Social Sciences and Humanities: Family Studies Career ... · Social Sciences and Humanities: Family Studies Career Focused Activities This career focused activity package has been

Social Sciences and Humanities: Family Studies

Career Focused Activities

Support Materials

Secondary Policy Document: Social Sciences and Humanities Curriculum Policy Document

Produced by Ontario Family Studies Leadership Council and the Ontario Family Studies Home Economics Educators’

Association

Writer: Karen Wilson Project Leader: Michelyn Putignano

Reviewers: Carole Booth, Eva Meriorg, Yvonne Howard

Social Sciences and Humanities: Family Studies - 2 - Career Focused Activities Support Materials

Social Sciences and Humanities: Family Studies

Career Focused Activities This career focused activity package has been designed to help students learn more about the Family Studies careers and jobs that are available for them. The activities provided were based on the expectations of the Grade 10 Careers and the Grade 9 – 11 Social Sciences and Humanities: Family Studies courses. By highlighting Family Studies careers, this will assist students in making the connections between the skills/content that they have learned in their Family Studies classes and their everyday life experiences. Within this package, teachers will find the expectations to be covered, suggested resources, and student handouts for each of the activities. The activities provided in this package can be integrated within the Family Studies career based expectations in part or in their entirety. As well, these activities were designed to be used collectively, or as independent activities in Families Studies and/or Careers courses. For each career activity, a time frame has been suggested, which will allow for the dept of coverage for the topic, the number of expectations to be covered, and the grade level of the course. These career activities could be adapted to meet the requirements of a culminating task for a unit on careers. If you have any further questions about careers in Family Studies, contact the Ontario Family Studies Leadership Council and the Ontario Family Studies/Home Economics Educators Association.


Grade 11 Family Studies Course Connections To

Career Expectations Each of the Grade 11 Family Studies courses contains expectations that highlight careers associated with that particular discipline of Family Studies. The activities in this package can be integrated within the Family Studies career based expectations, which are listed below in part or in their entirety. ______________________________________________________________________________ Managing Personal and Family Resources HIR3C (College Preparation)

SOV.01-identify the personal resources necessary to make a smooth transition from adolescence to adulthood SO1.04-describe skills that are required in the workplace (e.g., academic, personal resource management, teamwork) PRV.02-identify the principles of and techniques required for effective management of personal and family resources (e.g., time, money, talent) PR2.01-identify the different types of resources (e.g., human, material, community) available to individuals and families PR2.02-analyse how personal goals and priorities, personal needs and wants, and cultural influences affect the use of time, talent, and money CFV.01-identify and describe occupations for which they are well suited, taking into account their personal resources CFV.02-demonstrate an understanding of how traditional forms of employment compare with various alternative forms CF1.01-analyse the personal criteria (e.g., interest, skills, talents) to be considered when selecting educational and occupational paths CF1.02-outline a career path linked to their personal occupational aspirations CF1.03-identify occupations related to personal and family finance (e.g., financial adviser, credit counselor, stockbroker, banker) CF2.03-summarize the usual benefits that employers offer (e.g., health insurance, life insurance, pensions, paid vacations) and the additional financial planning involved for those who choose self-employment or contract and part-time positions SSV.02-explain the effects of economic and business trends on the family SSV.03-identify the options and services available to individuals and families for managing resources SS1.03-explain how being employed affects the personal resources of teenagers (e.g., time to study, time to spend on family or extracurricular activities, amount of disposable family income) SS2.02-describe the impact that employment-related trends and events (e.g., long strikes, layoffs due to downsizing, plant closures, or out-sources, promotions) have on family finances and family relationships SS3.01-investigate community resource that are available to assist individuals and families (e.g., stress-management or financial counseling, occupational therapy, community college courses


__________________________________________________________ Managing Personal Resources HIP3E (Workplace Preparation) SOV.01-demonstrate an understanding of self-concept and its role in effective communication SO1.04-describe the ways in which an individual might build on personal strength and address areas for improvement in order to form a good relationship and achieve effective communication in the workplace PRV.02-idnetify the basic principles and techniques an individual would use in effectively managing personal resources, including talent, time, and money PR2.01-investigate how factors such as economic and social conditions, prevailing social attitudes, and support networks affect an individuals’ use of talent as resources PR2.03-identify their own personal talents and competencies, and describe how these might affect their choices of a career path CFV.01-indentify the elements of successful employment and lifestyle planning CFV.02-explain why personal well-being is an important factor in getting an keeping a job CF1.01-describe the primary personal considerations that affect the choice on an occupation CF1.02-identify their short-and long-term goals, and the skills and experience they need to achieve them CF2.05-describe how lifelong learning can lead to future personal successes ______________________________________________________ Living Spaces and Shelter HLS3O (Open) ASV.02-demonstrate an understanding of elements and principles of design relating to home environments AS2.01-desribe the influence of major international and Canadian architects (e.g., Mies van der Rohe, Frank Lloyd Wright, Buckminster Fuller, John C. Parkin, A.J. Diamond, George Baird) OOV.01-identify and describe occupational opportunities related to living spaces and shelter, and the career paths leading to them OO1.01-idnetify and describe building-related occupations (e.g., architect, civil or mechanical engineer, landscape designer, interior designer and decorator, builder, real estate agent, property manger, zoning by-law official, tradesperson) OO1.02-describe a career path for these occupations ______________________________________________________________________________ Parenting HPC3O (Open) PRV.03-describe the natures and the responsibilities involved in parenting PR3.06-identify and describe career opportunities related to families at all stages of life ______________________________________________________


