Introduction to CLC 12
A person’s career is considered their “journey” through life, and Career Education encourages students to pursue this journey in personally meaningful and goal-oriented ways. In Career-Life Education (CLE) and Career-Life Connections (CLC), students learn how to effectively manage their life journey toward preferred future possibilities, developing the confidence, knowledge, and competencies necessary to succeed in an ever-changing world.
Eight credits are dedicated to this area of learning (CLE 10 = 4 and CLC 12 = 4) and are a requirement for graduation.
Purposeful career-life development
For most people, career-life planning will not be a matter of making one major decision and living with it for a lifetime. Educated citizens in today’s world are open to multiple possibilities for the future, and are flexible and able to adapt to emerging opportunities that fit their overarching values and aspirations. The CLE and CLC curricula are designed to help students learn how to effectively manage their life journey toward several possible preferred futures. Through purposeful career-life development, students learn to recognize their evolving interests and strengths, refine their learning goals, and apply this self-knowledge to exploration of postgraduation possibilities in diverse educational, work-related, and personal life contexts. In this way, students are able to advance toward who and how they want to be in the world.
Eight credits are dedicated to this area of learning (CLE 10 = 4 and CLC 12 = 4) and are a requirement for graduation.
Purposeful career-life development
For most people, career-life planning will not be a matter of making one major decision and living with it for a lifetime. Educated citizens in today’s world are open to multiple possibilities for the future, and are flexible and able to adapt to emerging opportunities that fit their overarching values and aspirations. The CLE and CLC curricula are designed to help students learn how to effectively manage their life journey toward several possible preferred futures. Through purposeful career-life development, students learn to recognize their evolving interests and strengths, refine their learning goals, and apply this self-knowledge to exploration of postgraduation possibilities in diverse educational, work-related, and personal life contexts. In this way, students are able to advance toward who and how they want to be in the world.
Career Life Connections 12 Teachers
|
|
30 Hours of Career-Life Exploration
One of the most common inquiries we get in the Career Centre is regarding “volunteer hours required for graduation.”
The CLC 12 curriculum defines the 30 hour career-life exploration as: "substantive experiential learning (30 hours or more) that is intended to expand and/or deepen student exposure to career-life possibilities. Based on student needs and interests, it can include service learning, volunteerism, employment, fieldwork projects, entrepreneurship, and passion projects." (BC Ministry of Education - Career Life Connections Curriculum - Content Elaborations, p. 6, June 2018) .
These opportunities should be student selected, rather than teacher-driven, and should include ongoing reflections related to student developed targeted learning goals in support of their lifelong learning journey.
Examples of how students can obtain hours for career-life exploration:
The CLC 12 curriculum defines the 30 hour career-life exploration as: "substantive experiential learning (30 hours or more) that is intended to expand and/or deepen student exposure to career-life possibilities. Based on student needs and interests, it can include service learning, volunteerism, employment, fieldwork projects, entrepreneurship, and passion projects." (BC Ministry of Education - Career Life Connections Curriculum - Content Elaborations, p. 6, June 2018) .
These opportunities should be student selected, rather than teacher-driven, and should include ongoing reflections related to student developed targeted learning goals in support of their lifelong learning journey.
Examples of how students can obtain hours for career-life exploration:
- Work experience
- Volunteering
- Attending post-secondary information sessions and/or open houses
- Connecting with a post-secondary academic advisor
- Participating in campus tours
- Job shadowing or conducting career oriented informational interviews
- Participating in district supported initiatives like SHAD Canada, TKS, RCMP Youth Academy, etc.
- Service training such as Food Safe, First Aid, CPR, Superhost, Serving It Right, etc.
Students DO NOT have to volunteer in order to graduate. That being said, there are many reasons why students SHOULD volunteer. Volunteer information and opportunities can be found on the volunteering page.
Capstone
The capstone is a rigorous learning opportunity that allows students to reflect and share in personally meaningful ways, and is a requirement for Career-Life Connections and for graduation. The purpose of the capstone is to let students demonstrate the knowledge, competencies, and passion(s) that they can offer the world, as they integrate personal interests, strengths, and new learning with preferred future possibilities. It is a deeper learning experience that supports the student’s continued learning journey into post-graduation possibilities, and provides an opportunity to reflect and synthesize as well as showcase and celebrate.
The capstone components are an opportunity for students to further develop and showcase their strengths, passions, and learning journey to a relevant audience. As a celebration of their learning journey, the capstone is a place where students are encouraged to share successes both in school and out of school, including their reflections on Core Competency development, their contributions and aspirations, and their plans for post-graduation. The capstone can take many different forms, depending on student needs and interests and the opportunities available in local school communities.
|
|