan of action.
Discussion and activity related to intrinsic and extrinsic rewards.
Evaluation:
Resources:
Student evaluation: A teacher's handbook, learning contracts (p. 54-58), Saskatchewan
Education, Training, and Employment, 1991.
Study Habits Checklist
Never</B
Sometimes Often/Always
1. I am able to take notes during lectures,

films, or speeches.
2. I can take notes while reading.
3. I have difficulties with pronouncing words.
4. I can read, but I do not understand what I
am reading.
5. My major trouble seems to be that I can't
get interested in the material I have to
learn.
6. I understand what I read, but it seems that I
can't remember the material.
7. I am organized, and I plan my assignments
ahead of time.
8. Whenever I sit down to study, my mind
wanders from the material I am supposed
to study.
9. I can stand in front of a group of people
and speak or recite a poem.
10. When I read, I seem to recognize single
letters and words instead of whole phrases.
___
_____
_______
___
___
_____
_____
_______
_______
___
_____
_______
___
_____
_______
___
_____
_______
___
_____
_______
___
_____
_______
___
_____
_______
11. Whenever I start a test, I never second

question. Usually I know the answers, but
it feels as if I am "stuck".
___
_____
_______
___
_____
_______

Handout No. 1 "Study Habits Checklist"
Study Habits Checklist (continued)

Never</B
1. My reading is handicapped by not knowing
difficult words. This slows down my
___
reading.
2. I believe I know the meaning of most of the
words I read, but defining them is quite
___
another thing. I seem to grope for the right ___
words but can't express them.
Sometimes Often/Always
_____
_______
_____
_____
_______
_______
3. Whenever I read aloud fast, I seem to

reverse words like "saw" for "was." I do
___
not seem to notice, but others have told me.
4. I seldom seem to recall what I have read. I ___
do remember small, minute details, but I
miss out on the meaning of the whole
passage or story.
___
5. The moment I see a book, I feel tired and
worn out. This never happens to me in the
yard or outdoors, just in connection with ___
reading material.
6. Soon after I start to read, my vision
___
becomes blurred.
7. Radio or T.V. bothers me while I am
studying.
___
8. I look up new words in a dictionary only if
I run across one in my assignments.
___
9. If I want to be alone and study, a separate
or private room is available at home for
this purpose.
___
_____
_______
_____
_______
_____
_______
_____
_______
_____
_______
_____
_______
_____
_______
_____
_______

Handout No. 1 "Study Habits Checklist" For printing and copying this template
Requires Acrobat Reader (click on the table title)
Work Habits Inventory

Directions: Carefully read the descriptions given for each of the qualities listed below.
Then place a check mark on the blank next to the statement which, in your opinion, most
accurately describes you.
1. COOPERATION (ability to get along with others)
___ I work against rather than with others
___ I find it difficult to get along with others
___ I usually get along with others
___ I get along with others
___ I get along well with others, I am friendly and helpful
2. INITIATIVE (tendency to go ahead)
___ I need to have repeated instruction

___ I need to be urged to do things
___ I do routine work acceptably
___ I am fairly resourceful, do well by myself
___ I am resourceful, look for things to learn and do
3. COURTESY
___ I am often discourteous to others
___ I am sometimes not courteous in action or speech
___ I am usually courteous and considerate of others
___ I am considerate and courteous of others
___ I am always very courteous and considerate
4. ATTITUDE TOWARD CONSTRUCTIVE CRITICISM
___ I resent any criticism
___ I do not pay much attention to criticism
___ I accept constructive criticism and try to change
___ I accept constructive criticism and improve greatly
5. SUPERVISION
___ I usually need constant supervision to complete routine tasks
___ I need frequent supervision to complete routine tasks
___ I need occasional supervision while doing routine tasks
___ I need little supervision while doing routine tasks
___ I do not need supervision while doing routine tasks
6. ACCURACY OF WORK
___ I am very careless about my work
___ I am frequently inaccurate and careless
___ I make errors; I show average care, thoroughness and neatness
___ I make few errors; I am careful, thorough, and neat
___ I seldom make errors and do work of very high quality.

Handout No. 2 "Work Habits Inventory"
Work Habits Inventory (continued)

1. WORK ACCOMPLISHED
___ I am very slow; output is unsatisfactory
___ I am slower than average; output is mediocre
___ I work with ordinary speed; output is generally satisfactory
___ I work rapidly; output is above average
___ I am fast and efficient; output is well above average
2. TIME USAGE
___ I waste time and need to be prodded along
___ I waste time and need some supervision
___ I waste time occasionally but am usually reliable
___ I seldom waste time and am reliable
___ I am industrious and concentrate very well
3. ADAPTABILITY
___ I can't adjust to change
___ I have difficulty adapting to new situations
___ I adjust to change after instruction
___ I adjust to change readily
___ I find it pleasant to adapt and meet changes
4. PERSONAL APPEARANCE (neatness and personal care)
___ I am careless about my appearance
___ I sometimes neglect my appearance
___ I make an effort to improve my appearance
___ I care about my appearance; I look neat most of the time
___ I am extremely careful about my appearance; I look very neat all of the time
5. ATTENDANCE (school work, or organizations to which I belong)
___ I am frequently absent
___ I am not regular enough in attendance
___ I am average in my attendance
___ I am almost always in attendance
___ I am never absent except for an unavoidable emergency
6. PUNCTUALITY
___ I am frequently tardy
___ I am very often tardy
___ I could improve my punctuality
___ I am seldom tardy
___ I am never tardy except for an unavoidable emergency

Handout No. 2 "Work Habits Inventory"
Activity 2: Making Decisions and Coping With Obstacles

Awareness of and knowledge, skills, and attitudes needed to make appropriate decisions.
Awareness and understanding of the occupational planning process.
The student will:
identify factors that affect choices.

identify possible outcomes of decisions.
describe how the expectations of others affect occupational planning

Materials:
pen or pencil
handout No. 3 "Influences on Decisions"
student journals
handout No. 4 "Identifying My Own Obstacles"
Time: Two - three class periods. You may choose to break these activities into two
distinct sessions: Session 1 (#1-4) and Session 2 (#5-7).
Activity:
1. Have students form groups and discuss the following questions in regard to
situations in Step No. 2.
(a) How will this decision affect my happiness and well-being?
(b) How will this decision affect my occupational choice?
(c) How will this decision affect the lives of my family or other significant
people in my life?
(d) How will this decision affect me in my current situation?
2. Have students discuss the following situations:
3. (a) Personal/Social
o Should I get married?
o Should I leave home after graduation?
o Should I be thinking of the future now?
(b) Educational/Career
o
o
o
What career should I choose?

Should I go to university, college, or a technical institute?
Should I choose work for money or because I enjoy it?
(c) Health/Safety
o
o
Should I drink or smoke?

What kind of foods should I eat?
(d) Everyday Decisions

Should I do my homework or go out with my friends?
Should I tell a friend that he or she is getting on my nerves?
Have students individually respond to these questions as a homework assignment.
Have students read "Influences on Decisions".
Ask students to identify a decision presently facing them (e.g., what courses to
take in school, what occupations to consider, etc.).
Have students list internal and external obstacles that prevent them from making
their decisions using the "Identifying My Own Obstacles" activity handout.
Discuss whether the obstacles identified are real or only misconceptions which
can be changed. Have students suggest ways in which they can change or cope
with the misconceptions or attitudes involved.
o
o
4.
5.
6.
7.
8.
Explore decision-making models and processes.
Students could create a dance or piece of music which illustrates:
(a)a decision that went well/poorly.
(b)the tensions/pressures/stresses involved in the decision to stay in school/leave school
early.
Evaluation:
Resources:
Succeeding in the world of work, Kimbrell & Vineyard, Glenco Publishing Co., 1986.
Influences on Decisions
Most people experience obstacles when making decisions. Identifying the particular
obstacles that you face is the first step to overcoming those obstacles.
Decision-making does not happen in a vacuum. Your decisions have an impact on your
life; likewise, your life situation influences what decisions you make and how you make
them.
The society in which you grow up, your family background, your present family, your
peers, and the way you feel about yourself all influence the decisions that you make.
Sometimes these factors make decision-making easier. For instance, a friend who
encourages you may help build your confidence and, therefore, make the final decision
less difficult.
However, society, family, peers, and feelings about yourself also act as obstacles to
decision-making. For example, many girls would like to pursue careers that are
traditionally considered to be a male occupation such as law, engineering, etc. Rather than
giving it very serious thought, they tend to dismiss the idea. This might be due to family
and peer pressure, and feelings about themselves such as, lack of self-confidence, fear of
failure, and age, race and sex role stereotyping.
___________________________________________
"I would like to change jobs, but I have my family to think about."
"The reason I haven't made a decision is because I'm afraid and I know it."
"What I would really like to be is a lawyer, but I've given up on that because I know it's so
hard for women to succeed in law."
"I do not know whether I'm going to apply for that job or not. Besides, they're not going to
choose a black person."
"I'm not really qualified to do that kind of job and I'm too old to get more training."
Many of the preceding statements describe something you have heard people say or maybe
even something you have said or felt. It is likely that you identify with a number of these
statements. They represent some of the most common obstacles that people face when
making career-related decisions.
An obstacle to a satisfying decision is anything or anyone that prevents you from
adequately considering all of the alternatives. For example, one of the persons said, "I'm to
old to start something new". When looking for a job, this person might not even consider
some positions for which he or she is well qualified. Age stereotyping prevents this person
from considering all the possible alternatives.
Obstacles can be divided into two general categories: internal and external. Internal
obstacles may include some of your feelings. For example, in one of the quotes above, the
person was afraid to make a decision. For this individual, fear was an internal obstacle.
External obstacles are those that originate in the person's environment, such as family
responsibilities, and age, race and sex discrimination. While these external obstacles are
sometimes very real, they are often used as excuses. Thus, individuals put off making a
decision to avoid taking risks. However, putting off making a decision is actually a
decision not to make a decision even though individuals may avoid recognizing the fact.

Handout No. 3 "Influences on Decisions"
Identifying My Own Obstacles
Directions: Read through the following lists of internal and external obstacles to satisfying
decision-making. Check the obstacles that you think are preventing you from facing your
decision. Remember, an obstacle to a satisfying decision is anything or anyone that causes
you not to adequately consider all of the alternatives.
INTERNAL OBSTACLES
___ Fear of making the wrong decision
___ Fear of taking a risk
___ Fear of failure
___ Fear of change
___ Lack of self-confidence
___ Ambivalence (that is, having conflicting feelings about the decision)
___ Procrastination (putting things off)
___ Stereotyping about self and others with respect to age, race, and sex (e.g., I can't do
that, I
am too old! or I'm black or I'm a man or I'm a woman)

EXTERNAL OBSTACLES
___ Family expectations and responsibilities (e.g., pay the bills, cook the meals, pressure
to go
into a specific career, etc.)
___ Societal stereotyping with respect to age, race and sex (e.g., you can't do that, you're
too
old! or you're black or you're a woman or you're a man)
___ Other societal expectations (e.g., to conform, to make increasingly more money, to be
successful, to be a good parent, etc.)

Handout No. 4 "Identifying My Own Obstacles"
Activity 3: Choosing An Occupation to Meet Life Career Goals

Awareness of and knowledge, skills, and attitudes needed to set goals and to make
The student will:
identify occupational directions as they relate to life career goals.

identify ways in which decisions about education and work relate to other major
life decisions.