Living and Working with Children HPW3C (College Preparation) CSV.02-identify the various ways in which people interact with children throughout their lives CSV.03-demonstrate an understanding of the importance of planning for future parenthood CS2.01-evaluate their current roles in relation to children (e.g., as sibling, aunt, uncle, parent, foster-family member, program volunteer, baby-sitter) and describe roles they might have in the future (e.g., parent, coach, health-care worker) CS2.02-compare and contrast the roles of parents, care-givers, and people in occupations that involve working with children, and explain how children interact with people in those roles CS3.03-analyse the demands of the care-giver’s role (e.g., in terms of investment of time and energy) and the qualities care-givers bring to their interactions with children (e.g., patience and stamina, understanding) CS3.04-idnetify an describe the training opportunities available for preparation for parenthood (e.g., prenatal classes, community-based parenting programs) and for occupations involving children (e.g., university and college programs, cooperative education placements) SOV.01-demonstrate the skills and strategies needed to communicate with and about children SO1.01-demonstrate an understanding of the communication skills and strategies necessary for effective parenting, care-giving and professional relationships (e.g., establishing eye contact, actively listening, using “I messages’, being attentive to body language) SCV.01-evaluate society’s expectations of and support for parents, care-givers, and people who work with children SCV.02-demonstrate an understanding of issues and challenges that concern parents, care-givers, and others who interact with children in society SC1.01-identify society’s expectations of parents, care-givers, and those who work with children (e.g., providing positive role models, exercising discipline appropriately, being mature and responsible, behaving professionally) SC1.03-explain what parents expect of those who work with and care for their children (e.g., vigilance concerning their children’s physical safety and emotional well-being; prompt communication of particular concerns about their children; the ability to exercise authority over their children appropriately SC1.04-demonstrate the special knowledge and skills acquired through working with children in a school or community setting SC2.04-identify strategies for meeting the challenges facing those who live and work with children (e.g., on-site child care for working parents, family counseling, safety training for care-givers) SC2.05-evaluate a variety of sources of information that offer advice to parents regarding the issues and challenges they face in caring for children (e.g., “how to” books, magazines articles, advice columns, Internet articles) ______________________________________________________________________________ Fashion and Creative Expression HNC3O (Open) AIV.03-identify occupational opportunities in the fashion field AIV.04-analyse the impact of the clothing industry on society, and societal influences on the clothing industry


AI3.01-classify the types of occupations associated with the three areas of fashion production and distribution identified below, and describe the competencies they require and opportunities for employment in them:

1. primary markets and industries that provide the raw materials of fashion (e.g., weave, farmer, quality-control inspector)

2. secondary fashion markets and manufacturers of apparel and accessories (e.g., designer, pattern makers, pattern grader, cutter, sewer, finisher)

3. retail distribution (e.g., salesperson, fashion coordinator, display technician, buyer) AI3.03-outline a career path for a fashion- or textile- related occupation AI4.04-evaluate the impact on Canadian society of issues relating to the apparel industry, such as the redistribution of jobs brought about by computerization and new technologies, the exploitation of workers both in Canada and abroad, the role of unions in the garment industry, and the hiring of skilled and unskilled immigrant labour ______________________________________________________________________________

Setting Goals for Family Studies Related Jobs Description Students will begin by examining their personal goals in establishing their life plans. In setting goals, students must reflect on their own interests, abilities, and skills. They will gain an understand of how school, community, work and volunteers experiences as well as family assist in their development of skills and the setting of goals. This activity may be used as an introductory discussion to any course (Grade 10 Careers, Grade 9-11 Social Science and Humanities) as it may encourage students to think about how these topics affect their personal life at home and the workplace. Alternatively, this activity may be used as a concluding activity (culminating task), which will bring together the information learned within this activity as it relates to the student’s future life. Time Range: 2 – 4 hours Career Studies (10) Social Science and Humanities – Family Studies PMV.01

demonstrate an understanding of and apply strategies needed for success in school;

PMV.02 identify their interests, skills, characteristics,

and accomplishments and describe how these are influenced by their experiences;

PMV.04 demonstrate understanding and effective use of

interpersonal skills required to establish and maintain positive relationships and work effectively in teams or groups.

PM1.02 demonstrate effective use of strategies for

achieving success in school (i.e., note taking,

This activity can be integrated into any Family Studies course. These activities are appropriate for Grade 9/10 Family Studies career-based expectations, which may be emphasized to highlight applications to everyday life. All Grade 11 Social Science and Humanities: Family Studies courses have a career component; therefore, all or part of this activity can be integrated specifically into the career-based expectations. One may use the intent of this activity as a framework by using the course content.


strategies for completing homework, strategies for studying for tests and examinations);

PM2.01 demonstrate understanding of the purpose and

use of self-assessment and standardized assessment tools and strategies (e.g., aptitude tests, skills inventories);

PM3.02

demonstrate understanding of the impact of family responsibilities on education and careers;

PM3.03 summarize and document their own personal

management skills and habits, identifying their strengths and targeting areas for improvement:

PM3.04 demonstrate effective use of personal

management skills (e.g., well-organized notebooks, punctuality).

