Click here for the original Ministry document: https://www.edu.gov.on.ca/eng/document/policy/cps/creatingpathwayssuccess.pdf
Preface
Creating Pathways to Success sets out the career development policy for Ontario schools, which involves the implementation of a comprehensive Kindergarten to Grade 12 education and career/life planning program.
This program is designed to help students achieve their personal goals and become competent, successful, and contributing members of society.
Some information is applicable for all K-12 teachers. Different sections may sometimes be written using different colours for specific grade levels.
Menu
- Information for K-6 Students/Teachers
- Information for 7-8 Students/Teachers
- Information for 9-12 Students/Teachers
- Education and Career/Life Planning Program Advisory Committee
- Engaging Parents in the Program
- Engaging Students in the Program
- Measuring Program Effectiveness to Ensure Student Success
- Four Step Inquiry Process/Four Areas of Learning
- Knowledge and Skills in the Four Areas of Learning
- All About Me - Grades K-6
- myBlueprint - Grades 7-8
- myBlueprint - Grades 9-12
- Transitioning Students with Special Education Needs
- Elementary to Intermediate Transition Planning (Grade 6 to Grade 7 if applicable)
- Elementary/Intermediate to Secondary Transition Planning (Grade 8 to Grade 9)
- Secondary to Post-secondary Transition Planning (Grade 12 to College/Trades/Work/University)
- Providing Learning Opportunities K-6
- Providing Learning Opportunities 7-8
- Providing Learning Opportunities 9-12
- School-wide Opportunities
- Extracurricular Activities and Leadership Opportunities
- Activities in the Community
Information for Grades K-6 Teachers
At this stage, we are:
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Starting to support students in identifying their personal interests, and strengths
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Focusing on Interpersonal Development – the development of habits and skills necessary for learning
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Introduction to Student Development
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Focusing on the Four-Step Inquiry Process: 1) Who am I? 2) What are my opportunities?
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Using “All About Me” and have it mirrored in EDSBY Portfolio
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"All About Me" is reviewed at least twice a year
Here are important links for your Grades:
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Elementary to Intermediate Transition Planning (Grade 6 to Grade 7 if applicable)
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Strategies for Integrating Education and Career/Life Planning
Information for Grades 7-8 Teachers
At this stage, we are:
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Supporting students in identifying their personal interests, strengths, needs, and aspirations
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Focusing on Interpersonal Development and Student Development – the development of habits and skills necessary for learning
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Introduction to Career Development
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Focusing on the Four-Step Inquiry Process: 1) Who do I want to become? 2) Who am I? 3) What are my opportunities?
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Introduction to 4) What is my plan for achieving my goals?
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Using “myBlueprint” as Individual Pathways Plan (IPP) and have it mirrored in EDSBY Portfolio
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myBlueprint is reviewed at least twice a year
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Encouraging students to participate in job-shadowing/job twinning or observing an employee/coop student in a specific occupation
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Conducting an Exit Survey at the end of Grade 8.
Here are important links for your Grades:
Information for Grades 9-12 Teachers
At this stage, we are:
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Supporting students in identifying their personal interests, strengths, needs, and aspirations
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Focusing on Interpersonal Development, Student Development and Career Development – the development of the knowledge and skills needed to set short-term and long-term goals in planning for the future
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Focusing on the Four-Step Inquiry Process: 1) Who do I want to become? 2) Who am I? 3) What are my opportunities? and 4) What is my plan for achieving my goals?
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Focusing on Course Selection
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Using “myBlueprint” as Individual Pathways Plan (IPP) and have it mirrored in EDSBY Portfolio
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myBlueprint is reviewed at least twice a year
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Encouraging students to participate in job-shadowing/job twinning or observing an employee/coop student in a specific occupation
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Encouraging hands-on experience through “work experience” through any course
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Encouraging participation in a Cooperative Education Program
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Conducting an Exit Survey at the end of Grade 12
Here are important links for your Grades:
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Secondary to Postsecondary Transition Planning (Grade 12 to College/Trades/Work/University)
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Strategies for Integrating Education and Career/Life Planning
Every elementary and secondary school, under the direction of the principal and with the assistance of key staff and students, will develop, document, implement, and evaluate an education and career/life planning program based on the policies outlined in this document.