Materials:
pen or pencil
student journal

A career means more than just an occupation. One should be thinking of a life career - a
term which means every part of students' development and growth from childhood
through to teenage years into adult life. A career is made up of all the things students do
and the roles they fill such as student, friend, son, daughter, babysitter, trapper, track team
member, etc. All of these roles make up a life career. Students' life career goals, then, can
be to achieve a certain occupation (such as a teacher, farmer, prospector); to be a
mother/father one day; to run a marathon and/or to be a community volunteer. All are life
career goals and everything individuals do is interrelated.
Activity:
1. Have students discuss the idea of life career goals.
(a) What does the term mean?
(b) What are some examples of life career goals?
2. After several examples have been cited, have students tentatively select one life
goal. Using the selected life goal, ask students to identify an occupation(s) that
would facilitate their obtaining that life goal.
3. Have students share with the group their life career goal and the occupations they
identified. Ask students to relate how they identified these occupations and how
they think their occupations will help them meet their life career goal.
4. Have students role play an occupation that they might consider in the future.
One of my life career goals is ...
I found out that ...
Students at this age may be contemplating the possibility of dropping out of school before
entering high school. The following activities may provide some support for these
students.
Students can create an advertising campaign. Visual displays such as banners and posters
can be created to promote "Staying in School" or the antithesis "Leaving School".
Students should be encouraged to incorporate learnings from the unit (i.e., learning styles,
roles, relationships, problem solving, decision making, goal setting, social pressures).
Other advertising alternatives include writing and presenting commercials. These may be
aired through the school intercom system or video-taped.
A panel discussion/forum may be planned and organized by the students. Guests may
include representatives from businesses, parents, teachers, students who were early
school leavers, students who completed high school, school administration, and students.
Possible questions to explore:
In what ways might school respond to needs of students who may be potential
"dropouts"?
How does the role of the school compliment/interfere with student needs?
Evaluation:
Resources:
Adapted from: Developmental guidance classroom activities, Vocational Studies Centre,

Activity 4: Change Is Inevitable - Growth Is Optional

The student will:
identify feelings associated with change in one's life.

identify how a person changes during a lifetime (physical, psychological, social,
emotional).

Materials:
pen or pencil
chart paper
student journal
felt pens

It has often been predicted that people entering the labour force today will change
occupations at least four times during their working life. Some of this change will be
involuntary as plant closures, corporate mergers, and technological change alter the
nature of the workplace; however, much of this change will be voluntary. It is no longer
expected that people will hold one occupation for their entire life. Students who
anticipate change and have thought about strategies for coping with such change will be
better equipped for the world of tomorrow.
Activity:
1. Have students describe a change in their lives and write about it in their journals.
How did they react? How did they wish they had reacted? How has this change
made a difference in their lives?
2. Brainstorm a list of changes that occur; for example, family structure, location,
economic stability, personal (physical, social, global, death, etc.). Divide the
brainstorm list into two parts: things they can control and things they cannot
control.
3. Brainstorm another list about ways people usually respond to change. Decide if
these responses are negative or positive.
4. Discuss how careers have changed over the last decade. How have people
responded?
5. Have students (in small groups) write a poem, story, or song or create a drama
tableau about change. The Arts Education and Social Studies curricula for Grade 9
also address the concept of change. Integrating other subject areas with Career
Guidance activities supports students in making connections and in transferring
knowledge across subject areas. Such integration also allows students to draw
upon prior knowledge and to experience various ways of learning and knowing.
6. Divide the students into groups. Have one student in each group select one of the
following quotes on change out of a hat or envelope:
o People with goals succeed because they know where they are going.
o People can alter their lives by altering their attitudes.
o One cannot change yesterday but only make the most of today and look
with hope toward tomorrow.
o We cannot direct the wind but we can adjust the sails.
o Destiny is not a matter of chance. It is a matter of choice.
o You cannot change others. You can only change yourself. By changing
yourself, you change those around you.
o Do not wait for your ship to come in. Swim out to it.
o Life is a journey, not a destination.
o Every cloud has a silver lining.
The future belongs to those who believe in the beauty of their dreams.
Do not follow where the path may lead - instead go where there is no path
and leave a trail.
o Act as though it were impossible to fail.
o The only limit to our realization of tomorrow will be our doubts of today.
7. Discuss the quote and determine the meaning. Design a poster on the quote (be as
creative as possible).
8. Share the meaning of the poster with the rest of the class.
o
o
Write Haiku poetry about change. Illustrate on a poster.
Collect articles about change from the newspaper. Divide the class into groups. Each
member of the group is given a different article to read and present to the rest of the
group. (Follow a jigsaw strategy.)
Research - Write a report on Changing Labour Market Trends.
Evaluation:
Resources:
Adapted from: Choices you make, Canada Employment and Immigration, Regina, SK,
1992.
Activity 1: Occupations Contribute to the Community
The student will:

examine interconnections between jobs and community.

Materials:
pen or pencil
handout No. 1 "Definitions Match"
collection of hats representing different occupations (they can be made
beforehand)

Activity:
1. Ask students to being hats from parents, relatives, neighbours and friends that
represent various occupations. You can also use pictures of hats. Arrange the hats
for display in the classroom. Have students identify which occupations each hat
represents. Have students relate the settings in which they have seen these hats.
Discuss the contributions that each of these occupations makes to the community.
Teacher Note: Variation to hat exercise (look up pictures of people in various
occupations in magazines or newspapers). Share occupations and contributions of
occupations to society with the class.
2. Students can role play various occupations.
3. Explain that students will see and hear terms used, both in relation to work and
themselves, and you want to know how well they understand these terms before
proceeding. Distribute and have students complete the "Definitions Match"
activity. An alternate approach would be to divide students into groups and give
each group some of the words to define. These could then be reported to, and
further discussed by, the class.
4. Review the answers to each statement, clarifying as necessary, and ensuring that
each student has made necessary corrections.
Answer Key:
1.
2.
3.
J
D
A
1.
2.
3.
C
B
L
1.
2.
3.
I
F
H
1.
2.
4.
K
4.
G
4.
N
5. After telling students that, while everyone appreciates the money they receive
from working, even people who probably have earned lots of money -- for
example, professional athletes, rock stars, T.V. and movie stars -- keep on
working. Other examples would include people in oil refining, natural gas
exploration, mining, and publishing. Ask students to give reasons why these
people would continue to work.
Reasons should include such things as meeting challenges, the sense of
accomplishment, meeting/working with people, accepting responsibility,
contributing to society, making life better for others, personal satisfaction, and
feeling involved.
Students might enjoy coming to school dressed like people in various occupations.
Have each student interview three adults who have worked for five or more years to find
out why they work. Discuss the findings in class.
Have students interview some one who is recently unemployed.
Invite a person into the classroom to discuss his/her occupation. Try to include a male or
a female from a non-traditional occupation. Include individuals of various ages, cultures,
with disabilities, etc.
Evaluation:
Resources:
Definitions Match
Name: __________________________________ Grade: __________ Date: __________
___
1. A particular type of work
A. Abilities
B. Leisure
___
___
___
___
___
___
___
___
___
___
2. What university graduates

recieve
3. Things you are good at
4. Categorizing jobs by sex
5. Series of work roles, paid and
unpaid, combined with other
lifetime activities
6. Time available to you after work
7. Things you like to do
8. Beliefs, things that are important
to you
9. Ability to type, file, solve
problems, knit, play a musical
instrument are examples
10. Characteristics that make you
unique
11. On-the-job learning
12. Something you want to achieve
13. The way in which you choose to
live your life
C. Career
E. Trade
G. Values
I. Skills
K. Stereotyping
M. Application
O. Attitude
D. Degree
F. Personality
H. Apprenticeship
J. Occupation
L. Interests
N. Goal
P. Lifestyle
14. What you fill in when you see

someone about employment
___
___
___
1988.
Handout No. 1 "Definitions Match"
Activity 2: Transferable Skills to the World of Work

Foundational Objective: Awareness and understanding of the relationship between work
and learning.
The student will:
identify skills and traits that employers expect in the world of work.
identify skills and traits that are transferable from school to the world of work.

Materials:
pen or pencil
handout No. 2 "Common Traits Employers Are Seeking in Employees"
handout No. 3 "Job Seeking/Keeping Skills"

Students need to know that there are certain abilities and traits that help them succeed in
an occupation. Employers have expectations and they are looking for certain traits in
potential employees. Skills and traits are transferable from school to the world of work.
Activity:
1. Hand out a checklist of common traits desired by employers. Have students rate
themselves. Discuss the traits and results of the rating in pairs.
2. Have students look at a case study of two employees seeking a position. Divide
the class into groups to discuss the case study. Allow one student from each group
to make a report to the class based on their discussion and the decisions they
made.
3. Have students discuss the traits and skills they have that are transferable to the
world of work.
4. Using "case study" - In small groups have students examine individual responses
and decide as a group if traits are positive, negative or neutral. Share and discuss
responses with class.
Interview an employer to find out what skills he/she wants from an employee.
Guest Speaker - Invite a person into class from a larger company who hires and possibly
fires people. Have the person talk about desirable employee knowledge, traits, and skills.
Ensure that guest speakers over the course of the modules represent various cultures,
ages, disabilities, and both genders.
Students who are seeking part-time employment could design a rsum and research
interviewing skills.
Evaluation:
Common Traits Employers are Seeking in Employees
Employers say that they are looking for the following traits in potential employees. Rate
yourself on these traits.
Below Average Good Out- Unknown
Average
standing
1. Works accurately.
2. Does neat work.
3. Sees the job through (does not
quit because it gets difficult).
4. Always proceeds in an orderly
manner.
5. Able to work well under
pressure.
6. Willing to do those parts of the
job that one may not really want
to.
7. Able to work without
supervision if necessary.
8. Cooperates with others.
9. Keeps busy.
10. Behaves well.
11. Gets along well with others.
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
12. Able to handle conflict.
___
___
___
___
___

Handout No. 2 "Common Traits Employers are Seeking in Employees"
Below Average Good Out- Unknown

Average
standing
1. Accepts criticism without
becoming upset.
2. Shows enthusiasm for work.
3. Cares for equipment.
4. Uses equipment properly.
5. Uses materials economically
(doesn't waste anything).
6. Follows orders and instructions.
7. Acts promptly.
8. Uses efficient working methods.
9. Uses safety and health precautions.
10. Practises cleanliness and grooming.
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
11. Willing to relocate.
1988.
Handout No. 2 "Common Traits Employers are Seeking in Employees"
Job Seeking/Keeping Skills

CASE STUDY
Linda and David began working at a clothing store at the same time. Both young people
have very good sales records and get along well with other employees.
When the assistant manager's position became vacant, Linda immediately applied for it,
presenting her reasons why she could do the job well. David thought that the manager
would ask him to apply because of his good performance, and when the manager said
nothing, David put in his application at the last minute.
The duties of the assistant manager include marketing and sales, stock control, banking of
receipts, and supervision of employees. If you were the manager, which employee would
you promote given the information described above and the criteria listed below?
For each statement given below, indicate if the statement is positive (+), negative (-), or
neutral (0). Then choose one of the two employees for the position of assistant manager.
Linda
David
___ often works through coffee breaks

___ promptly returns from lunch
___ gets along well with customers
___ is very well organized
___ dresses well and is very
fashionconscious
___ has a few close friends
___ prefers small groups of people over
large
group
___ tends to be disinterested in paperwork
___ has natural leadership qualities
___ is studying marketing management at
night
school
___ does not want to work overtime
because of
her studies and community
involvement
___ knows her father is a personal friend of
the
store owner (who is not the store
manager)
___ is considered a responsible citizen
___ has no plans for marriage at this point
in her
career
___ is sometimes late returning from lunch

___ occasionally takes longer coffee
breaks
___ chats with friends who often drop into
the store
___ is neat in appearance
___ is very friendly with most people
___ coaches minor hockey
___ is a member of a local service club
___ is a grade 12 graduate with honours
___ considers his job as the most
important thing in his life right now
___ is a member of the church choir
___ seems reluctant to speak up at staff
meetings
___ has an above-average knowledge of
the products
___ has two years of university education
___ is willing to work overtime
___ has a steady girlfriend; the relationship
appears to be leading towards
marriage
___ loves children
___ is a member of a small investment club

Handout No. 3 "Job Seeking/Keeping Skills"
Activity 3: Where to Study

Knowledge and skills to prepare for the transition to high school.
The student will:
identify the various educational alternatives available for postsecondary training.

identify school courses that meet tentative career goals.
identify the requirements for secondary and postsecondary programs.