Specific Expectations for Grade 9 &10 are listed below: HFN – Food and Nutrition SS2.03

illustrate career opportunities related to food and nutrition by creating a poster, newsletter, or brochure

This course integrates all of the skills, which include personal, transferable, and technical. The expectations are based on critical thinking, summarizing, evaluating, analyzing, demonstrating, communicating, etc. Many of the part-time jobs or volunteer opportunities students have experienced will involve specific skills learned within this course (e.g., safety, handling of food, etc.). HIF – Individual and Family Living PR3.01X

identify skills that are required to meet the needs of individuals and families, within the family and the community (e.g., meal preparation at home; working from home; organizing a food co-op)

PR3.03X prepare a plan to participate in activities in the

community that support the functions of individuals and families (e.g., volunteer ad a food bank; serve as an assistant Scout leader)

SC2.02X apply strategies for managing time to achieve

individual, family, and group goals SC2.03X

describe strategies for acquiring money, including summer employment, and for managing their own money to meet financial and personal goals (e.g., buying a mountain bike, paying for college)

Prior Knowledge & Skills • experience in small group settings • brainstorming • mind mapping/webbing


Planning Notes Teachers should:

• assemble supplies ready for activity; • prepare information, providing suggestions for Family Studies related careers. Make sure to

integrate various levels including university, college (private and public), and work experience related jobs;

• book computer lab and “Career Cruising” Internet access or CD-ROM (where available). Resources Ministry Documents Choices into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999. The Ontario Curriculum, Grade 9 and 10, Social Sciences and Humanities, 1999 The Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities, 2000. The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000. Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999. Associations Canadian Home Economics Association, 307-1521 Slater Street, Ottawa, ON K1P 5H3 Tel: (613) 238-8817 – http://www.chea-acef.ca Ontario Home Economics Association – http://www.ohea.on.ca Ontario Women’s Directorate - Your Money, Your Life, Your Way! Learning for Life, ENO discussion forums – http://www.enoreo.on.ca/owd_forum/ Dietitians of Canada – www.dietitian.ca Ontario Family Studies Leadership Council http://www.ofslc.org Ontario Family Studies Home Economics Educators’ Association http://www.ofsheea.ca Textbooks Campbell and Hoey. Careers 10. 2000. Prentice Hall.. ISBN 0-13-031505-2 Eubanks, Sasse, Glosson. Shaping Your Future. 2000. McGraw-Hill. ISBN 0-02-637967-8 Glossen, Meek and Smock. Creative Living, 7th ed. McGraw-Hill, 2000. ISBN 0-02-648144-8 Holloway and Meriorg. Individual and Family Living. 2001. Irwin Publishing. ISBN 0-7725-29019 Plue, Pamer, and Karakokkinos. Careers: Today and Tomorrow, 2000. Irwin Publishing. ISBN 0-7725-2857-8 Sander, Simpson and Ward. Career Education. 1997. Education Services Committee of the OSSTF. ISBN 0-920930-82-4 Walliace, Lee. Career Studies 10, 2000. Nelson-Thomson Learning. ISBN 0-17-620136-X. Wehkage, N. Goals for Living Managing Your Resources. Irwin. 1997.ISBN 1-56637-295X Ryder, V. Contemporary Living. Irwin. 1995. ISBN 1-56637-099X Videos CBC has programs highlighting various careers – check the CBC Website for programs including ‘Venture’, ‘MarketPlace’, and StreetCents’. All programs are available for purchase. Canadian Learning Television has a program entitled “Careerstv” which is broadcast several times a day and is also available for purchase – www.clt.ca . TVO has many programs available (call Sound Venture for distribution – 1-800-858-2183). “Get A Life”, “Job Matters” and “Women in Careers” are all available for purchase for use in schools ( public


performance rights for schools - $69 per program or board wide use for distribution - $129, $899 for the complete 30 tape series).

• ‘Get A Life’ has (30) - 28 minute programs. Each program has a variety of career examples illustrated through interviews of various people. Family Studies related careers documented include:

o Episode 2 – Envirolutions – a mother who has made a business out of recycling and making products from disposable diapers.

o Episode 5 – Youth Liaison Assistant for Operation Go Home . o Episode 6 – a) CEO of Unique Patterns Design b) consulting firm for generation 18-35

years. o Episode 9 – Communications Specialist for Ontario Pork o Episode 10 – Co-Founder of kids/NRG -hand-on job experiences for kids. o Episode 11- Teacher of Deaf and Blind o Episode 12 – a) Fashion Designer, b) Executive Director of Youville Centre-helping teen

moms complete high school, c) President of Terry Kova Falafel – falafel hot dog company carried in health food stores through Ontario

o Episode 14 – a) Registered Dietician, b) ND Learning Centre – teaching professional development courses

o Episode 16 – Career Counsellor o Episode 17 - Social Activist for Rights for Persons with Disabilities o Episode 18 – G.A.P Adventures – travel packages for people become immersed in the

culture and country (sustainable tourism) o Episode 19 – Policy Advisor HIV/AIDS o Episode 20 – a) Physiotherapist in Sports Injury Clinic who has established a team of

professionals including a dietician, b) Youth Outreach Worker o Episode 23 – a) Eye Candy Creations – gift items, b) Accessibility Consultant and