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The committee includes representatives from the school community, such as:
administrators,
teachers,
students,
parents, and
community members.
In secondary schools, guidance staff must also be included.
It may be integrated into an existing school committee like the Student Success team.
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The committee's primary responsibility is to establish communication and engage support and participation from stakeholders.
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The committee identifies opportunities for students in each grade to explore and reflect on their learning across different areas within the classroom, school, and community.
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In elementary schools, opportunities may include exploring questions like "Who am I?" through health and physical education and "What are my opportunities?" through science and arts curricula, extracurricular activities, and volunteering.
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In secondary schools, opportunities may include exploring the inquiry questions through compulsory courses like English in Grade 9, Career Studies and Civics and Citizenship in Grade 10, specialized programs like cooperative education and the Specialist High Skills Major program in Grades 11 and 12, and graduation requirements like community involvement hours and leadership opportunities.
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The committee also plans and communicates with educators for conducting two annual reviews of student learning based on the "All About Me" portfolio, myBlueprint, (myBlueprint).
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They ensure processes are in place for students transitioning from Grade 6 to Grade 7 to summarize and transfer key learnings from their portfolio to their IPP (myBlueprint).
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The committee coordinates the implementation and review of Student Exit Surveys at the end of Grade 8 and Student Exit Surveys at the end of Grade 12.
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Cross-panel and family-of-school linkages are established to support students transitioning between schools or grades.
Every elementary and secondary school, under the direction of the principal and with the assistance of key staff and students, will:
- develop,
- document,
- implement,
- and evaluate
an education and career/life planning program based on the policies outlined in this document.
Step 1: Setting the Foundation
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Create an Education and Career/Life Planning Program Advisory Committee that will be responsible for the process described in this list.
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Develop strategies to involve parents and students in the program's development.
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Consider the interests, strengths, needs, and aspirations of the students in the school regarding education and career/life planning.
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Ensure that all educators in the school are familiar with the program policy outlined in this document.
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Provide professional learning for educators on the inquiry-based program framework and strategies for integrating education and career/life planning into various school activities.
Step 2: Developing the Program
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Evaluate the effectiveness of the existing career development program in addressing students' interests, needs, abilities, and aspirations and identify areas for improvement.
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Set priorities for program development based on the evaluation and include them in school improvement planning.
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Review the school's curricular and extracurricular programs to identify opportunities related to education and career/life planning, and make the program comprehensive and integrated into the school's life.
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Foster cross-panel collaboration on education and career/life planning.
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Develop a communication plan to gain support from all stakeholders for program implementation at school, home, and in the community.
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Create strategies to strengthen and expand community partnerships.
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Ensure program and resources align with ministry policies and initiatives, including Equity and Inclusive Education, Aboriginal Education, and Safe Schools.
Step 3: Implementing the Program
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Provide developmentally appropriate teaching and learning activities and resources to help students achieve specific learning goals.
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Promote the goal of integrating the program into all aspects of learning and school life, embracing inclusivity, differentiated instruction, and considering students' individual developmental stages, circumstances, interests, strengths, needs, and aspirations.
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Establish processes for students to track, document, and share their progress in education and career/life planning with teachers, parents, and peers, including scheduled reviews at least twice a year using the "All About Me" portfolio, and myBlueprint (myBlueprint)
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Clearly articulate and document program goals and strategies for implementation at the classroom, school-wide, and community levels, utilizing available resources, expertise, and opportunities.
Step 4: Evaluating the Program
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Develop and implement strategies and procedures to measure program effectiveness aligned with indicators for pathways programming provided in board and school improvement planning resources.
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Use both quantitative data (e.g., number of Grade 9 students who completed required components in their Individual Pathways Plan) and qualitative data (e.g., student feedback during reviews and Student Exit Surveys) to assess program effectiveness.
Research indicates that the majority of students view their parents as their primary source of support for career planning (King et al., 2009).
- Schools and school boards are encouraged to create programs that help parents gain the skills they need to effectively support their children in planning their future careers and lives.
- These programs should not only encourage parents to get involved in school activities but also focus on providing support and guidance for parents to assist their children at home.
- The goal is to help parents become capable and confident in supporting their children's career and life planning journey.
Just like involving parents, giving students a voice is a crucial part of Ontario's Equity and Inclusive Education strategy. Having student representation on the advisory committee is important, but there are also other ways to include student input.