Materials:
handout No. 4 "Postsecondary Research Form"

A variety of Saskatchewan Career materials including:
Calendars from the University of Saskatchewan and University of Regina
Calendar from the Saskatchewan Institute of Applied Sciences and Technology
Program Guidelines from the Regional College in your area
Apprenticeship brochures and private vocational schools information

Activity:
1. Invite the school counsellor and/or a staff member from the high school to give a
presentation to the students on courses available in the high school and on the
postsecondary training programs available in Saskatchewan. Allow ample time for

questions.
2. Make career resources available to the students so that they can investigate the
postsecondary training programs in the province. Students should be encouraged
to use career computer resources, if available.
3. Have them complete the "Postsecondary Research Form" handout for two
programs that are of interest to them. This activity may be done in small groups if
a large supply of calendars is not available.
4. In small groups, have students design a fill-in-the-blank test to check the
knowledge of other students in the class on general information about
postsecondary training facilities.
Research postsecondary programs using a computer.
Attend a postsecondary institution orientation.
Design a poster on a particular program of interest encouraging other students to attend.
Write letters requesting information on various postsecondary programs.
Evaluation:
Students will determine what high school courses are needed to get into a specific
postsecondary program.
Resources:
Prospects (distributed to schools)
Regina, SK
Design your future with postsecondary education
Regina, SK
Postsecondary Research Form
Institution
Name/Address
Institution
Name/Address
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
8. Other: availability of
calendar, program
brochure, on- site tour,
scholarships, special events
___________________
I need to know ...
PROGRAM
1. Name of program
2. Length: start date,
completion date, duration
(months/years)
3. Admission Requirements:
grade and school subjects,
age, interview, other
special prerequisites
4. Costs: tuition, books,
supplies, uniforms
5. Description:
o class/courses
o options
o method of
learning/instruction
o special features
6. Graduate Employment:
number of graduates, type
of jobs, starting salaries
7. Certification: degree,
diploma certificate, outside
recognition
___________________
___________________
___________________
___________________
Postsecondary Research Form (continued)

INSTITUTION
___________________ ___________________
1. Size and type
2. Student Facilities:
o accommodations
o day car
o library
o counselling services
o gymnasium
3. Student Activities:
o social/cultural events
o recreational/athletic
4. Contacts: name/telephone
number for admissions,
counselling, accommodations,
placement
___________________ ___________________
___________________ ___________________
___________________ ___________________
___________________ ___________________
Source: Design your future, Saskatchewan Education, Training and Employment.

Handout No. 4 "Postsecondary Research Form"
Activity 4: Researching An Occupation

Awareness of and knowledge and skills needed to access, understand and use
occupational information.
Knowledge and skills to prepare for the transition from high school.
Learning Objective:
The student will:

occupations/occupational programs.
C.E.L.s: COM, CCT, IL, PSVS, NUM, TL

Materials:
variety of current occupational materials

Activity:
Have students research an occupation ... include the following:
(a) Each student selects an occupation or job which interests him or her.
(b) Over a set period of time, students are required to find out as much as possible about
their
chosen occupations, using a variety of sources. One of the first tasks is to decide
the "where,
what, and how" of gathering information.
(c) A list of things to look for may be generated by the class through discussion or
provided to the
students by the teacher. Nonetheless, the following questions should
be answered:
What do people DO on the job? What are their duties and responsibilities? Would
any of your interests, hobbies or skills help you on the job?
What other occupations/hobbies are related to this one?
What hours, travel or work environment does this job involve?
What are the basic entrance requirements? What knowledge, abilities, aptitudes,
or skills are needed?
What level of education is needed to enter the job? Are certain high school
courses especially valuable as prerequisites?
Is there on-the-job training?
Do you have to own a driver's license? Are there physical restrictions?
What type of job can you reasonably expect to start with?
What is the starting salary? After five years?

Does the job offer chances for promotion or advancement?
Are there fringe benefits? Is it unionized?
What is the employment outlook? Increasing or decreasing?
Are technological changes affecting the work?
What skills will you learn from the job? Could they be applied to other jobs or
occupations?
(d) Students should be encouraged to seek information from local libraries, people
employed on the
job, the school guidance office, Saskatchewan Education, Training
and Employment, and the
local Canada Employment Centre.
(e) Reporting can take place through written submissions to the teacher and a
summarized oral
presentation.
Design a bulletin board on an occupation.
Construct an "Occupation Collage" or mobile.
Evaluation:
See Appendix C for sample forms to assess written submissions.
Resources:
Stats Canada CD-ROM
Adapted from: Junior high health and personal life skills, Alberta Education, 1987.
Activity 5: Transitions: Planning for High School

Knowledge and skills to prepare for the transition to high school.
The student will:
develop a life/career plan that integrates educational plans with tentative

life/career goals.
identify the requirements for secondary and postsecondary programs.
understand how educational planning will effect career planning.
identify the various educational alternatives available at the secondary and
postsecondary level.

Materials:
pen or pencil
handout No. 5 "Educational Profile Sheet"
high school handbooks
course requirement pamphlets from universities, colleges, etc.

Activity:
1. If possible, arrange for counsellors from your local high school to visit the class.
If you are teaching in a combination junior-senior high, this may not be a
problem. However, if you are in a large centre where students have access to a
number of high schools, this activity may take some extra organization.
If the local high school does not already do so, organize an evening activity for
parents and students during which high school programs can be described and
questions answered.
2. High school student councils or peer support teams may also be interested in
visiting your classroom. This excellent peer-sharing process can provide students
with the "real story" about life in the high school.
3. Topics for discussion include:

(a) The relationship between junior high marks and senior high course selection.
o Use a high school course handbook to examine the different courses
available in high school.
(b) The credit system.
o
Many students are not familiar with the credit requirement for Grade 12
graduation nor with the combination of courses which must make up this
total. (Check the high school handbooks for information charts.
Information is also available from Saskatchewan Education, Training and
Employment.)
(c) Types of high school programs.

o
Discuss with students that high schools often offer specialized programs
which meet the different educational, occupational, and personal needs of
students.
Have students review what they have learned about the vocational
programs, arts education programs, business education, technical courses,
work experience possibilities, and various academic programs that are
available locally.
If possible, arrange for a tour of a high school, or inform students of open
houses being held at local high schools.
(d) Have students explore the various course requirements for entrance to
universities,
colleges, etc.
4. A three-year plan:
Students need to be aware of the nature of high school and postsecondary
planning, the need to consider pre-requisites, and high school registration
procedures.
Students should also begin to be aware of the notion of "closing doors" on their
futures.
(a) Some students close doors on themselves by failing to live up to their
potential in junior
high school, thereby losing the chance to take courses of
their own choice in senior high
school.
(b) Some students who are eligible to take higher level courses choose not to do
so "just
because it's easier not to", without realizing that not all courses will
take them to the same
postsecondary goals.
(c) Some students look up the course requirements for the postsecondary program
of their
choice and select only the courses necessary to get into that specific
program. This can
cause several problems:
The requirements change in the three years that they are in high school
(e.g., a course which is merely recommended becomes required).
o Their career or occupational goals change, and they find themselves in the
wrong program, or short of the necessary courses.
o Although postsecondary institutions list minimum requirements, some
faculties must limit enrolments for a number of reasons -- lack of facilities
or market requirements. Consequently, very few applicants who have
minimum entrance requirements may be accepted.
5. Have students complete the "Educational Profile Sheet" handout. Emphasize that
this plan is not carved in stone and may be changed in the future.
o
Interview high school students about various subjects and high school programs.
Participate in a Job Shadowing and/or Work Experience Program.
Evaluation:
Resources:
Design your future
Adapted from: Junior high health and personal life skills, Alberta Education, 1987.
Educational Profile Sheet

The career in which I am now interested is:
______________________________
List below the courses you have taken, are taking, or will take which will help you enter
this field if you choose to continue in this direction. List all courses for past, present, and
future. (Remember that some grades have certain requirements and that certain courses
must be taken in order to graduate.)
Grade 10
Total Credits _________

Grade 12
Grade 11

Total credits for grades 10-12:
_______________
Graduation Requirements: 24 credits

This number must include _____ required credits in Language Arts, _____ required in
Social Sciences including compulsory credit in Canadian Studies 30, _____ required
credits in Mathematics, ____ required credits in Science, _____ required credits in Arts
Education, Practical and Applied Arts, or Health/Physical Education.
Source: Policy directions for secondary education in Saskatchewan: Ministers' response
to the high school review advisory committee final report, Saskatchewan Education,
Training and Employment, 1994.
Handout No. 5 "Educational Profile Sheet"

Activity 1: My Place in the World of Work
Awareness of self.
The student will:

C.E.L.s: COM, CCT, IL, PSVS, TL, NUM

Materials:
pen or pencil
handout No. 1 "What is Important to Me?"
paper
handout No. 2 "Job Satisfiers"

To fully understand work, students need to appreciate that work includes employment,
unemployment, homemaking and volunteering because each involves tasks and
responsibilities related to organizing one's home and activities in order to reach desired
goals. Reasons for working should include a need for satisfaction and a desire to accept
responsibility, meet people, make a contribution, attain prestige and recognition, as well
as make money.
Activity:
1. Have each student write a definition of "work" and list five reasons why people
work.
2. Create four groups and have each group compile a definition of work and as many
reasons for working as possible. Have groups post definitions and reasons on
large chart paper.
3. Groups can walk around to examine and discuss each group's definition of work.
4. Consider, with students, whether volunteering, unemployment and homemaking
are accounted for in the definitions of work.
5. Create a class list of the reasons for working.
6. Consider the reasons for working in relation to marital status, sex, and age.
7. Using the class-created list of reasons for working and definitions of work, have
students survey others -- male and female, young and old, employed, unemployed
and retired -- about reasons for working and a definition of work. Compare the
results of the survey with the class-generated list of definitions.
8. Introduce the concept of job satisfiers and how it can help students determine
their likes and dislikes in what they will do at work. Ask students to complete the
"What Is Important to Me?" and then discuss some of their responses and reasons
for their responses in pairs. Each pair might try to decide which satisfiers are the
most important. However, it should be made clear that the purpose of the exercise
is to stimulate thinking through discussion, not to strive for a "correct" response.
Teacher Note - An informal survey revealed that a majority of workers surveyed
ranked the items on the worksheet "What Is Important to Me?" as follows: 1-h, 2j, 3-i, 4-b, 5-a, 6-e, 7-c, 8-f, 9-d, 10-g.
It needs to be emphasized that there are no right or wrong answers. Students may,
however, wish to compare their evaluation with that of the survey.
9. Ask students to complete the "Job Satisfiers" handout. Ask them to suggest
occupations that might meet their needs and desires.
Debate - Students might debate the following topics related to satisfaction in a job.
(a) Being happy with your work is more important than earning a large salary.
(b) Working for yourself is more satisfying than working for someone else.
Working Conditions - Ask students to list the ideal working conditions for an occupation
of their choice. They might share their answers with the class. They might also discuss
how or why an individual could overcome or accept poor working conditions in an
occupation.
Watch and discuss the video "Get Ready" which explores northern career opportunities in
science and technological fields.
Evaluation:
Resources:
"Get ready" (video)
"Choices you make" (video)
Canada Employment and Immigration
Regina, SK
Adapted from: Junior high school career guidance, New Brunswick Department of
Education, 1988.
What Is Important to Me?
Rank the following general job satisfiers in order of their importance to you. When you have
decided which one is the most important to you, write "1" in the column entitled Importance
to Me. Write "2" beside the second most important, and so on. Write down the reasons for
your answers. For printing and copying this template Requires Acrobat Reader (click on the
table title)
Job Satisfiers
1.
2.
3.
4.
5.
6.
7.
8.
9.
Good wages
Job security
Promotion
Good working conditions
Interesting work
Personal loyalty to workers
Tactful discipline
Full appreciation of work done
Sympathetic help with personal problems
Importance Group
to Me
Consensus
___
___
___
___
___
___
___
___
___
___
10. Feeling "in" on things