Access Experts, c) Baker for Helping Hands Bakery o Episode 24 – Canadian Association of Food Banks o Episode 26 – a) Public Relations for AdCulture – publishes educational materials for life

sciences, b) Biotechnologist for National Research Council Plant Biotechnology Institute o Episode 27 – a) Doctor for War Child Canada, b) Youth Leadership Coordinator for

Boys and Girls Club Canada, c) Volunteer Coordinator o Episode 28 – a) Market Researcher, b) Interior Decorator o Episode 29 – a) Cake Decorator, b) Stained Glass Artist, c) Jewellery Designer

Websites Ministry of Education - Prospects: Ontario Guide to Career Planning http://www.edu.gov.on.ca/eng/general/elemsec/job/prospect/eng/index.html Canadian Careers.Com – http://www.canadiancareers.com/index.html Youth Network of Canada – http://www.youth.gc.ca/jobinfo_e.shtml The Federal Government in the Classroom – http://www.canada.gc.ca/main_e.html Canadian Council on Social Development – http://www.ccsd.ca Canlearn (career planning website) – http://www.canlearn.ca/English/eng.cfm National Occupational Classifications - www.hrdc.-drhc.gc.ca/JobFutures


NOTE: Career Cruising – http://www.careercrusing.com also available on CD-ROM (board password needed)

• This is an excellent comprehensive site developed by the Ministry of Education of Ontario. • For every career, it has the following link information:

o Job description o Working conditions o Earnings o Education o Career Path o Related Jobs o Other Resources o Interviews with people in the field. The interviews follow a common guideline for every

career. This provides a great framework for further interviews by students. • Careers may be located in a number of different ways. They are categorized by school subjects.

Most Family Studies careers are found in Arts and Music, Hospitality, and Social Sciences. Teaching/Learning Strategies

1. Teacher begins the class discussion by asking the students one of the following questions with reference to what they would like to accomplish or improve upon by the end of the class period.

• Examples are as follows: Foods related – How would you like to improve your health? Give one

example. Clothing related – What would you like to do to improve your wardrobe? Give

one example. Parenting related – If you could improve some aspect of a relationship with a

friend or family member, what would it be? Housing related – If you could make a change in the arrangement of your room,

what would you like to change? Resource Management related – You want to make a major purchase. What do

you need to do to make this purchase?

2. Define setting goals in relation to achieving a specific outcome. Discuss the importance of setting both short-term and long-term goals.

3. Construct the “goal flower” or “life sign post.”

Goal Flower Goal Life Signpost

• Centre circle is the main goal. • Petals are the skills and interests that are

helpful in achieving the goal • Stem is a quote or philosophy that helps you

to remember to achieve your goal. • Leaves are the people that help you achieve

the goal.

Appendix 1a and 1b (student/teacher resource)

• The road ahead is the main goal. • The various destinations are the skills and

interests that are helpful in achieving the goal.

• The post is a quote or philosophy that helps you to remember to achieve your goal.

• The paths leading to the road ahead are the people that help you achieve the goal.

Appendix 2

(student/teacher resource)


4. Setting Family Studies Goals Assignment.

• Teacher instructs the students to pick a Family Studies related career or job. • Using Appendix 3a “Family Studies Goals – They Have Direction,” students will do the

following: o Using the “Goal Flower” or the “Goal Life Signpost,” as an example, students

create their own “goal” visual to represent what is involved in meeting goals. Be sure to indicate the main goal, the skills and interests that are helpful in achieving the goal, a quote or philosophy that helps a person to remember to achieve the goal, and the people who help an individual achieve the goal.

o Using the “goal” visual they created, students interview a professional in the field of Family Studies. (If this is not possible, have students view a video, complete a computer program, or access the Internet [see resource list] to research a professional in the field of Family Studies and then write a case study.)

o Students write a reflection describing their “goal” visual and compare it to the interview or their case study.

• For a list of possible careers/jobs, (See Appendix 3b – teacher resource) • Assessment and Evaluation Rubric (See Appendix 4 – student handout)


Appendix 1a – student/teacher resource Template Pieces for Goal Flower

Instructions Use the following templates to construct the goal flower: Write your main goal in the centre circle. Your skills and your interests that are helpful in achieving the goal go in the petals. A quotation or philosophy that helps you to remember to achieve your goal is written on the stem. The leaves signify the people in your life who help you achieve your goal.


