Component 5: Pathways Planning and Programming 

School and community stakeholders work collaboratively to develop and support the implementation of a K-12 education and career/life planning program that is embedded across all subjects, courses and daily learning activities. 

A variety of classroom and school-wide opportunities meet the diverse needs, interests and aspirations of all students to help them develop the knowledge and skills to make informed education and career/life choices. The School Effectiveness Framework K–12 35 

Students are supported in education and career/life planning through their development of a portfolio (Kindergarten to Grade 6) and an Individual Pathways Plan (Grades 7 to 12). 

Structures and processes are in place to support successful transitions (e.g., home to school, grade to grade, division to division, elementary to secondary, secondary to post-secondary/work). 

Education and career/life planning connects areas of learning to the ongoing curricular learning activities of the classroom and broader community. 

Respect for all pathways and destinations is evident in instruction (e.g., blended learning, SHSM). 

Students develop awareness of themselves and their opportunities to make decisions, set goals and create plans for achieving their goals. 

Instruction supports students in making informed choices for successful transitions (e.g., changing contexts, grade to grade, school to school, school to post-secondary including work). 

Use the Four-Step Inquiry Process for Education and Career/life Planning to reflect on who am I, what are my opportunities, who do I want to become and what is my plan for achieving my goals. 

Record their thinking in their portfolio (Kindergarten to Grade 6) and Individual Pathways Plan (Grades 7 to 12) and, where appropriate, share with parents, educators and peers. 

Demonstrate awareness and respect for various pathways and destinations. 

School and community partners work collaboratively to support diverse, authentic, experiential and contextualized learning opportunities within the school and broader community. 

Experiences are provided to help students explore future learning or career/life opportunities. (e.g., Reach Ahead) 

School-wide activities (e.g., guest speakers, career fairs) and career-focused programs such as cooperative education are in place to support student learning in all subject areas. 

Authentic tasks and experiential learning enable students to apply subject-specific knowledge and skills to work-related situations, explore subject-related education and career/life options and become competent, self-directed planners. 

Planned and purposeful experiential learning tasks, either individually, in small groups or as class projects, help students develop self-knowledge and opportunity-awareness. 

Discover strengths, refine and pursue their interests and aspirations. 

Demonstrate understanding of the relationship between what they are learning, why they are learning it and how it connects to their lives. 

Are able to set goals and select appropriate activities, courses, programs and pathways that reflect their interests, skills and aspirations. 

Information and opportunities for dialogue about all options, programs, pathways and destinations is accessible through a variety of means to students, parents, families and staff. 

Students, parents, families and staff have access to necessary information to make informed decisions at key transitional stages (e.g., home to school, division to division, elementary to secondary, secondary to post-secondary/work). 

Educators demonstrate respect and support for all pathways and destinations. 

Connections are made between the Ontario curriculum and the full range of education and career/life options. 

Transition plans are implemented using available supports and resources. 

Demonstrate a growing awareness of themselves and the full range of opportunities available to them based on their skills, interests and aspirations. 

Utilize appropriate resources to make informed decisions and set goals related to education and career/life planning. 

Various activities and events within the school, district or community (e.g., sports teams, extra-curricular activities, leadership opportunities, Skills Canada, arts camp, science fairs) provide opportunities for students to learn more about their interests, strengths and aspirations and contributions to a civil society. 

Students experience a variety of career/life opportunities (e.g., guest speakers, field trips, career fairs, job shadowing, cooperative education, community involvement). 

Flexibility and support allow students to engage in in-school and out-of-school activities and experiential learning opportunities related to their portfolio or Individual Pathways Plan (IPP). 

Educators provide opportunities for students to reflect on, document and share their learning from their in-school and out-of-school activities and experiential learning 

Reflect on their in-school and out-of school learning related to the education and career/ life planning process and document in a portfolio or Individual Pathways Plan (IPP). 

Choose experiences, programs and/or pathway opportunities that reflect their interests, strengths and aspirations.