___
___
___
___
___
___
___
___
___
___
Reasons for Answers

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Other Job Satisfiers That Are Important to Me
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Handout No. 1 "What Is Important to Me?"
Job Satisfiers
A list of the satisfiers that people may seek in their jobs or as a result of their jobs are given
below. Which of these satisfiers are important to you? Check the appropriate column for
each statement. When you have completed the list, write down the five most important job
satisfiers, in order of their importance to you, and the five that are least important to you. If
some of the satisfiers you might expect from a job are not here, you may include them on
your final list.
Very
Mildly
Not
Important Important Importantly
I would like a job in which I will be
able to:
- help other people;
- invent new things, design new
products, or develop new ideas;
- travel;
- think of myself;
- obtain status and respect;
- plan work for others;
- earn a good salary and satisfy my
material needs;
- work outdoors;
- feel secure, even in time of high
unemployment;
- work in pleasant surroundings;
- have a supervisor who is fair and with
whom I get along well;
- work with other people;
- do a variety of job activities;
- do light physical work;
- work with machines.
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___
___

Handout No. 2 "Job Satisfiers"
Job Satisfiers (continued)
Most Important Satisfiers

1.
2.
3.
4.
5.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Least Important Satisfiers

1.
2.
3.
4.
5.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Handout No. 2 "Job Satisfiers"
Activity 2: My Lifestyle and Leisure

The student will:
describe the various roles an individual may have as part of his/her life career.
describe the interrelationships among school, family, occupation and leisure

decisions.
identify personal leisure choices in relation to lifestyle and the attainment of
future goals.

Materials:
pen or pencil
handout No. 3 "Lifestyles Questionnaire"
handout No. 4 "Leisure Time Questionnaire"

Lifestyle is the sum of the many roles a person has throughout life. It includes attitudes,
goals, and beliefs. When formulating their lifestyle, students should consider:
their contribution to the economic life of society;

their role as members of a family group;
their role in community life;
their role in aesthetic, religious, or service organizations; their role in a changing
world of technology.
Leisure may be defined as:
time free from required work when a person may amuse himself/herself or may
rest and enjoy some pleasant activity.
time at one's disposal.
Discussion of both lifestyles and leisure should consider the following points:
family financial status

changes in the size, age, or needs of family members
location and type of residence
opportunities and facilities in the community
impact on family relationships
opportunities to serve others (e.g., service clubs)
cultural, social and athletic opportunities of an individual or group nature
opportunities to explore talents, interests, and abilities
impact of work and family responsibilities
opportunities to meet others
impact of shiftwork, dual career families
some leisure activities viewed as work
changes due to individual and family needs and circumstances

reflection of personal value (being visible to/in contact with ìmportant' people
versus time spent with family)
Activities:
1. (a) Define leisure. The main concept to consider is time free from work and
responsibilities
to amuse oneself, rest, and enjoy an activity.
(b) Brainstorm a list of leisure activities currently enjoyed by students. Consider
the time
available to devote to leisure related to the roles and responsibilities
of being a student,
someone's daughter, a part-time worker, and someone's
brother or sister.
2. (a) Have students imagine ten years into the future, assume they are all married,
live in
apartments and have no children. How will this affect leisure activities
and time available
for leisure?
(b) In addition to being married, the students all have jobs which -- like teaching
-- require at
least an hour's work at home each night. How does this affect
available leisure time and
activities and the time spent with one's spouse?
(c) In addition to the above, students now own their own homes and have one
six-month old
child. How does this affect available leisure time and activities
and time spent with one's
spouse?
3. Ask students to identify other factors and changes in their lives which would
affect time available for leisure, leisure activity, and relationships. Such factor
changes would include additional children, a working/non-working spouse, shift
work, a move to a new community, major purchases (e.g., car, new house),
starting your own business.
4. Explain that while the previous activities/discussions focused attention on leisure,
students were also considering lifestyle. Discuss the meaning of lifestyle.
Concepts to consider include participation in the economic life of society; family
and home roles, membership and responsibilities; involvement in community and
religious activities, groups and associations; and changes resulting from
technological, societal, and economic change.
5. Complete and discuss the `Lifestyle and Leisure' questionnaire handouts.
6. Consider the importance of lifestyle and leisure in relation to planning for the
future.
7. Write a few paragraphs on the changes in leisure time, activities, and relationships
that would result when a spouse leaves the home, when children are 16 or 17,
when children are away from home, or at retirement.
8. A lifestyle is the way you decide to live 24 hours a day. For example a couple
with five children lives in the log house they built in British Columbia and fishes
for salmon three months a year to get needed money. A 33-year old person is
selling school materials around the province and lives over half the time in
motels. These persons decided on a particular lifestyle. They may not do it all
their life, but they want to now.
Describe people with different lifestyles. Tell about the way they get money, the
degree of luxury (or lack of), recreation and hobbies, housing, cars, etc.
Lifestyle No. 1
________________________________________________________
_____________________________________________________
___
Lifestyle No. 2
________________________________________________________
_____________________________________________________
___
Lifestyle No. 3
________________________________________________________
_____________________________________________________
___
Lifestyle No. 4
________________________________________________________
_____________________________________________________
___
9. Share your responses in small groups.
10. In small groups, discuss the important of lifestyle and leisure in planning for the
future.
Choices - Ask students to list several possible careers for themselves, based on their
desired lifestyle and use of leisure time. Ask them to compare these choices with their
earlier choices based on their interests.
Planning for Leisure Time - Ask students to use a decision-making model to make a plan
for leisure time; for example, to answer the question "How can I spend a half day?"
Research - Have students do research on occupations related to leisure time, such as hotel
administration, travel, sports, recreation, photography, coin collecting, stamp collecting,
crafts. Students should be encouraged to use career computer resources, if available.
Imagine your lifestyle 100 years ago and 100 years in the future. Write an imaginative
story to share with the class.
Evaluation:
Resources:
Lifestyle Questionnaire
A. For each of the following descriptions of jobs, give two examples.
1. Some occupations allow an individual a great deal of leisure time.
___________________________________________________________________
2. Some occupations allow very little leisure time.
___________________________________________________________________
3. In some occupations, employees earn well over $50 000 per year.
___________________________________________________________________
4. In some occupations, employees earn between $15 000 and $20 000 per year.
___________________________________________________________________
5. Many jobs directly involve helping people with their personal needs and worries.
___________________________________________________________________
6. Some jobs make it very difficult for the employees to spend time with their families.
___________________________________________________________________
7. Some jobs provide the first step to bigger and better positions (job advancement).
__________________________________________________________________
8. Very few jobs involve adventure, that is exciting, risk taking, or hazardous activities.
__________________________________________________________________
9. In certain occupations you would be able to own your business or be self-employed.
__________________________________________________________________
10. Certain occupations do not allow you to ever own your business.
__________________________________________________________________
11. Some occupations allow you to get to know other people very well and develop
close relationships with them.
__________________________________________________________________

Handout No. 3 "Lifestyle Questionnaire"
Lifestyle Questionnaire (continued)

1. To many people, having a job that involves outdoor activities is very important.
__________________________________________________________________
2. Certain kinds of jobs allow you a lot of freedom; for example, the opportunity to
choose your own working hours.
__________________________________________________________________
3. Some people love to be inventive, original, or creative in anything they do, but in
certain occupations creative experiences would probably not be present.
__________________________________________________________________
4. In the future, certain jobs might be done by robots.
__________________________________________________________________
B.Circle "T" for "True" or "F" for "False".

1. Two examples of very prestigious or high-status jobs are:
(a) singer
T F
(b) model
T F
2. Some hobbies that can become either part-time or full-time occupations are:
(a) car customizing
T F
(b) crafts (painting, weaving)
T F
3. Some jobs that give people a lot of opportunity to lead and guide others are:
(a) actor
T F
(b) accountant
T F
4. The following jobs offer a variety of experiences.
(a) reporter
(b) airline pilot
(c) farmer
(d) file clerk
(e) computer programmer
T
T
T
T
T
F
F
F
F
F
5.
Handout No. 3 "Lifestyle Questionnaire"
Leisure Time Questionnaire
1. Choose three words to best describe what leisure means to you. Explain why you
picked those words.
__________________________________________________________________
2. What do you commonly do when you have a half hour or an hour free? List three
activities.
__________________________________________________________________
3. What are your leisure activities when you have a half day or a full day free? List
three activities.
__________________________________________________________________
4. What do other people want you to do during your leisure time (your parents,
teachers, friends)?
__________________________________________________________________
5. Why do people have vacations? What, for you, is the ideal vacation? What does
this tell you about yourself?
__________________________________________________________________
6. When does leisure time become work? Consider these examples: gardening vs
farming; partying vs entertaining for business; cooking vs being a chef; tinkering
with cars vs being a mechanic; sewing vs working as a seamstress or tailor.
__________________________________________________________________
7. List leisure time facilities available to you in your community and school (e.g.,
YMCA and YWCA, recreation centre, arena, etc.).
__________________________________________________________________
8. Which of the following benefits does leisure time provide for you? Place a check
mark next to them.
___ relaxation
___ cultural growth
___ social growth
___ recreation
___ ideas about future

careers
___ variety
___ increased self-awareness

___ educational development
___ physical growth

___ stimulation
___ other (specify)

___ mental growth
___ enjoyment
___ spiritual growth
9. What are you looking for in your leisure time experiences?
__________________________________________________________________
Handout No. 4 "Leisure Time Questionnaire"
Activity 3: My Future
Awareness of change and knowledge, skills, and attitudes needed for life career
transitions.
The student will:
describe the importance of career planning for the future.

identify how a person changes during a lifetime (physical, psychological, societal,
emotional).
identify life events that (will) have been meaningful.

Materials:
paper
handout No. 5 "My Future"
pencil or pen
student journals

A life career plan is like a road map. It helps students get from where they are to where
they want to be. Because of the changing nature of the world of work, few students can
chart a course during high school and follow it for the rest of their lives. However,
students can establish general directions during their high school years and begin to
develop the knowledge, skills, and attitudes that will have usefulness in virtually any job
situation.
Activity:
1.Ask students to go on an imaginary journey that takes them 15 years into the
future. With their input, develop a list of events that could happen to them during
the next 15 years. This list could include such things as:
entering high school,
being elected to the Student Council,
winning a scholarship,
participating in school events,
attending a friend's/older sibling's wedding,
experiencing a death in the family,
having a part-time job,
graduating from high school,
taking a vacation,
having a first full-time job,
being laid off,
getting engaged,
having their first child.
Tell students they are now 28 or 30 years old, it is a weekday morning and all of
them are fortunate enough to have full time jobs and, at some point during the
day, they have to go to work (you may also wish to suggest that none of them is a
millionaire - yet!). Distribute the `My Future' handout and ask students to answer
the questions.
Advise students they must now return to the present and your grade 9 classroom.
Allow students who wish to share their `Future' with the class to do so (you may
also wish to share your expectations of your life 15 years from now).
Explain that while not all dreams come true, there is less chance they will come
true if students do not begin now not only to plan for the future, but also to do
things that will enable them to work toward achieving their goals.
In small groups, have students describe the changes that have occurred in their
physical, psychological, social, and emotional development.
o
o
o
o
o
o
o
o
o
o
o
o
o
2.
3.
4.
5.
6. In their journals, have students complete the following sentences:

Thinking about and planning for my future are important because ...
In planning my future I also need to think about my education because ...
Life Line - Design your life line. Expand it to the future including significant events in
the past that have happened and significant events in the future that will happen.
Evaluation:
Resources:
My Future
Name: ___________________________________ Grade: __________ Date: __________
1. How old are you? ______
2. Are you married? _____ For how long? _____ Do you have children? _____ How
many? _____ Ages? _____
3. What time do you get up on work days? _____
4. What do you usually wear to work? ____________________
5. What do you eat for breakfast? ____________________ Do you eat at home?
_____
6. Do you live in a house? _____ an apartment? _____ a flat? _____ or a mobile
home? _____ Is it in the city? _____ suburbs? _____ town? _____ a village? _____
or the country? _____
7. What time do you leave for work? _____
8. What time do you have to be at work? _____ Do you have to be there at the same
time every day? _____ If no, why not? ____________________
9. What time do you leave work? _____ Do you go straight home on most days?
_____ If not, what do you do before going home? ____________________
10. What kind of work do you do? ___________________ Who is your employer?
____________________ What do you like best about your job?

