CAREER EDUCATION Grades 4–5 Curricular Competencies – Elaborations digital identities: digital presence/footprint, modes of dress, diction, body language, representing self and communities innovative: original, creative; taking an existing idea and making it better CAREER EDUCATION Grades 4–5 Content – Elaborations goal-setting strategies: Examples Review and identify the steps required to help achieve short-term and long-term goals S.M.A.R.T. goals (Specific, Measurable, Attainable, Realistic, and Timely) emergent leadership skills: communication, motivation, direction, support, initiative, etc. achieved by exploring self-identity, acknowledging cultural differences, honouring indigenous traditions, etc. cultural and social awareness: Area of Learning: CAREER EDUCATION Grades 6–7 BIG IDEAS Our attitudes toward Our personal Practising respectful, Leadership Safe environments New experiences, careers are influenced by digital identity ethical, inclusive represents good depend on both within and our view of ourselves as forms part of behaviour prepares us planning, everyone following outside of school, well as by our friends, our public for the expectations of and safety rules. expand our career family, and community. identity. the workplace. collaboration. skill set and options. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Students are expected to know the following: Personal Development Recognize their personal preferences, skills, strengths, and abilities and connect them to possible career choices goal-setting strategies
CAREER EDUCATION Curricular Competencies – Elaborations Grades 4–5 digital identities: digital presence/footprint, modes of dress, diction, body language, representing self and communities innovative: original, creative; taking an existing idea and making it better CAREER EDUCATION Content – Elaborations Grades 4–5 goal-setting strategies: Examples Review and identify the steps required to help achieve short-term and long-term goals S.M.A.R.T. goals (Specific, Measurable, Attainable, Realistic, and Timely) emergent leadership skills: communication, motivation, direction, support, initiative, etc. cultural and social awareness: achieved by exploring self-identity, acknowledging cultural differences, honouring indigenous traditions, etc. Area of Learning: CAREER EDUCATION Grades 6–7 BIG IDEAS Our attitudes toward careers are influenced by our view of ourselves as well as by our friends, family, and community. Our personal digital identity forms part of our public identity. Practising respectful, ethical, inclusive behaviour prepares us for the expectations of the workplace. Leadership represents good planning, and collaboration. Safe environments depend on everyone following safety rules. New experiences, both within and outside of school, expand our career skill set and options. Learning Standards Curricular Competencies Content Students are expected to be able to do the following: Recognize their personal preferences, skills, strengths, and abilities and connect them to possible career choices Students are expected to know the following: Personal Development goal-setting strategies
en_career-education_k-12_elab.docx