RÉVISÉ
                                                                                    Ministry of Education
                                                                                    The Ontario Curriculum                                 REVISED
                                                                                    Grades 9 and 10
                                                                                                          Guidance and
                                                                                                          Career Education
                                 Printed on recycled paper
                                 ISBN 1-4249-0902-3 (Print)
                                 ISBN 1-4249-0903-1 (TXT)
                                 ISBN 1-4249-0904-X (PDF)
                                     05-006
                               © Queen’s Printer for Ontario, 2006                  2006
                    Contents
                                              Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .         3
                                              Secondary Schools for the Twenty-First Century  . . . . . . . . . . . . . . . . . . . . . . . . . . . . .                            3
                                              The Place of Guidance and Career Education in the Curriculum  . . . . . . . . . . . . . . . . .                                      3
                                              Roles and Responsibilities in Guidance and Career Education . . . . . . . . . . . . . . . . . . . .                                  5
                                              The Program in Guidance and Career Education  . . . . . . . . . . . . . . . . . . . . . . . . . . . .                                7
                                              Overview of the Program  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .                 7
                                              Curriculum Expectations   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .                9
                                              Strands   . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .    10
                                              Assessment and Evaluation of Student Achievement  . . . . . . . . . . . . . . . . . . . . . . . . .                                12
                                              Basic Considerations  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .          12
                                              Achievement Chart for Guidance and Career Education . . . . . . . . . . . . . . . . . . . . . . . .                                13
                                              Evaluation and Reporting of Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . .                            18
                                              Reporting on Demonstrated Learning Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .                        18
                                              Some Considerations for Program Planning in Guidance and Career Education  . . . .                                                 19
                                              Teaching Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .            19
                                              Planning for Experiential Learning and Cooperative Education . . . . . . . . . . . . . . . . . . .                                 19
                                              Planning Program Pathways and Programs Leading to a Specialist 
                                                    High-Skills Major  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .         20
                                              Planning Guidance and Career Education Programs for Students With 
                                                    Special Education Needs  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .             20
                                              English as a Second Language and English Literacy Development (ESL/ELD)  . . . . . . . .                                           22
                                              Antidiscrimination Education in Guidance and Career Education  . . . . . . . . . . . . . . . . .                                   23
                                              Literacy,Numeracy,and Inquiry/Research Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .                          23
                                              The Ontario Skills Passport and Essential Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .                     24
                                              The Role of Technology in Guidance and Career Education . . . . . . . . . . . . . . . . . . . . .                                  25
                                              Health and Safety in Guidance and Career Education  . . . . . . . . . . . . . . . . . . . . . . . . . .                            25
                    Une publication équivalente est disponible en français sous le
                    titre suivant : Le curriculum de l’Ontario, 9e et 10e année –
                    Orientation et formation au cheminement de carrière, 2006.
                    This publication is available on the Ministry of Education 
                    website at www.edu.gov.on.ca.
            2                                                     THE ONTARIO CURRICULUM, GRADES 9 AND 10: GUIDANCE AND CAREER EDUCATION
                                             Courses
                                             Learning Strategies 1:Skills for Success in Secondary School,
                                                   Grade 9,Open (GLS1O,GLE1O,GLE2O)    . . . . . . . . . . . . . . . . . . . . . . . . . . . . .                              27
                                             Career Studies,Grade 10,Open (GLC2O)    . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .                          33
                                             Discovering the Workplace,Grade 10,Open (GLD2O)  . . . . . . . . . . . . . . . . . . . . . . . .                                 38
                                             Glossary  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .      46
                                                          3
       Introduction
               This document replaces The Ontario Curriculum,Grades 9 and 10:Guidance and Career
               Education,1999 and the sections of The Ontario Curriculum:Guidance and Career Education,
               Open Courses (Draft),Grades 10 and 12,2004 that pertain to Grade 10.Beginning in
               September 2006,all Grade 9 and 10 guidance and career education courses will be based 
               on expectations outlined in the present document.
               Secondary Schools for the Twenty-First Century
               The goal of Ontario secondary schools is to support high-quality learning while giving indi-
               vidual students the opportunity to choose programs that suit their skills and interests.The
               updated Ontario curriculum,in combination with a broader range of learning options outside
               traditional classroom instruction,will enable students to better customize their high school 
               education and improve their prospects for success in school and in life.
               The Place of Guidance and Career Education in the Curriculum 
               The guidance and career education program plays a central role in secondary school by provid-
               ing students with the tools they need for success in school,in the workplace,and in their daily
               lives. In particular, the curriculum focuses on skill development that will help students better
               manage their time,resources,and dealings with other people to improve their opportunities for
               success both in school and in their future lives.Courses in guidance and career education actively
               involve students in research,inquiry,problem-solving,and decision-making processes related to
               planning for postsecondary education,training,or work.The guidance and career education
               program is designed to recognize the diverse abilities,strengths,and aspirations of all students,
               providing them with knowledge and skills that will be benefit them throughout their lives.
               The goals of the guidance and career education curriculum are to enable students to:
               • understand concepts related to lifelong learning,interpersonal relationships,and career 
                planning;
               • develop learning skills,social skills, a sense of social responsibility, and the ability to formulate
                and pursue educational and career goals;
               • apply this learning to their lives and work in the school and the community.
               These goals are organized into three areas of knowledge and skills:student development,interper-
               sonal development,and career development,as outlined in Choices Into Action:Guidance and Career
               Education Program Policy for Ontario Elementary and Secondary Schools,1999.
               The guidance and career education program aims to help students become more confident,
               more motivated,and more effective learners.Students learn how to identify and assess their
               own competencies,characteristics,and aspirations.They explore a broad range of options
               related to learning,work,and community involvement through a variety of school and experi-
               ential learning opportunities.Students develop learning and employability skills and strategies