____________________ least? ____________________
11. Do you take your lunch to work? __________ or eat out? __________
12. What is your weekly take-home pay? __________ your grocery bill? __________
light/heat bill? __________ rent/mortgage? __________
13. What do you usually do in the evenings on a work day? ____________________
14. What do you usually do on your days off? ____________________
1988.
Handout No. 5 "My Fantasy Future"
Activity 4: Occupational Information Resources and Search

knowledge and skills needed to access, understand, and use occupational information.
The student will:
identify sources to obtain information about occupations/occupational groups.

occupations.

Materials:
pen or pencil
handout No. 6 "Occupational Information Resources"
chalk
handout No. 7 "Occupational Search"
chalkboard
occupational information resources

In the world of work today, there are a vast number of jobs. Moreover, new jobs are
coming into existence all the time.
It is important that students are aware of the many possibilities open to them when they
are considering what kind of work they want to do in their lives. Unfortunately, students'
horizons can be limited by many factors. Students who grow up in rural or northern
communities may see only a few traditional careers in their community. The area of the
country in which students live and student gender also have an influence. For example,
prairie students will likely have little knowledge of the many occupations associated with
the construction, maintenance, and operation of ships. Both boys and girls may have
traditional views of occupations appropriate for their sex.
Therefore, career awareness, exploration, and planning is absolutely essential in life
career development. Students need the opportunity to learn about a wide range of
occupations when thinking about their future plans, and to consider a number of careers
in relation to their personal interests and abilities. Students must be aware of the various
career information resources available to them.
Activity:
1. Brainstorm a list of occupations. Discuss with the students the value of knowing
where to obtain information about occupations.
2. Brainstorm with the students a list of occupational resources ... write them on the
board.
3. Distribute handout No. 6 "Occupational Information Resources".
4. In small groups, students should explore the career information resources on the
handout and determine which resources are most beneficial and why. (This
assignment will require access to a variety of career resources and may also
require an extensive search.)
5. Share responses with the rest of the class.
6. Using the career resources available to them, students should individually
complete the "Occupational Search" handout No. 7.
7. Students should share the results of their occupational search in small groups.
Students who are interested in applying for part-time work can research "Job Search
Skills".
Students can write a report on specific areas of Occupational Information Resources -for example, the value of computer resources.
Students can design a bulletin board around Occupational Information Resources or

construct a mobile and/or collage on various occupations.
Evaluation:
See Appendix C for sample group work forms.
Resources:
Career Information Resources

Libraries
look under "careers" in the card catalogue (or other data bank)
look under career areas you find most interesting (i.e., agriculture, science, etc.)
look in reference section (i.e., Dictionary of occupational titles, Canadian
classification and dictionary of occupations, occupational outlook handbook)
talk to the librarian
newspaper (want ads)
Career Information Centres
i.e., Career Centre - Kelsey Campus, Saskatoon

reference books
specific occupational information
occupational videos
career-related magazines
university calendars
training opportunities
pamphlets
People
career counsellors
school guidance counsellors
teachers
informational interviewing (talking to someone in the field of interest)

job shadowing
Computers
Choices
PC Directions
Discover
Job Futures
Crossroads
Source: Connect: A career planning workshop for adolescents and their parents, Lauri
Briltz, Unpublished document, University of Saskatchewan, 1993.
Handout No. 6 "Occupational Information Resources"
Occupational Search
Job Title
______________________________________________
Person Interviewed
______________________________________________
Employer
______________________________________________
Date of Interview
______________________________________________
Interviewer
______________________________________________
1. Job Requirements
What education and/or training is needed?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. List any Special Abilities needed (verbal, numerical, mechanical, etc.)
__________________________________________________________________
Do you need a license or special certificate to do this work?
__________________________________________________________________
List any other requirements for this occupation.
__________________________________________________________________
3. Job Description
What are the duties? responsibilities?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. Interests
Check the kinds of interests that are related to this occupation. (This question may
be omitted if the information is not available.)
___ arts
___ mathematics
___ literary
___ clerical work
___ influencing people
___ music
___ outside work
___ mechanical work
___ science
___ social service work

Handout No. 6 "Occupational Search"
Occupational Search (continued)

1. Working Conditions
Check any special working conditions associated with this occupation.
___
___
___
___
___
___
___
___
routine, unchanging work

high pressure work
heavy physical work
work under supervision
all inside work
night or weekend work
work mostly with others
work mostly alone
___
___
___
___
___
___
___
___
very little movement

work that changes a lot
much travel
dangerous work
work without supervision
loud noise
extreme heat or cold
get dirty or greasy
Does the occupation have any other special working conditions? Describe them.
__________________________________________________________________
__________________________________________________________________
2. What personal qualities are required (appearance, strength, math ability, working
with people)?
__________________________________________________________________
__________________________________________________________________
3. What is the pay range for this occupation?
__________________________________________________________________
__________________________________________________________________
4. Job Future
What are the chances for advancement within this occupation?
__________________________________________________________________
__________________________________________________________________
What are the chances of staying employed in this occupation (employment
outlook)?
__________________________________________________________________
__________________________________________________________________
5. In Your Opinion
What are the major advantages of this occupation?
__________________________________________________________________
__________________________________________________________________
What are the major disadvantages of this occupation?
__________________________________________________________________
__________________________________________________________________


1. Related Occupations
__________________________________________________________________
__________________________________________________________________
2. Who are the major people with whom you have to work on this job?
__________________________________________________________________
__________________________________________________________________
3. What school subjects are most related to this job?
__________________________________________________________________
__________________________________________________________________
4. What personal interests are associated with your job?
__________________________________________________________________
__________________________________________________________________
5. What related work experiences have you had?
__________________________________________________________________
__________________________________________________________________
6. What advice would you give to someone planning to enter this occupation?
__________________________________________________________________
__________________________________________________________________


Is This For Me?
Name: ___________________________________ Grade: __________ Date:
__________
Job Title: ________________________________________________
1. Using a scale of 1 to 5, with 5 as high, rate how well the job suits your:
(a) interests
_____
(b) abilities
_____
(c) work values
_____
(d) educational plans
_____
(e) desired working conditions
_____
(f) desired salary
_____
(g) lifestyle/leisure
_____
2. What would I like about this job?
__________________________________________________________________
__________________________________________________________________
3. What wouldn't I like about this job?
__________________________________________________________________
__________________________________________________________________
4. Do you need to explore more careers? Why?
__________________________________________________________________
__________________________________________________________________
5. Has your search affected your educational plans? If so, how?
__________________________________________________________________
__________________________________________________________________
1988.

Activity 5: The Life of the Entrepreneur

knowledge and skills needed to access, understand, and use career information.
The student will:

describe skills needed in a variety of occupational groups.

Materials:
pen or pencil
handout No. 8 "The Profile of An Entrepreneur"
student notebook
chalk, chalkboard

Entrepreneurship begins when you recognize an opportunity, a want, a need or a demand
which needs to be satisfied. It is the use of resources to implement innovative ideas to
satisfy those needs through new, thoughtfully planned ventures. Entrepreneurs are often
people who work for themselves. Some operate businesses where they hire other staff,
others create only their own job. Some people are entrepreneurs within an existing
organization. They can be called Intrapreneurs.
Did you know that: In 1986, almost one out of every seven workers in Canada
was self-employed (1,556,000 out of 11,634,000).
Between 1975 and 1986, the number of self-employed workers increased more
than twice as fast as the number of paid workers: 54.0% compared with 22.6%.
Self-employment is more prevalent among men than among women: 17.1% of all
employed men were self-employed in 1986 compared with only 8.3% of all
employed women.
Since 1975, however, the number of self-employed women has been rising three
times as fast as the number of self-employed men: 117.6% compared with 39.1%.
Women's share of total self-employment rose from 19% in 1975 to 27% in 1986;
during this period, their share of paid worker employment advanced from 38% to
45%.
The prevalence of self-employment increases rapidly with age: in 1986, only
5.6% of workers aged 15-24 were self-employed compared with 15.3% of
workers aged 35-44 and 46.8% of those 65 years and over.
Self-employment is most prevalent in Saskatchewan and Prince Edward Island: it
makes up 23.8% of total employment in the former and 18.3% in the latter. If
agriculture is excluded, however, British Columbia has the highest proportion of
self-employment (15.6%). Self-employment is least prevalent in Ontario and
Quebec.
Self-employment is more prevalent among workers engaged in fishing and in
farming occupations; it is also prominent among persons in the artistic, literary,
and recreational field; in sales occupations; and in the construction trades.
Self-employment workers generally stay at their job longer than paid workers. In
1986, almost 18% of the self-employed had worked at their job more than 20
years compared with only 8% of paid workers.
Activity:
1. Review what the students have already learned about entrepreneurship. You may
also wish to ask a student belonging to Junior Achievement to give a presentation
in the classroom and/or a local entrepreneur. Ensure a range of occupations,
cultures, ages, disabilities, and both genders when considering potential
entrepreneurs for classroom speakers.
2. Brainstorm ideas or facts ... write them on the chalkboard.
3. Go over the background information with the students.
4. Explain the "Profile of An Entrepreneur" assignment. Distribute the handout and
have students go over each section for discussion and clarification. If students live
in a small community, perhaps they can make a list of the business people in the
community and who they plan on interviewing.
5. Students should report back to the class about their entrepreneur. The students
should be encouraged to set up an appointment with the entrepreneur and to write
a thank you letter after the interview.
6. Students should discuss the contributions made by the entrepreneurs.
Invite a representative from the Canadian Federation of Independent Business, Chamber
of Commerce, or Saskatchewan Economic Development to give a class presentation. If
the Grade 12 Entrepreneurship course is offered at the school or a neighbouring high
school, invite students from that class to share their entrepreneurial projects.
Bulletin Board - Have students design a bulletin board about entrepreneurship.
Establish A Business - Students may wish to research and develop a plan for establishing
a business.
Write newspaper articles for the school newspaper highlighting entrepreneurs in the area.
Resources:
Canadian Council for Native Business
Box 7626
950 - 1783 Hamilton St.
Regina, SK S4P 2B6
Junior Achievement
Bayside Centre, 222 - 255 2nd Ave. North
Saskatchewan Chamber of Commerce
1630 Chateau Towers, 1920 Broad Street
Regina, SK S4P 3V2
Saskatchewan Economic Development
1919 Saskatchewan Drive
7th Floor, Ramada Inn
Regina, SK S4P 3V7
The Saskatchewan entrepreneur revisited in 1989 by E. Weymes
Saskatchewan Economic Development and Tourism
Regina, SK
The Profile of an Entrepreneur

Interview an entrepreneur and write a profile of that person and his/her business. The
profile should include:
A description of the person:
his/her reasons for becoming an entrepreneur

the kinds of personality characteristics this person has that makes her/him
successful as an entrepreneur
the kinds of skills and abilities this person has which are useful in the venture
how the person got her/his idea for the venture
the individual's feelings about being an entrepreneur (satisfactions, frustrations)

A description of the product/service:
the need that the product/service meets
the customers
the marketing strategy
the way that the product/service is produced or provided
A description of the contributions that this entrepreneur makes to society:
needed products or service

job creation
financial contributions
public service
Source: Project real world module IV, Federal/Provincial Publication, Saskatchewan

Education, Training and Employment, 1986.
Handout No. 8 "The Profile of an Entrepreneur"
Activity 6: Occupations in Cooperatives

Awareness and knowledge of different occupations.
The student will:
describe Maslow's hierarchy of needs.

describe how cooperatives relate to Maslow's hierarchy of needs.
identify cooperatives in the community, region, province, and country.
make a list of occupations within various cooperatives.
design a poster showing various occupations in cooperatives.