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However, schools have the option to conduct exit surveys at the end of every grade, which is made easier through the web-based myBlueprint (myBlueprint) system in Grades 7 to 12.
The evaluation of the school's education and career/life planning program involves two main aspects:
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Monitoring the program's implementation.
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Assessing how well the program is helping students develop the knowledge and skills required for effective education and career/life planning.
Schools are encouraged to align their strategies for measuring the program's effectiveness with the school and board improvement planning processes related to Component 5 of the School Effectiveness Framework, which focuses on Programs and Pathways.
The framework (SEF) provides indicators that help schools assess the effectiveness of their education and career/life planning programs. These indicators include:
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The program meets the learning interests, strengths, needs, and aspirations of all students.
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Authentic learning experiences and experiential learning opportunities are available in all classrooms and programs.
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Students, parents, and educators have a clear understanding of the various pathways, programs, options, and supports available.
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Students use in-school and out-of-school experiences to explore and reflect on their interests, strengths, skills, and education and career/life aspirations.
Monitor the implementation and measure the effectiveness of the program:
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Tracking opportunities for students to develop their knowledge and skills in education and career/life planning within the classroom, school, and community.
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Monitoring students' opportunities to reflect on and document their learning in their "All About Me" portfolio or myBlueprint (myBlueprint).
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Conducting surveys with parents, teachers, and students to gauge their awareness of the program and level of involvement.
Gather evidence of the program's effectiveness:
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Collecting evidence of student learning through goal setting, research, and planning next steps as documented in students' portfolios or myBlueprint (myBlueprint), particularly during key transition points.
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Assessing students' awareness of their strengths and needs during parent/student/teacher conferences.
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Tracking students' participation in optional education and career/life planning activities such as workplace field trips, presentations by post-secondary institutions, and opportunity fairs.
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Gathering feedback through exit surveys completed by graduating elementary and secondary school students.
Education and career/life planning refers to a process that assists in the development and application of the knowledge and skills needed to make informed education and career/life choices.
A comprehensive education and career/life planning program is:
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Knowledge-based and skills-based.
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Inquiry-based, structured around four key questions.
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Developmentally appropriate, considering students' interests, strengths, needs, and aspirations.
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Holistic, taking into account various factors that influence student success.
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Transformational, focusing on helping students grow and reach their potential.
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Inclusive, designed to engage all students based on Universal Design for Learning (UDL) principles.
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Differentiated, offering personalized teaching and learning activities to meet individual needs.
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The program uses a variety of delivery methods, including curriculum-related activities, school-wide activities, and community involvement.
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Education and career/life planning is integrated into all subjects, courses, and daily learning activities through collaboration between school and community stakeholders.
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It follows a whole-school approach involving school staff, students, parents, and the community in program development, implementation, and evaluation.
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Information about the program is consistently shared with parents and other stakeholders in written form.
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The program's goals are included in school board and school improvement plans (BIPSA, SIPSA), aligning with the School Effectiveness Framework (SEF)
Student learning in the education and career/life planning program takes place through:
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a variety of developmentally appropriate learning activities and programs related to the curriculum
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school-wide activities and processes
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activities in the community
Structure of the Education and Career/Life Planning Program
The program framework is a four-step inquiry process built on four questions linked to the four areas of learning in education and career/life planning.
A central goal of the program is for students to learn how to use the model and make a habit of applying it, so that they can become confident, independent, and effective education and career/life planners throughout their lives.
The four questions in the framework are relevant at any age or stage of development.
Who am I?
What are my opportunities?
Who do I want to become? and
What is my plan for achieving my goals?
Only context and emphasis change as a student progresses through school, from Kindergarten to Grade 12.
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Students in Kindergarten through Grade 6 are encouraged to keep a portfolio called "All About Me" to document their discoveries about themselves and their opportunities.
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As students progress through the grades, their focus shifts to the questions "Who do I want to become?" and "What is my plan for achieving my goals?"
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They explore their interests, skills, and passions in education, work, leisure, and community life.
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In Grades 7-8, students use their portfolio and myBlueprint to develop their Individual Pathways Plan.
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In Grades 9 to 12, students use myBlueprint (myBlueprint) to develop their Individual Pathways Plan.
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The plan helps them transition to secondary school and prepares them for their future after high school.