Appendix 1b – student/teacher resource


Appendix 2 – student/teacher resource Template for Life Signpost

Instructions Use the following templates to construct the goal signpost. Write your main goal on the road ahead. The various destinations are the skills and interests that help you achieve your goal. Write a quote or philosophy that helps you to remember to achieve your goal on the post. The paths leading to the road ahead signify the people in your life that help you achieve your goal.


Appendix 3a – student handout

Family Studies Goals – They Have Direction

Your Goal: Pick a Family Studies related career or job as instructed by you teacher. Using the “Goal Flower” or the “Goal Life Signpost,” as an example, students create their own “goal” visual to represent what is involved in meeting goals. Be sure to indicate the main goal, the skills and interests that are helpful in achieving the goal, a quote or philosophy that helps a person to remember to achieve the goal, and the people who help an individual achieve the goal. (Examples for “goal visual”: car, road or pathway, hot air balloon, animal, etc.) What to Include in Your Visual:

Main goal Skills and interests (at least 6 named) Inspirational quote or philosophy People who help

What and How You Present: 1. The Visual

• It is attractive and well organized. • The 4 main requirements are clearly labeled and easy to see and read. • Uses various mediums (e.g., paper, felt, pictures, etc.) to become dimensional.

2. Interview: Professional in the Family Studies Field

• Use your visual to ask the questions when you are interviewing the Family Studies Professional (the career you have chosen to represent).

• Your interview questions should incorporate the person’s main goal, the skills required from his/her perspective, inspirational quote or philosophy and helpers or influences.

3. Written Reflection:

• This is a personal reflection indicating why you created this visual. • Explain each component of the visual and explain how it has been personalized. • Explain the connection between the Family Studies career and the professional you

interviewed or the case study you researched and produced.


Appendix 3b – teacher resource Family Studies Related Careers

Foods Clothing Parenting Housing Resource Management

-Food Scientist -Dietitian -Chef -Food -Technologist -Nutritionist -Baker -Caterer -Food/Beverage Supervisor -Fast Food Worker -Hotel Manager -Hotel Administrator -Home Care Worker -Home Maker -Bed and Breakfast Proprietor -Event Planner -Restaurant Manager -Cookbook Writer and Editor -Food Stylist -Food Safety Educator -Agri-Foods Producer -Healthy Eating and Fitness Coach -Recipe Tester and Developer -Writer

-Buyer -Interior Decorator -Upholsterer -Textile Designer -Textile Technologist -Furrier -Tailor -Hair Stylist -Esthetician -Fashion Designer -Fashion Retailer -Fashion Consultant -Home Maker -Clothing Manufacturer -Costume Designer (for plays) -Museum Curator -Make-up Artist -Retail Buyer -Set Designer -Stylist -Fiber artist -Athletic Wear Designer -Media Fashion Consultant -Writer

-Professor -Teacher -Day Care Worker -Community Services Worker -Nurse -Child Care Worker -Social Worker -Physical / Occupational Therapist -Psychologist -Sociologist -Addiction Counsellor -Career Counsellor -Child and Youth Worker -Family Practitioner -Fundraiser -Funeral Director -Gerontologist -Home Care Worker -Home Maker -Family Law Lawyer or Judge -Lobbyist -Mediator -Midwife -Nanny -Pediatrician -Rehab Counsellor -Social Worker -Marriage Prep and Family Counsellor -Writer

-Hotel Manager -Hotel Administrator -Buyer -Interior Decorator -Upholsterer -Physical / Occupational Therapist -Home Care Worker -Home Maker -Real Estate Agent -Antique Dealer -Architect -Architectural Technologist -Set Designer -Bed and Breakfast Proprietor -Event Planner -Writer -Home Building Consultant -Housing Development Advisor -Mortgage and Housing Consultant -Property Manager -Real Estate Developer

-Travel Services Representative - Hotel Manager -Hotel Administrator -Buyer -Consumer Product Specialist -Marketing Analyst -Community Services Worker -Communication Consultant -Sociologist -Corporate Trainer -Fundraiser -Home Maker -Human Resources Specialist -Insurance Broker -Lobbyist -Mediator -Public Relations -Real Estate Agent -Rehab Counsellor -Research Analyst -Antique Dealer -Bed and Breakfast Proprietor -Event Planner -Travel Agent -Writer

Home Economic/Human Ecology involves the study of nutrition, clothing, housing, parenting, and resource management. All issues address the everyday needs of people here and in other countries as well in promoting positive change for individuals and families.

Appendix 4 – student handout

Family Studies Goals – They Have Direction


Criteria Level 1

(50 – 59%) Level 2

(60 – 69%) Level 3

(70 – 79%) Level 4

(80 – 100%) Knowledge/ Understanding - knowledge of the skill relating to the main goal

- demonstrates limited knowledge by giving few examples

- demonstrates some knowledge by giving some examples

- demonstrates considerable knowledge by giving numerous examples and attempts to show how they interrelate

- demonstrates thorough knowledge by giving extensive examples that clarify the interrelationships between the factors

Thinking/Inquiry - visual shows connections between skills and the Family Studies job/career

- makes connections with limited effectiveness

- makes connections with some effectiveness

- makes connections with considerable effectiveness

- makes connections with a high degree of effectiveness

Application (Reflection / Interview) - illustrates skills as they relate to the personal opinion and experience of the writer and the professional interviewed (or case studied)