Materials:
paper
crayons
pen or pencil
markers
chalk, chalkboard
poster paper

See the background information (Grade 6, Module 1: Activity 6 and Grade 8, Module 4:
Activity 8). Teachers may wish to photocopy the background information for the students
or have them take notes on the material.
Dr. Abraham Maslow, a noted psychologist, identified five basic physical or emotional
needs. He arranged these needs into a series of levels, or a hierarchy of importance. He
believed that each level must be satisfied before an individual can successfully advance
to the next level.
Maslow's Hierarchy of Needs are:
1.
2.
3.
4.
Basic/Physiological Needs: Food, rest, shelter.

Safety Needs: Protection against danger, threat or deprivation.
Social Needs: Belonging, association, giving and receiving friendship and love.
Self-Esteem: Self-respect and achievement. Includes the need for status,
recognition and appreciation.
5. Self-Actualization Needs: Realizing one's potentialities, and continued selfdevelopment.
While the majority of cooperatives initially organized to meet basic physiological and
safety needs, todays cooperatives fulfil almost every human need. Examples of
cooperatives that exist in Canada include:
retail cooperatives
fishing cooperatives
livestock producer purchasing cooperatives
funeral cooperatives
grain marketing cooperatives
daycare cooperatives
housing cooperatives
credit unions
water and firefighting cooperatives
health care cooperatives
employment cooperatives
radio cooperatives
taxi cooperatives
Some cooperatives in Saskatchewan are:

Dairy Producers Cooperative Limited
Community Health Cooperative Federation
Saskatchewan Federation of Production
Cooperatives
Saskatchewan Wheat Pool
Credit Union Central of

Saskatchewan
Cooperative Trust Company of
Canada
Federated Cooperative Limited
The Cooperators
The CUMIS Group
Source: Cooperatives: An Introduction Home Study Course by W. Koczka. Canadian

Cooperative Association, 1988.
Activity:
Session 1 1. Review what the students have already learned about cooperatives.
2. Read the background information (students may take notes or be provided with a
photocopy).
3. Have students (individually or in small groups) make a list of Maslow's
"Hierarchy of Needs". Beside each need the students should describe how
cooperatives have satisfied that need.
4. Students should share responses by writing them on the chalkboard under each
heading of Maslow's needs.
5. For homework students should try to find out how many cooperatives are in their
area, province, and country.
Session 2 1. In small groups make a list of cooperatives. Share with the entire class and add
additional cooperatives to the list.
2. Brainstorm and record occupations that can be found in the various cooperatives
(students should be encouraged to be as creative as possible).
3. Design a poster showing various "Occupations within Cooperatives" to be
displayed in the classroom.
4. Journal writing:
From this activity I have learned....
Invite a representative from a cooperative to give a presentation to the class.
Job shadowing experience in a cooperative.
Write a report on cooperatives.
Evaluation:
The students will describe Maslow's hierarchy of needs and how cooperatives satisfy
each of the needs.
The students will identify cooperatives in their area, province and country.
The students will identify various occupations within the cooperatives.
Have students develop a classroom cooperative.
Resources:
Saskatchewan Region Office, 333 Third Avenue North
Telephone: (306) 244-3702
Activity 7: Changing Roles of Men and Women in the Workplace

Foundational Objective: Awareness and knowledge about changing gender roles.
The student will:
describe the changing life roles of men and women in work and family.
describe stereotypes and biases that limit opportunities for men and women to

Materials:
paper
pen or pencil
coloured pencils or markers
student journals
poster paper
Until the 1960s, society held rigid expectations regarding the work that women and men
should do. Most women worked only until they married. After marriage they were
expected to leave the paid labour force and devote themselves to the care of their homes
and families. Because it was assumed that most women would work only a few years,
many did not go to university, choosing to work at clerical and sales jobs. Those women
who did take postsecondary training were usually tracked into traditionally "female"
fields such as nursing, library work, or elementary school teaching. Highly trained and
highly paid professionals such as doctors, lawyers, veterinarians, pilots, dentists, etc.
were almost always men. Similarly, there were few if any women in the skilled trades
such as carpentry and plumbing.
In the mid 1950s this began to change. Over the years occupational stereotypes have
become less rigid and increasing numbers of women are entering occupations once
dominated by males. There is still a long way to go. However, a number of studies have
shown that many teenage girls still limit themselves to traditionally female occupational
choices. By doing this, they reduce their earning power and their opportunities for job
satisfaction. Introducing students to the broadest possible range of career options and
emphasizing that both males and females can enter any field they choose are ways to
break down occupational stereotypes.
Activity:
1. Review with the students what they already know about gender roles.
2. Share and discuss the background information. Discuss the changing roles of
women and men in the work force.
3. Divide the students into small groups to:
(a) develop a list of traditional occupations for both males and females and
discuss changes.
(b) develop a list of myths about males/females in the work place, at school or
home, and
discuss them (e.g., woman's place should be in the home; the man
should be the
breadwinner in the family).
(c) share the myths with the rest of the class.
4. Individually design a poster, promoting males and females to enter non-traditional
jobs.
5. Have the students complete the following statement in their journals:
I learned that ...
1. Invite a woman or a man employed in a job which is not traditional for his or her
gender to speak to the class. The speaker might discuss:
o why she/he selected that career
o the satisfactions associated with this particular career
any encouragement or discouragement she/he encountered from parents,

teachers, etc. when selecting this career
2. Do a survey of veterinarians, doctors or police officers in your community to
identify the number of males and the number of females employed in those jobs.
How does the ratio of males and females in your community compare to the
Canadian average?
3. Have students get information about the number of females and the number of
males in each non-compulsory course in your high school. Is there a gender
imbalance in some courses? Why? Are more males/females enrolled in senior
math and science classes? Are there more male/female senior math/science
teachers?
o
Evaluation:
Resources:
"She's making choices" (video package)
Saskatchewan WITT - Regina
Women in Trades and Technology
3524 Victoria Ave.
Regina, SK S4J 1M1
The idea book: A resource for improving the participation and success of female students
in math, science or technology (1988)
Canadian Teachers' Federation
Ottawa, ON
Activity 8: Unexpected Changes

The student will:

describe the effects that societal, economic, and technological change have on
occupations.

Materials:
pen or pencil, paper

handout No. 9 "Unexpected Changes"
student journals
index cards

The typical workplace is very different than it was 20 years ago. Many processes that
formerly were done by hand or with simple equipment are done now with computers.
Word processors that automatically check spelling and grammar have replaced
typewriters. Computers take only a few seconds to add up columns of figures that used to
take bookkeepers hours. In factories many products are at least partially assembled by
robots. Automation is making many old skills obsolete and forcing workers to learn new
ones.
Social and technological change means that many new jobs exist today that did not 20 or
even ten years ago. The development of computers, VCRs, cable television, etc. has
created thousands of new jobs. Social trends have influenced the job market as well.
Today, in most marriages both partners work, so there is less time for housework. As a
result, the number of jobs in restaurants and fast food outlets and in service businesses
such as house cleaning has risen considerably. These changes will continue in the years
ahead. Technological change will create new jobs not dreamed of today and the job
market will continue to change as society itself changes.
The nature of the labour force is changing as well:
Between 1980 and 1988 the number of people in the Canadian labour force
increased by 14.7%. This rate of growth is only half what it was during the 1970s.
Two forces played a significant role in shaping the Canadian labour force during
the 1980s: a rapid decline in the number of young people entering the labour force
and strong growth of the number of women between the ages of 25 and 54 in the
labour force.
The decline in young workers is a result of the declining birthrates. The increase
of female workers is the result of social and economic factors which encourage
women to enter the labour force.
It is anticipated that these trends will continue in the years ahead.

Activity:
1. Have students reflect back to Grade 6 and fill in the following information on one
side of an index card:
(a)
(b)
(c)
(d)
(e)
name
where you live
your career choice
goal in life
favourite leisure time activity
2. Have students then turn card over and supply some information in the present.
3. In small groups have students discuss their findings. Ask the following question:
What changes do you expect over the next four years?
4. Ask students how these changes have affected their lifestyle.
5. Ask students what they could have done to avoid undesirable changes and/or their
reactions to these changes.
6. Discuss the background information with the students. Discuss the current
economic climate in Saskatchewan, Canada, and the world. What changes are
occurring in the work places?
7. In small groups have students make the following lists:
o jobs which exist today that did not exist 20 years ago
o jobs from the past and present that will probably exist in the future
o jobs that will probably not exist in the future
Discuss these lists and share with the large group.
8. Distribute handout "Unexpected Changes". Have students in small groups discuss
the case studies and to try and identify as many career options as possible for each
group of workers.
9. Share responses with the large group.
I may not be able to control the future but ...
I found out that I need to ...
The best way to cope with change is ...
I'm looking forward to the future ...
Design a bulletin board on "Unexpected Changes".

Clip out newspaper articles on job losses and share with the class.
Study an actual situation in which a mine or plant closed. What happened to the workers,
the community?
Invite a person who chose to change careers to speak to the class. The person should talk
about:
the reasons for the career change

the way that she/he brought the change about
the advantages and disadvantages of making the change
Have students survey their community (or province) to identify all the training and
educational opportunities available to adults who want to upgrade their education or get
training in a different field.
Evaluation:

Unexpected Changes
Some people choose to change occupations, others have no choice. Plant closures,
corporate mergers and technological change sometimes mean that people's old jobs
disappear.
Below are a number of case studies. Work in small groups and imagine that you are the
workers described. Try to identify as many career options as possible for each group of
workers.
Group 1
You are a group of accountants working for a big company. Your company has just been
bought out by another big company. The new company has a number of accountants on
staff and has given you termination notices because they prefer to keep their own people
on staff.
Group 2
You are a group of workers in a cookie factory. As the cookies come down the assembly
line you remove the broken ones and pack the cookies in boxes. The company has bought
new equipment that sorts the cookies and boxes them automatically. You have all received
termination notices.
Group 3
You are a group of people working in a grocery store owned by a large chain. The chain
has just announced that they plan to close your store six months from now because it does
not make enough profit.
Group 4
You work in a plant that manufactures kitchen appliances. Your job has been to assemble
the appliances. The owners of the factory announce that automated equipment will be
introduced to assemble the appliances, but no one will lose their jobs. Some people will be
retrained to run the automated equipment and the rest will be transferred to another plant in
another province.
Group 5
You are a group of government workers. You all work in the same office, some in clerical
jobs and some as consultants or managers. The government has just announced that your
entire department is moving to a small community 300 kilometres north in order to boost
the economy of that part of the province. People who are unwilling to move will be put on
a waiting list but cannot be guaranteed another government job.
Source: Project real world module IV, Federal/Provincial Publication, Saskatchewan

Education, Training and Employment, 1986.
Handout No. 9 "Unexpected Changes"

Awareness of change and knowledge, skills, and attitudes needed to cope with career
transitions.
The student will:

develop an individual career plan that integrates educational plans with tentative
career goals.