Students from Kindergarten to Grade 12 learn in four areas of learning:
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Knowing Yourself,
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Exploring Opportunities, and
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Achieving Goals and Making Transitions.
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Making Decisions and Setting Goals,
- The conceptual framework represents what students should know and be able to do in each area of learning.
- The framework helps guide students' knowledge and skills development throughout their educational journey.
Students actively engage in experiences to answer the four key inquiry questions.
Who am I?
What are my opportunities?
Who do I want to become? and
What is my plan for achieving my goals?
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These experiences help students gather information about themselves and their opportunities.
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Students consider feedback from teachers, parents, and peers.
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They make decisions, set goals, and develop plans for achieving their goals.
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Students document and reflect on their experiences and learning.
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They discuss what they are learning and weigh their options for next steps.
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In Kindergarten to Grade 6, students use the "All About Me" portfolio.
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In Grades 7 and 8, students use myBlueprint as their Individual Pathways Plan (IPP)
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In Grades 9 to 12, students use myBlueprint as their Individual Pathways Plan (IPP)
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The portfolio or myBlueprint serves as a record of their learning process.
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These can be mirrored in a student's Edsby Portfolio
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Students capture evidence related to the four areas of learning in all subjects or courses at school and in activities at home and in the community.
"All About Me" - Grades K-6
The "All About Me" portfolio contains evidence of a student's learning in education and career/life planning.
Introducing portfolio development early helps students reflect on their strengths and interests as they transition to new grades.
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The portfolio is compiled by the student, with teacher support, in a format suitable for their age.
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It can be electronic or in other formats.
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Students use the four inquiry questions to structure their portfolio and document their learning.
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Students may share their portfolio with parents for input and feedback.
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Students review and share evidence of their knowledge and skills at least twice a year with their teacher and parents.
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Reviews can be conducted through interviews, presentations, or conferences.
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Students reflect on what they did, the skills and knowledge they used, what they learned, and how they applied it.
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Teachers provide opportunities for students to explore all four areas of learning using the inquiry process.
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Students should understand that the portfolio helps them plan for new learning.
Processes should be in place to assist students in summarizing and transferring key learning from the "All About Me" portfolio to myBlueprint when transitioning from Grade 6 to Grade 7.
"myBlueprint" (IPP) - Grades 7-8
Processes should be in place to assist students in summarizing and transferring key learning from the "All About Me" portfolio to myBlueprint when transitioning from Grade 6 to Grade 7.
Starting in Grade 7, students will use a web-based Individual Pathways Plan (IPP) - myBlueprint - to document their learning in education and career/life planning.
myBlueprint becomes their main planning tool as they progress towards their post-secondary destination.
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Students are responsible for maintaining myBlueprint, but the school board must ensure all schools have a process to support students in establishing and reviewing it.
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myBlueprint allows students to document evidence of their ongoing learning in the four areas of learning.
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Students report and reflect on what they did, the knowledge and skills they used, what they learned, and how they apply it.
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Developing myBlueprint increases students' awareness of their strengths, interests, and opportunities for learning and work.
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Students collaborate with teachers and parents to make decisions, set goals, and implement steps for success.
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Students review evidence of their learning at least twice a year with a teacher, guidance teacher/counsellor, and parents.
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The review can be done through interviews, presentations, conferences, or small-group seminars.
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Parents and teachers gain insight into students' options, challenges, learning opportunities, and plans.
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The review process allows for active support from parents and teachers and the sharing of ideas for additional learning opportunities.
"myBlueprint" (IPP) - Grades 9-12
Every elementary and secondary school, under the direction of the principal and with the assistance of key staff and students, will develop, document, implement, and evaluate an education and career/life planning program based on the policies outlined in this document.
In Grades 7 through 12, education and career/life planning involves preparation for key transitions, including:
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the transition from elementary to secondary school,
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from Grade 10 to Grade 11, and
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from secondary school to the student’s initial post-secondary destination.
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A transition plan is needed for all students with an Individual Education Plan (IEP).
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The plan applies to students with or without exceptional needs as determined by an Identification, Placement, and Review Committee (IPRC).
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It also includes students identified as exceptional solely because they are gifted.
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The school board can choose to create a transition plan for students who receive special education programs or services, even if they don't have an IEP or haven't been identified as exceptional.