- illustrates the skills by personal application and questioning with limited effectiveness

- illustrates the skills by personal application and questioning with some effectiveness

- illustrates the skills by personal application and questioning with considerable effectiveness

- illustrates the skills by personal application and questioning with a high degree of effectiveness

Communication - communicates information and ideas in visual and reflection

- communicates information and ideas with limited clarity

- communicates information and ideas with some clarity

- communicates information and ideas with considerable clarity

- communicates information and ideas with a high degree of clarity enticing students to look for more information

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity. Teacher Comments/Next Steps:


How Do I Get SKILLS? Description Students will become knowledgeable of the main categories of skills required by most careers and jobs. They will gain an understanding of how the subjects they select in school encourage the development of different skills. As well, students will understand and appreciate the importance of their volunteer experiences and their part-time jobs in building the skills required for future employment. This may be used within a section for any of the Family Studies courses as it relates to developing skills for career/job or volunteer opportunities. Time Range: 2 – 8 hours Career Studies (10) Social Science and Humanities – Family Studies PMV.01

demonstrate an understanding of and apply strategies needed for success in school;

PMV.02 identify their interests, skills, characteristics,

and accomplishments and describe how these are influenced by their experiences;

PMV.03 describe the personal management skills and

characteristics needed to succeed in school, work, family life, and the community and demonstrate the effective use of personal management skills in a variety of settings;

PMV.04 demonstrate understanding and effective use of

interpersonal skills required to establish and maintain positive relationships and work effectively in teams or groups.

PM1.01 demonstrate understanding of the secondary

school program and graduation requirements and related terms (e.g., compulsory credit, transcript, full disclosure, types of courses, literacy test, community involvement, diploma, certificate of achievement);

PM1.02 demonstrate effective use of strategies for

achieving success in school (i.e., note taking, strategies for completing homework, strategies for studying for tests and examinations);

PM2.01 demonstrate understanding of the purpose and

use of self-assessment and standardized assessment tools and strategies (e.g., aptitude tests, skills inventories);

This activity can be integrated into any Family Studies course. These activities are appropriate for Grade 9/10 Family Studies career-based expectations, which may be emphasized to highlight applications to everyday life. All Grade 11 Social Science and Humanities: Family Studies courses have a career component; therefore, all or part of this activity can be integrated specifically into the career-based expectations. One may use the intent of this activity as a framework by using the course content. Specific Expectations for Grade 9 &10 are listed below: HFN – Food and Nutrition SS2.03


This course integrates all of the skills, which include personal, transferable, and technical. The expectations are based on critical thinking, summarizing, evaluating, analyzing, demonstrating, communicating, etc. Many of the part-time jobs or volunteer opportunities students have experienced will involve specific skills learned within this course (e.g., safety, handling of food, etc.).


PM2.03 identify the skills they have developed through

school subjects (e.g., literacy, numeracy, communication) and through community experiences and explain how these skills are transferable to work and other life roles;

PM3.01 describe and explain the importance of personal

management skills (e.g., organization skills, stress management), habits (e.g., maintaining a personal planner), and characteristics (e.g., adaptability) for success in school and other life roles;

PM3.02 demonstrate understanding of the impact of

family responsibilities on education and careers;

PM3.03 summarize and document their own personal

management skills and habits, identifying their strengths and targeting areas for improvement:

PM3.04 demonstrate effective use of personal

management skills (e.g., well-organized notebooks, punctuality).

HIF – Individual and Family Living PR3.01X


PR3.03X prepare a plan to participate in activities in the

community that support the functions of individuals and families (e.g., volunteer ad a food bank; serve as an assistant Scout leader)

SC2.02X apply strategies for managing time to achieve

individual, family, and group goals SC2.03X

describe strategies for acquiring money, including summer employment, and for managing their own money to meet financial and personal goals (e.g., buying a mountain bike, paying for college)

SC3.03X describe the role of employment and income in enabling families to perform their functions

Prior Knowledge & Skills • experience in small group settings • brainstorming • mind mapping/webbing • computer/Internet skills Planning Notes Teachers should:

• assemble equipment and props for introductory activity; • determine the amount of time to be spent on the activity; • become familiar with employability terms/skills, which are available in Career textbooks and through the

Conference Board of Canada website – www.conferenceboard.ca/nbec/ESF.htm Resources Ministry Documents Choices into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999. The Ontario Curriculum, Grade 9 and 10, Social Sciences and Humanities, 1999 The Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities, 2000. The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000. Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999.