Materials:
pen or pencil
Time: One class period

Activity:
1. Have students complete the Grade 9 Career Development Record handout.
2. Compare to the one they completed in Grade 8 (if available).
3. Discuss how they have grown and changed this year. Students should be
encouraged to keep these records for reflection and writing rsums in the future.
Share Career Development records in small groups.
Evaluation:
Resources:

Student's Name: ________________________________
Date: _______________
High Interest Subjects: ___________________________________________________

Low Interest Subjects: ___________________________________________________
Prefers Activities:
Outside ___ Inside ___
Both ___
Physically:
Active ___
Sedentary ___
Average ___
A. Personal Characteristics
1. Three words that best describe me are
____________________, ____________________, ____________________.
2. Circle the answer which best applies to you.
(a) I enjoy being with people.
Yes No
(b) I get along easily with people.
Yes No
(c) I am understanding of others.
Yes No
(d) I am able to make good decisions. Yes No
(e) I like pressure.
Yes No
3. I would prefer to work with
(a) people. (c) things.
(b) data.
(d) ideas.
4. I would like to work for
(a) a large business. (c) myself.
(b) a small business.
5. I would prefer to work
(b) as part of a team.
(a) alone.
6. I would enjoy
(b) daily routine.
(a) constant change.
B. Values
Remember that educational and career goals are influenced by what you want out of life
and by the things that are truly important to you. Complete the following sentences:
1. I am happiest when I _______________________________________________.

2. The following beliefs are very important to me:
__________________________________________________________________
__________________________________________________________________


1. What I want most out of life is
__________________________________________________________________.
C. Abilities and Aptitudes
Your goals should be selected to make use of your strengths.
1. List five things you are good at.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. List five things you find difficult.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
D. Interests
You cannot always do what is most interesting, but a knowledge of your interests is
important. Complete the following statements:
1. I have the following interests (consider interests both in school and outside
school):
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. I find the following things boring:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________


E. Temperament
Complete this statement:
1. My attitude toward school is
_____________________________________________.
2. Circle the answer that applies to you. I am usually
(a) happy.
(b) grouchy.
3. In the following list, check the characteristics that apply to you.
I like:
(a) having plenty of change and variety.
(b) having a routine.
(c) being closely supervised when I work.
(d) directing others.
(e) dealing with people.
___
___
___
___
___
(f) working alone.

(g) trying to convince others.
(h) working under pressure.
(i) using my own judgment.
(j) being scientific and objective.
(k) dealing with my feelings.
(l) being precise.
___
___
___
___
___
___
___
F. Physical Health
Which subjects (and occupations) might not be good ones to choose because of
health hazards?
__________________________________________________________________
__________________________________________________________________
G. Work Experience
List the various jobs (part-time, summer, etc.) that you have held. For each, outline:
(a)
(b)
(c)
(d)
what you liked about the job;

what you disliked;
what skills you used;
what you accomplished.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________


H. Leisure
1. List your leisure-time activities.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. What achievements are you most proud of?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3. What do your activities have in common?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
I.
Career
Complete this statement. At this point in my life, my career goal is:
__________________________________________________________________
__________________________________________________________________
J.
Evaluation
Complete this statement. From this personal inventory I have learned that I:
__________________________________________________________________
__________________________________________________________________
1988.
Appendices
Appendix A
Glossary of Terms
ability - the power to do something, either intellectual or physical.
apprentice - a person who learns to perform a certain job through the guidance and
experience of a skilled worker.
aptitude - person's natural ability or potential to learn in areas such as technology, music,
athletics, art, communications, science, etc.; potential, or knack, for learning certain
skills.
attitude - a certain disposition, perspective, or belief that affects a person's behaviour; a
person's basic outlook on life (the world and the people in it).
career/life career - the roles you play in your life, the settings in which they occur, and
the major events of your life; the total series of roles and work experiences a person
occupies throughout life. Life career includes schooling, continuing education,
employment, leisure time activities, volunteer work, homemaking, and retirement.
career cluster - a group of jobs that require similar abilities and skills.
entrepreneur - a person who organizes, manages, and assumes the risk of a business or
other financial venture.
gender equity - the provision of equality of opportunity and the realization of equality of
results for all students based on individual aptitudes, abilities and interests, regardless of
gender.
global economy - the production, purchase, and sale of goods in a world-wide market.
interests - the likes and dislikes of a person that affect the choices he/she makes.
job - the tasks or duties a person performs at the workplace.
leisure - time free from work or duties.
life career development - self-development over the life span through the roles, settings,
and events in a person's life.
life career planning - the decision-making process by which you identify the
alternativesopen to you in occupational, educational, and leisure areas of your life.
life skills - skills that enable a person to cope with the stresses and challenges of life; for
example, communication skills, decision-making skills, resource and time-management
skills, and planning skills.
lifestyle - the beliefs, attitudes, and behaviour associated with a person or group; a way of
life.
myth - an opinion, belief, or ideal that has little or no basis in truth or fact.
needs - things or events that you desire and which push you to reach for goals you want
to achieve.
occupation - a group of similar jobs found in various organizations.
personality traits - the qualities and characteristics that shape a person's unique character
and identity.
profession - a career that requires specialized training and academic preparation.
self-actualization - the need to achieve one's potential.
self-concept - the way in which a person sees himself or herself; one's own evaluation of
one's personal abilities and worth.
skill - the ability to do something as a result of training, practice, or knowledge.
stereotyped - preconceived views or ideas about what is appropriate behaviour for one
gender or the other.
temperament - a quality of personality that shows up in the way a person thinks, acts, or
responds to people or situations.
trade - an occupation that requires manual or mechanical skill; the buying and selling of
goods and services between parties.
transferable skills - skills that can be used in a variety of jobs or occupations.

values - the ideas, relationships, and other matters that a person believes to be important.
vocation - the work that someone does to earn a living.
Appendix B
Inviting Elders
All cultures are enriched by certain valuable and unique individuals. Such individuals
possess a wide range of knowledge that can expand students' insight beyond the
perspectives of the teacher and classroom resources.
Indian and Mtis Elders are integral to the revival, maintenance, and preservation of
Aboriginal cultures. Their participation can help develop the positive identity of Indian
and Mtis students and enhance self-esteem. All students may acquire a heightened
awareness and sensitivity that inevitably promotes positive human relations. It is
important to note that the title "Elder" does not necessarily indicate age. In Aboriginal
societies, one is designated an Elder after acquiring significant wisdom and experience.
There is a protocol used in approaching Elders when requesting their guidance or
assistance. This varies from community to community. The district chiefs' office, tribal
council office, or a reserve's band council or education committee may be able to assist
you. Prior to the Elder's visit, it is essential that you and your students enter a cycle of
giving and receiving through an appropriate offering. This offering represents respect and
appreciation for knowledge shared by an Elder. One must ascertain the type of offering
prior to an Elder's visit as traditions differ throughout Aboriginal communities. In
addition, it is appropriate to offer honoraria and/or expense reimbursement to a visiting
Elder.
To begin the process, a letter should be sent to the local band council requesting Elder
participation and indicating the role the Elder would have within the program. The band
council may then be able to provide the names of persons who have the recognized
knowledge and skills that would meet your specific needs. It is recommended that prior
consultation occur with the Elder to share expectations for learning outcomes.
Friendship Centres across the province are active at the community level and often
present cultural workshops and activities in cooperation with Elders and other recognized
resource people.
Teachers and schools may wish to contact the following to initiate discussions.
Director of Education
Meadow Lake Tribal Council
Box 1360
Meadow Lake, S0M 1V0
236-5654
Yorkton Tribal Council Education Centre
21 Bradbooke Drive North
Yorkton, S3N 3R1
782-3644
Prince Albert Tribal Council
2nd Floor, 1004 1st Avenue West
Prince Albert, S6V 4Y4
953-7234
Saskatoon District Tribal Council
226 Cardinal Crescent
Saskatoon, S7L 6H8
956-6130
Battlefords Tribal Council
691 - 109th Street
North Battleford, S9A 2C5
445-1383
Education Coordinator
Confederation of Tribal Nations
91 - 23rd Street West
Battleford, S0M 0E0
445-5838
Touchwood/File Hills/Qu'Appelle Tribal Council
Box 178, Lebret, S0G 2Y0
332-8224
Agency Chiefs Tribal Council
Box 550, Debden, S0J 0S0
724-4555
Gabriel Dumont Institute of Native Studies and Applied Research, 121 Broadway Avenue
East
Regina, S4N 0Z6
522-5691
OR
48 - 12th Street East
Prince Albert, S6V 1B2
764-1797
Saskatchewan Indian Federated College
Room 127, College West
Regina, S4S 0A2
584-8333
Saskatchewan Indian Cultural Centre
401 Packham Place
Saskatoon, S4N 2T7
244-1146
Appendix C
Sample Evaluation Forms
A Checklist to Assess Knowledge, Skills, Attitudes and Values Related to An Issue

Student Name: _______________________________
Date: ________________
Topic/Issue: ________________________________________________________
Check (_) applicable criteria.
Student
_____ (a) read the material
(b) watched the video
of the background information on the issue.
_____
Student was active in discussion of the issue.
_____
Student contributed an answer when asked a question concerning the issue.
_____
Student followed classroom procedures for discussion.
_____
Student cited information to support position on the issue.
_____ Student expressed ideas, comments, agreement, or disagreement with the

responses of
other students.
_____
Student defended position on the issue regardless of how much others disagreed.
_____
Student accepted criticism of the position taken on the issue.
_____
Student showed thoughtful development of position.
Source: Choices you make (1991), Employment and Immigration Canada, Regina, SK.
Reprinted with permission.
Self-Assessment Rating Scale

Rating Scale:
1 ............... 2 ............... 3 ............... 4 ............... 5

(poor)
(excellent)
PARTICIPATION:
I listened to others share their ideas
I contributed my ideas
I helped others in my group understand
UNDERSTANDING:
_____
_____
_____
I learned a lot about ____________________

I can write or talk about ____________________
_____
_____
SKILLS/ABILITIES:
I followed directions
I improved in ____________________ (skill)
_____
_____
PRODUCT:
I did my best
I did a good job
My project is interesting/creative
I plan to learn more about ____________________
_____
_____
_____
_____
Project Evaluation
Name: _________________________________________________________________
___
Project
Description: __________________________________________________________
Rating Scale:
5 ............... 4 ............... 3 ............... 2 ............... 1

(always)
(never)
PROCESS:
Worked collaboratively with others
_____
Worked efficiently
Managed time well
Carried out group responsibilities
Found/used resource materials effectively
Asked for help when needed
Completed project on time
_____
_____
_____
_____
_____
_____
PRODUCT:
Clear, complete and well-organized
Demonstrates creativity and initiative
Interesting/attractive/well-presented
Informative
_____
_____
_____
_____
_____
Student's grade assessment

Student's comments:
_____
Teacher's grade assessment
Teacher's comments:
Self-Assessment Checklist/Rating Scale
Name: ________________________________________
Date: _____________________
I contributed my ideas
ALWAYS ............... SOMETIMES ............... NEVER
I asked others for their ideas and information

I asked for help when I needed it
I helped the other members of my group/class learn
I included everyone in our work
I helped others keep on task
Group Assessment
How well did we work together?
1 ......................................................................................10
Poorly
Give reason(s) for the above rating.
Extremely
Well
_______________________________________________________________________
__
_______________________________________________________________________
__
_______________________________________________________________________
__
_______________________________________________________________________
__
_______________________________________________________________________
__
_______________________________________________________________________
__
_______________________________________________________________________
__
What could our group do differently the next time we work together?
My Group Skills/Performance
Please circle the number that best represents your skills/performance in group activities.
Rating Scale
4 = All the time
3 = Most of the time
2 = Some of the time

1 = Hardly ever
1.
2.
3.
4.
5.
6.
I have made it a point to listen as much as I talk.