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Transitions can include
- entering school,
- moving between activities or settings,
- changing classrooms,
- advancing to the next grade,
- changing schools,
- transitioning from an outside agency to a school,
- going from elementary to secondary school, and
- moving from secondary school to post-secondary options
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The principal is responsible for coordinating and developing transition plans for students with special education needs.
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For the transition from secondary school to work, further education, or community living, provisions can be made to help the student connect with post-secondary educational institutions, community agencies, and the workplace, if necessary.
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"All About Me" portfolios and myBlueprint are used as sources of information, among others, when creating the Individual Education Plan and Transition Plan for all students who receive special education programs and services.
In Grade 7, students will be moving from "All About Me" to myBlueprint.
If a K-6 school feeds into an Intermediate program (typically grades 7/8) then it is advisable to:
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have an orientation program (often an Information night) for students and their parents to visit the Intermediate program - this visit often includes touring classrooms and meeting with administrators and teachers.
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work with feeder schools to transfer "All About Me" portfolios which can be useful for transitioning to myBlueprint.
myBlueprint helps Grade 8 students plan for a successful transition from elementary to secondary school.
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Students record evidence of their investigations and reflections in four areas of learning.
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myBlueprint supports students in:
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Selecting secondary school courses.
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Setting goals for community involvement, which can start in the summer before Grade 9.
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Identifying areas of interest for extracurricular activities and leadership opportunities.
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Students can gather information through activities like visiting secondary schools, attending presentations by secondary school students or guidance staff, and participating in reach-ahead opportunities.
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Elementary and secondary schools should collaborate to develop strategies that assist students in planning for a smooth transition.
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All students need information about:
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Requirements for the Ontario Secondary School Diploma (OSSD).
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Types of courses available and how to design their personal secondary school program based on their interests, strengths, needs, and aspirations.
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Specialized programs, board-wide programs, extracurricular activities, and additional support programs.
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Strategies for fulfilling the community involvement requirement.
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Various post-secondary opportunities such as apprenticeship training, college, community living, university, and the workplace.
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The education and career/life planning process, as well as effective use of education and career/life planning resources.
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All secondary schools are required to provide orientation programs for students and their parents to help students make a smooth transition from Grade 8 to Grade 9.
Orientation programs should be tailored to meet the needs of the student and parent population.
Some students will require additional time and support to make a successful transition.
As students reach the higher grades, they face an exciting but challenging time of transition that needs extra support.
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Planning for the move from high school to further education must be part of the Grade 10 Career Studies course.
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Students, along with their parents, should also consider their course choices for Grades 11 and 12 in relation to their future plans.
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Starting in Grade 10, myBlueprint requires students to keep track of:
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Their initial plans after high school, like going to college, finding a job, or living in the community.
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Other goals or plans they have, such as part-time work, volunteering, hobbies, or social activities.
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A detailed plan to complete the necessary courses and experiences to reach these goals.
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Strategies to overcome challenges, access resources, and get the help they need.
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myBlueprint should include evidence of students' research and learning in different areas, supporting their choices and plans.
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Evidence can come from various activities at school and in the community, like projects, real-life experiences, presentations by experts and college students, and interviews.
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Schools should offer many opportunities and resources to help students with their planning.
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To ensure a smooth transition to their initial post-high school plans, schools must:
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Review students' progress so far.
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Provide information on different post-high school options, including ongoing support.
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Offer guidance on financial planning.
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Help students explore job opportunities and develop skills for finding and keeping a job.
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Provide chances for students to explore careers and gain practical experience.
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Education and career/life planning refers to a process that assists in the development and application of the knowledge and skills needed to make informed education and career/life choices.
A comprehensive education and career/life planning program is:
-
Knowledge-based and skills-based.
-
Inquiry-based, structured around four key questions.
-
Developmentally appropriate, considering students' interests, strengths, needs, and aspirations.
-
Holistic, taking into account various factors that influence student success.
-
Transformational, focusing on helping students grow and reach their potential.
-
Inclusive, designed to engage all students based on Universal Design for Learning (UDL) principles.
-
Differentiated, offering personalized teaching and learning activities to meet individual needs.
-
The program uses a variety of delivery methods, including curriculum-related activities, school-wide activities, and community involvement.