Associations Canadian Home Economics Association, 307-1521 Slater Street, Ottawa, ON K1P 5H3 Tel: (613) 238-8817 – http://www.chea-acef.ca Ontario Home Economics Association – http://www.ohea.on.ca Ontario Women’s Directorate - Your Money, Your Life, Your Way! Learning for Life, ENO discussion forums – http://www.enoreo.on.ca/owd_forum/ Dietitians of Canada – www.dietitian.ca Ontario Family Studies Leadership Council http://www.ofslc.org Ontario Family Studies Home Economics Educators’ Association http://www.ofsheea.ca Textbooks Campbell and Hoey. Careers 10. 2000. Prentice Hall.. ISBN 0-13-031505-2 Eubanks, Sasse, Glosson. Shaping Your Future. 2000. McGraw-Hill. ISBN 0-02-637967-8 Glossen, Meek and Smock. Creative Living, 7th ed. McGraw-Hill, 2000. ISBN 0-02-648144-8 Holloway and Meriorg. Individual and Family Living. 2001. Irwin Publishing. ISBN 0-7725-29019 Plue, Pamer, and Karakokkinos. Careers: Today and Tomorrow, 2000. Irwin Publishing. ISBN 0-7725-2857-8 Sander, Simpson and Ward. Career Education. 1997. Education Services Committee of the OSSTF. ISBN 0-920930-82-4 Walliace, Lee. Career Studies 10, 2000. Nelson-Thomson Learning. ISBN 0-17-620136-X. Wehkage, N. Goals for Living Managing Your Resources. Irwin. 1997.ISBN 1-56637-295X Ryder, V. Contemporary Living. Irwin. 1995. ISBN 1-56637-099X Videos CBC has programs highlighting various careers – check the CBC Website for programs including ‘Venture’, ‘MarketPlace’, and StreetCents’. All programs are available for purchase. Canadian Learning Television has a program entitled “Careerstv” which is broadcast several times a day and is also available for purchase – www.clt.ca . TVO has many programs available (call Sound Venture for distribution – 1-800-858-2183). “Get A Life”, “Job Matters” and “Women in Careers” are all available for purchase for use in schools ( public performance rights for schools - $69 per program or board wide use for distribution - $129).

• ‘Get A Life’ has (30) - 28 minute programs. Each program has a variety of career examples illustrated through interviews of various people. Family Studies related careers (that would highlight skills) documented include:






o Episode 16 – Career Counsellor o Episode 17 - Social Activist for Rights for Persons with Disabilities


o Episode 18 – G.A.P Adventures – travel packages for people become immersed in the culture and country (sustainable tourism)

o Episode 19 – Policy Advisor HIV/AIDS o Episode 20 – a) Physiotherapist in Sports Injury Clinic who has established a team of




Boys and Girls Club Canada, c) Volunteer Coordinator o Episode 28 – a) Market Researcher, b) Interior Decorator o Episode 29 – a) Cake Decorator, b) Stained Glass Artist, c) Jewellery Designer

Websites Canadian Careers.Com – http://www.canadiancareers.com/index.html Youth Network of Canada – http://www.youth.gc.ca/jobinfo_e.shtml The Federal Government in the Classroom – http://www.canada.gc.ca/main_e.html Canadian Council on Social Development – http://www.ccsd.ca Canlearn (career planning website) – http://www.canlearn.ca/English/eng.cfm National Occupational Classifications - www.hrdc-drhc.gc.ca/JobFutures School Net – http:www.schoolnet.ca/EmployabilitySkills/conclude.html This is an interactive site sponsored by The Conference Board of Canada, Canada’s School Net and Industry Canada. Set to be available in September 2001, it will have modules and worksheets to teach people to recognize and develop their employability skills. Conference Board of Canada - http://www.conferenceboard.ca/nbec/ESF.htm This site provides a pdf printable hand-outs which classifies the employability skills. It also provides case studies. Royal Bank’s Women Entrepreneurs Network – http://www.royalbank.chatelaine.com Ontario Prospects 2001: Ontario’s Guide to Career Planning http;//www.edu.gov.on.ca/eng/general/elemsec/job/prospect/eng/index.html NOTE: Career Cruising – http://www.careercrusing.com also available on CD-ROM (board password needed)




Most Family Studies careers are found in Arts and Music, Hospitality, and Social Sciences.


Teaching / Learning Strategies

1. Teacher led discussion on employability skills, which are skills that are required to get and maintain a job. (See Appendix 1 – teacher overhead resource) • Ask: “Why it is important for students to acquire employability skills?” (e.g., to get a job

now to make money, to get a volunteer placement or work experience placement, etc.) • Ask; “Why is it important for someone who already has a job to continue building his/her

employability skills?” 2. Distribute 5 large sticky notes to each person. Individually, students will fill in a Family Studies

skill (word or phrase) on each of their 5 sticky notes. • Note that the skills may depend on the course that is being highlighted. (See Appendix 2 –

teacher resource - for brainstorm of skills specific to Family Studies) • If students need assistance, discuss “A Pathway for Recognizing My Skills” (See Appendix 3

– teacher overhead resource). • Ask the question of students to begin student thinking:

o What skills make a good worker? or o What skills do employers look for when hiring? or o What skills do you need to have in order to get a job?