I look others in the eye when speaking to them.
I do not interrupt when others are speaking.
I encourage others to participate in the discussion.
I do my share when working on a group activity.
I use "I messages" instead of "you messages", especially when
expressing my feelings.
7. I tell the group when something is bothering me.
8. I respect others' feelings even when I disagree with them.
9. I try not to be aggressive to get my way.
10. I praise others when appropriate.
11. I share my ideas and feelings.
12. I cooperate more than compete with others.
Complete the following unfinished sentences.

a) My two greatest strengths from the above list are:
1)
2)
b) The two skills I have to work on from the above list are:
1)
2)
Rating Scale for Cooperative Group Learning

Student Name:
____________________________________________________________
Date or Time Period of Assessment:
____________________________________________
1.
2.
3.
4.
5.
6.
7.
never
The student works with a wide range of peers, not just 1
with close friends.
The student willingly shares materials and ideas with
others.
1
In group work the student shows respect for others by
listening and considering other points of view.
1
The student follows group work rules as established
for the activity.
The student fulfils his/her work responsibilities in the 1
group.
The student exhibits appropriate work behaviours
during time set aside for group work.
1
The student participates in discussions during the time
set aside for group work.
1
8. The student contributes ideas to the group efforts

during the discussions in the time set aside for group
work.
This instrument may be adapted for use as a checklist.
seldom often always

2
Source: Student Evaluation: A Teacher Handbook (1991), Saskatchewan Education,

Training and Employment.
Cooperative Group Skills Checklist
1 = hardly ever
Scale 2 = some of the time
3 = most of the time
4 = all of the time
Date: __________________________________________
Names
Encourages
Others
Listens
Summarizes
Attentively
for
Understanding
Comments
Student Self-Assessment for Preparing and Conducting an Interview

Student Name:
_____________________________________________________________
Client Name:
_______________________________________________________________
Date:
_____________________________________________________________________
Did you prepare Yes No

a list of
questions in
advance?
Were your
questions
approved by you
teacher?
Did you make the
necessary
revisions to your
questions?
Did you phone
the client ahead
of time?
Did you describe
the purpose of
the interview to
the client?
Date of
Completion
Reminders
Did you explain

to your client
how/when the
information isto
be used?
Did you set your
appointment?
Did you review
proper interview
techniques?
Did you prepare
a summation?
Did you prepare
a written report?
Did you prepare
an oral
presentation?
Did you prepare
a display?
A Framework for Marking a Project/Role Play/Written Assignment
A. Organizational Features
1. Student understood the objectives of the
Yes No
Comments
assignment.
2. Student understood the specific
terms/requirements of the
assignment.
3. Student understood the timeline and due
date for the
assignment.
4. Student understood the
method/procedure/criteria by
assignment would be marked.
which the
5. Student had an opportunity to discuss the

assignment topic
and have input into the
assignment direction.
6. The student's project or written
assignment matched the
objectives as
stated in #1 above.
7. Consultation has occurred with the
student throughout the
stages of
development of the assignment.
B.Student Learning
1. Student formulated his/her own questions
and found
answers to them.
2. Student showed evidence of individual
initiative.
3. Student exchanged ideas with other
students in developing
the assignments.
4. Student brought in references to learning
prior to this
experience or from other
areas that relate to this
experience.
Yes No
Comments
5. Student worked in a methodical manner

to produce the
assignment.
6. Evidence exists in the assignment of the
following:
planning
organization
interpretation
inference
analysis
application
prediction
evaluation
7. Technical aspects of the assignment

reflect accuracy and
suitability of the
following:
sentence structure
vocabulary
grammar and punctuation
spelling
handwriting/keyboarding
information included in assignment
Adaptation may have to be made depending on the intent of the assignment.

Adapted from Student Evaluation: A Teachers Handbook (1991), Saskatchewan
Education, Training and Employment.
Report Assessment
Student:
___________________________________________________________________
Type of Report:
_____________________________________________________________
Title:
_____________________________________________________________________
Date of Assessment:
_________________________________________________________
Yes No
1. Completeness (Content)
Did the student answer all

questions as they appeared in the
assignment?
Did the student include an
introduction and a conclusion?
Did the student include a title
page or cover sheet?
2. Writing Style (Technical Skills)
Did the student use:

o correct grammar?
o correct punctuation?
o
correct capitalization?
3. Format (Technical Skills)
Did the student format the report

correctly?
Did the student include:
o appropriate top and bottom
margins?
o multiple page headings?
o
internal spacing?
4. Proofreading (Technical Skills)
Is the report free of:

o spelling errors?
o
typographical errors?
5. Extra Work (Attitude)
Did the student give an
Comments
extraordinary amount of detail in

the answers?
Did the student ask and answer
additional questions?
Did the student add pictures to
the report?
Did the student include graphics?
Rating Scale for the Assessment of Assigned Questions
Assessing Group Presentations

Group Members:
____________________________________________________________
________________________________________________________________________
___
________________________________________________________________________
___
________________________________________________________________________
___
Date of Assessment:
_________________________________________________________
Title of Presentation:
_________________________________________________________
Poorly
The group
members were
prepared and
organized
1
1
Thoroughly
2 3 4 5 6
5
Each member was

knowledgeable
about his/her
particular section
The group
members worked
together as a
cohesive group
The group
facilitated active
participation from
the remainder of
the class
Each group
member
demonstrated
patience and
helpfulness with
each other
2 3 4
1
6
5
2 3 4
1
6
5
2 3 4
1
6
5
2 3 4
1
6
5
2 3 4
The group used a

variety of
techniques to
present the
topic/information/c
oncept
Positive components of the presentation:
Suggestions for Improvement (i.e., content, style):
Adapted from Accounting 16, 26, 36 curriculum (1992), Saskatchewan Education,

Training and Employment.
Assessing Application (Process) Skills
Student
Name: ___________________________________________________________
Date:
__________________
Course:
___________________________________________________________
Term:
__________________
Topic:
___________________________________________________________
Application (Process) Skill
Evident
Yes No
Student is able to define the task:
orally can describe what is

expected
is able to detail what is to

be done in written
Comments
form
Student is able to formulate a
plan:
orally can detail the steps

involved in
completing the task
in written form is able to

give an outline of
the steps to be
accomplished
Student is able to gather

information, ideas,
concepts, or experiences to be used
to complete
the task.
Student is able to organize the
information,
ideas, concepts, or experiences in
some logical
manner and is able to explain the
reasoning for
the broad organization.
Student is able to analyze
information, ideas,
concepts, or experiences in relation
to the task
assigned:
describes/defines the
primary components
describes relationships
describes the more specific
structure or
organization
describes how specific
components relate to
an overall whole
is able to group specific
data under each
component, relationship, or
structural
element
Assessing Application (Process) Skills (cont'd)

Student
Name: ___________________________________________________________
Date:
__________________
Application (Process) Skill
Evident
Yes No
Student is able to enlarge the

collected
information, ideas, concepts, or
experiences in scope and meaning:
selects or states a theory,

rule, or principle to explain
what has been studied
is able to identify possible
outcomes or consequences
emerging from the study
is able to relate the current
understandings to further
situations
Student is able to construct a

whole from
various parts:
is able to select and

describe an appropriate
method of presentation for
the material
is able to plan an effective

presentation
Student is able to suggest how the
Comments
new form of information could be

used:
is able to identify trends and

new developments
is able to identify possible
outcomes or consequences
of the current understanding
is able to predict the
probability with which
these outcomes or
consequences are likely to
occur
Student is able to make a

judgment as to the worth of the
information:
is able to apply standards or

criteria
is able to apply standards
consistently
is able to support a
judgment by providing
evidence or reasons
Student has made revisions to the

work product:
is able to describe the

changes made and the
reasons for them
is able to demonstrate the

actual completion of
revisions
From Accounting 16, 26, 36 curriculum (1992), Saskatchewan Education, Training and
Employment.
Feedback to Student Volunteer
Where you have made observations, provide feedback to the student volunteer on the
following items. Use the rating scale below.
4 = Always
Rating Scale 3 = Usually
2 = Seldom
1 = Never
Comments
1. Arrived on time on agreed dates.

2. Was prepared and informed.
3. Appropriately dressed.
4. Spoke distinctly and audibly.
5. Was respectful and tactful with others.
6. Followed directions.
7. Was a willing and energetic volunteer.
8. Cheerful.
9. Provided support to staff and peer partner.
Name of Student:
___________________________________________________________
Name of staff advisor:
________________________________________________________
Organization, agency:
________________________________________________________
Date:
__________________
Signatures:
________________________________________________________________
(student)
________________________________________________________________
(advisor)

Career Guidance Guaid - VVV Good

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Career Guidance Guaid - VVV Good

Uploaded by

Copyright:

Available Formats

Career Guidance

A Curriculum Guide for the Middle Level

Scheduling Career Guidance Classes

the Practical and Applied Arts Program Team;

the Practical and Applied Arts Program Team;

Philosophy and Rationale

Figure 1: Life Career Development Model

Aim and Goals of Middle Level Career Guidance

acquire increased Self-Awareness

Figure 2: Middle Level Guidance Goals

Middle Level Career Guidance

Foundational and Learning Objectives

Awareness and understanding of the Life Career concept

Develop and share a personal life career diagram/model/timeline.

Develop an awareness of each person's uniqueness.

Recognize differences in the way people see the abilities of others.

Goal 2: Life Career Management Skills

Understand the importance of decision-making skills.

Understand the concept of transferable skills.

Define basic student skills.

Goal 3: Educational Planning

Identify skills learned in school which may be implemented in occupations.

Examine reasons for the importance of work.

Goal 4: Career Awareness, Exploration And Planning

3. Identify strategies for managing personal resources (talent, time, money) to

Unique Needs of Middle Level Students

acknowledge adolescents' rapid physical change;

Career Development Needs of Middle Level Students

Systemic Barriers in Career Development

Participation of Aboriginal youth in the workforce in 1986 was 52.8%,

support students in treating all persons with respect.

It is imperative that teachers also recognize the cross-cultural differences in non-verbal

preference regarding distance between two people engaged in conversation.

recognize, support and stimulate the self-formation of the individual.

Components and Initiatives of Core Curriculum

Alter the setting so that students may benefit more fully.

Common Essential Learnings

For more information on Resource-based Learning, teachers may refer to Resource-based

Career Resource Centre

to help students explore various occupations and postsecondary institutes;

Indian and Mtis Curriculum Perspectives

Relating Instructional Approaches to Middle Level Students

Relationships Between Instructional Strategies and Evaluation

Instructional Some Important Instructional

Short-Answer Quizzes and

Computer Assisted Instruction

Assessment and Evaluation

Phases of the Evaluation Process

In the preparation phase, decisions are made which identify what is to be

Process of Student Evaluation

be an integral part of the teaching-learning process;

resources or inservice to teachers. It is intended that curriculum evaluation be a shared,

Using the Curriculum Guide

Middle Level Guidance Modules

Grade 6 Grade 7 Grade 8 Grade 9

Life Career Management Skills

Career Awareness, Exploration, and Planning

Structure of the Classroom Activity

Scheduling Career Guidance Classes

Life Career Management

Career Awareness, Exploration, and

Introduction of the Modules

1. Awareness and knowledge of the interrelationships of life roles.