-
Education and career/life planning is integrated into all subjects, courses, and daily learning activities through collaboration between school and community stakeholders.
-
It follows a whole-school approach involving school staff, students, parents, and the community in program development, implementation, and evaluation.
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Information about the program is consistently shared with parents and other stakeholders in written form.
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The program's goals are included in school board and school improvement plans, aligning with the School Effectiveness Framework (SEF)
In Grades 1 to 6, students become more aware of the people in their community and the work they do.
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Educators should encourage students to observe and ask questions about different jobs, both at work and at home.
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Students can ask questions like: What does the work involve? Who is doing the work? What skills are needed for the job?
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Teachers help students connect this knowledge to their learning at school, their strengths and interests, and their goals for getting involved in the classroom, school, home, or community.
In Grades 7 and 8, students start thinking about the different opportunities available to them in secondary school and beyond, such as apprenticeships, college, community living, university, or work.
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Educators play a crucial role in helping students understand how what they learn in school connects to the real world and how it can be applied outside the classroom.
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By making these connections, educators raise students' awareness of how their strengths and interests align with learning and work opportunities.
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Educators should provide students with relevant information about courses and different paths they can take after secondary school or post-secondary education.
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They should also offer experiences like guest speakers and worksite tours that relate to what students are learning, helping them develop and document their learning in myBlueprint.
Education and career/life exploration activities help students connect what they learn in school to the world outside.
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These activities should be planned in ways that cater to students' learning interests, strengths, needs, and aspirations.
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Activities can be organized within the classroom, such as inviting guest speakers or conducting simulations.
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They can also be school-wide events like career fairs or post-secondary opportunity fairs.
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Additionally, activities can take place in the community, such as visits to workplaces or meetings with career mentors.
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Community partners play a crucial role in supporting schools in planning and implementing effective education and career/life planning programs.
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Schools can benefit from existing community connections and should strive to develop new partnerships in line with ministry and school board policies on partnership development.
In Grades 7 and 8, students can deepen their understanding of a particular occupational area of interest by participating in a job-shadowing/job-twinning opportunity, which allows them to spend anywhere from half a day to several days observing an employee or a cooperative education student in a specific occupation.
In Grades 9 to 12, the curriculum focuses on education and career/life planning in various subjects.
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Students have opportunities to develop self-awareness, make decisions, and set goals.
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Subjects like health and physical education, the arts, and English help students build personal, interpersonal, and metacognitive skills.
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Students can also make connections between different subjects and relate their learning to their lives outside of school.
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This type of learning makes school more relevant, increases student engagement, improves achievement levels, and prepares students for success after high school.
In secondary school, students can participate in job shadowing/job twinning and also get hands-on experience in a particular area of interest through “work experience”, which can be a component of any course and which provides students with a learning opportunity in the workplace for a limited period of time (usually one to four weeks). They can also participate in a cooperative education program.
GUIDANCE and CAREER EDUCATION SOURCES
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All courses in the guidance and career education curriculum help students acquire knowledge and skills for education and career/life planning.
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Different courses cover various topics related to planning for education and careers:
learning skills (GLS1O/GLE1O, GLS4O/GLE4O)
essential skills for working and learning (GLD2O, GLN4O)
personal knowledge and management skills (GLS1O/GLE1O, GWL3O, GPP3O)
interpersonal knowledge and skills (GLS1O/GLE1O, GWL3O, GPP3O)
exploration of opportunities (all courses)
personal management (GLC2O, GLD2O, GLN4O, GLS4O/GLE4O)
preparation for transitions and change (GLC2O, GLD2O, GWL3O, GLN4O, GLS4O/GLE4O)
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The Grade 10 Career Studies course is particularly important for all students. It allows students to reflect on myBlueprint and further develop it by consolidating their learning in self-knowledge, exploring education and career/life opportunities, setting initial post-secondary goals, and creating a plan to achieve those goals.
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Students may choose to count a course from the guidance and career education curriculum as an additional Group 1 compulsory credit towards their Ontario Secondary School Diploma (OSSD).
COOPERATIVE EDUCATION PROGRAMS
Cooperative education programs allow students to earn high school credits while participating in work placements related to a specific Ontario curriculum course.
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These programs are completed either before or simultaneously with the corresponding course.
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Cooperative education enhances a student's academic program and is an important part of a school's comprehensive education and career/life planning program for all students, regardless of their future plans.
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Through cooperative education, students gain workplace experience that helps them reflect on four key education and career/life planning questions.
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These questions involve:
- identifying their strengths, interests, and skills in relation to work expectations,
- exploring educational and career/life opportunities,
- understanding the required skills and education/training for these opportunities, and
- setting goals and making plans for their transition from secondary school to their chosen postsecondary destination.
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Workplace supervisors and cooperative education teachers act as mentors, providing guidance and support as students reflect on the inquiry questions.
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Teachers assist students in reflecting on their workplace experiences and capturing their learning in myBlueprint.
PROGRAMS WITH A PATHWAYS FOCUS
Secondary schools and school boards offer programs that focus on preparing students for their chosen post-secondary paths and cater to their individual interests, strengths, needs, and aspirations.
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These programs aim to support students in making successful transitions to their desired post-secondary destinations, such as apprenticeship training, college, university, or the workplace.
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Teachers involved in these programs play an active role in assisting students in reflecting on their experiences and documenting their learning in myBlueprint.
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Ministry-approved programs include dual credit, Ontario Youth Apprenticeship Program (OYAP), Specialist High Skills Major (SHSM), and school-work transition programs.
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Dual credit programs allow secondary school students to earn credits that count towards both their high school diploma and a post-secondary certificate, diploma, degree, or apprenticeship certification.
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The Ontario Youth Apprenticeship Program (OYAP) enables students aged 16 and older to fulfill diploma requirements while participating in a cooperative education program in an apprenticeship occupation.
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The Specialist High Skills Major (SHSM) program allows students to gain technical knowledge and skills related to a specific economic sector while meeting the requirements for their high school diploma.
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School-work transition programs provide students with the opportunity to fulfill diploma or certificate requirements, develop essential skills and work habits, and gain workplace experience. These programs focus on industry-specific skills and align with the Ontario Skills Passport.
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A comprehensive education and career/life planning program should go beyond formal classroom instruction and provide various school-wide opportunities for students to explore related topics.
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Elementary and secondary schools offer extracurricular activities and leadership opportunities where students can pursue their interests and strengths, apply their knowledge and skills, and make a positive impact on their school and community.
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Students can also engage in activities in the community that provide ample opportunities for education and career/life planning.
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School-wide activities, such as workshops, seminars, presentations, and field trips, can help students become aware of opportunities for ongoing learning, community involvement, and future work.
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In secondary schools, guidance staff often coordinate education and career/life exploration activities and experiential learning opportunities on a school-wide basis as part of the guidance and career education program.
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Small group settings provide a valuable opportunity for students with common interests, concerns, and questions to interact and support each other. This peer interaction can enhance learning and help students connect with others who share similar needs and goals. It is also a way to efficiently utilize staff resources.
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However, in some cases, individual counselling and support may be more appropriate for students with specific needs that require focused attention and guidance.
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Elementary and high schools offer many extracurricular activities outside of regular classes
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They include things like clubs, sports teams, and leadership opportunities
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Students can join these activities based on their interests and strengths
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Through these activities, students can learn and apply their knowledge and skills
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Students also contribute to their school and the community through these activities
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Participating in extracurricular activities helps students learn about themselves and the world
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Students should think about their experiences and write them down in their "All About Me" portfolio or myBlueprint
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Schools should let students and parents know about the benefits of participating in extracurricular activities and taking on leadership roles
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Students' activities in the community offer many opportunities for education and career/life planning.
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Students should reflect on the importance of these activities for their development.
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It's encouraged for students to capture their learning in their "All About Me" portfolio or myBlueprint
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The community involvement requirement of forty hours helps students understand civic responsibility and their role in supporting communities.
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Volunteering activities can be effective learning opportunities for education and career/life planning.
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Students should reflect on their community involvement experiences to gain knowledge about their skills, strengths, and interests.
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Volunteering in the school and community can also be a valuable learning activity for education and career/life planning.
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Students should be encouraged to participate in volunteer activities and reflect on their experiences.
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Part-time employment during elementary or secondary school provides students with valuable experiences and helps them develop self-awareness.
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These early employment experiences allow students to learn about their skills, strengths, interests, and the world of work.
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They also provide insights into education and training options and community involvement opportunities.