3. Divide students into groups. Using the cards (sticky notes) that they have created, students will

organize their cards within their groups. Note that they will have some “cards” that are the same and some that are different. Have each group organize their skill cards (sticky notes) into groupings and stick them on the chart paper provided. They will title their groupings. Instruct each group to: • Organize the skills and group them into categories. Show when a skill has been repeated and

how many times. • Look at the similarities and differences of groupings and come up with a title for each main

group. They should be able to explain why they developed the grouping they did. • Display the organized groupings around the classroom. Have each group select 1 or 2

presenters to briefly discuss the way the group categorized the skills and why. 4. Distribute organizer for class notes. NOTE: Either Appendix 4a or 4b may be used, or students

may choose which organizer to use. Take up the main points from the student presentations in constructing the class organizer. (See Appendix 4a – student handout and/or 4b – student handout: Appendix 5a– teacher overhead resource - may be used to assist or review the various skills) • Note: the circle at the middle of each diagram can represent many different things (the job,

the student as an individual, a skilled employee, experience, etc.) The teacher may choose a designation for the centre circle, or the students may come up with their own meanings. This may be a questioning exercise as part of the activity.

• Each of the 3 equal portions of the diagrams (both Appendix 4a and 4b) represent the 3 main types of skills found in the Conference Board of Canada’s Employability Skills List (Appendix 5). Other employability skills often include technical skills that are also explained in the handout.

• As a class discussion, use the Conference Board of Canada simplified chart to highlight the importance to employability of the main skills identified. Alternately, this may be done as individual (home) work, which is taken up the next day. For more detail on each skill listed, see the Conference Board of Canada at www.conferenceboard.ca/nbec/ESF.htm for pdf-


ready printouts. Larger size posters are also available from the Conference Board of Canada. (See Appendix 5b – student handout)

5. Do a “skills analysis” of the jobs (both paid and unpaid – e.g., volunteer, babysitter, extra-

curricular activities, school projects). (reminder, see Appendix 3 to assist students in recognizing their own skills) • Create a Family Studies “job advertisement” for 5 skills building experiences you have or

have had. Remember to consider all paid and unpaid activities. • Encourage students to consider experiences they have had in the Family Studies classroom.

These can include: food lab, designing a menu, making a meal for a child, project, designing a package, fixing a garment, making a garment, budgeting for the week, Baby-Think-It-Over experience, school or day-care interactions, re-designing a room, etc. (See Appendix 2 for brainstorming Family Studies career/job ideas)

6. “Hey – I Do Have Skills” Assignment (See Appendix 6a – student handout)

• Brainstorm possible Family Studies careers/jobs (See Appendix 6b – teacher resource) • Assessment and Evaluation Rubric (See Appendix 7 – student handout)


Appendix 1 - teacher overhead resource

Different Jobs…Same Skills Instructions List the skills that are required to get a job, maintain a job, and get a promotion. Use the arrows in the diagram below.

Skills Required! What You Want! Re-evaluating!


Appendix 2 - teacher resource

Skills and Experiences in Family Studies Courses

Social Science and Humanities – Family Studies -These courses all have the common strand of

“Social Science Research.” Marketing research - determining need of market and target audience

All Family Studies courses integrate the strand of “social science research.” As it relates to marketing, they can identify a need or market, and gather data to formulate conclusions that will determine the needs of the potential clients and the direction of the business.

Computer skills – in presenting the social science research, students are required to display info using computer technology.

Presentation skills – many projects involve presenting to the rest of the class using a variety of media, which are meant to involve and interest the audience.


-Food labs involve working with others and delegating tasks within the group -Many lab experiences also involve budgeting money and time -Must work within groups to communicate effectively

-Creatively alter and recycle clothing which is no longer usable into garments which fit the needs of the individual -Learn the intricacies of clothing and adornment in presenting oneself as it is related to non-verbal communication

-Create activities and toys which fit the needs of the audience (children at different developmental stages) -Through the baby simulation assignment, individuals learn to schedule time and adapt to new circumstances

-Adapt living arrangements to the needs of the individual -Arrange space so that it is usable to the needs of the company (office and home space) -Familiar with different rental and ownership agreements and the bills associated with them

-Budgeting within the family and business -Aware of employer and employee rights -Familiar with the requirements of safety within the workplace -Delegating within the group to accomplish task


Appendix 3 – student/teacher resource

A Pathway to Recognizing My Skills Instructions Using the following activities, determine the employability skills you currently possess.

1. Brainstorm all of the things you can do. Make a list. • Do not stop to question yourself when brainstorming. • Using the following categories, design a mind map.

1. Home 2. In your classes at school 3. In your extra-curricular activities at school 4. Work or Work Experience 5. Volunteer 6. Hobbies and Leisure Time

2. Do a ‘Skills Analysis’ of paid and unpaid jobs. • Think of job descriptions and responsibilities. • Look at performance appraisals.

3. Think of what really makes you happy. • Think of what gives you a sense of accomplishment (big or small). • What do you like to do…and…how could you do something like this in a

job or career or volunteer experience? • How can you work your hobbies into a job that you would like to do?

4. Look at yourself through the eyes of a stranger. • What positive things would others say about you, your work habits and

your attitude?

5. Ask counsellors, teachers or librarians about resources they have. • Ask to see and/or take interest or skills tests. (These are usually multiple

choice quizzes that help you see what interests and skills you have and what jobs and careers would be good for you.)

• There is much information in the guidance office in books, CD Roms, and websites.

• Employment Centres also have information.



What Employers Want ‘Employability Skills’

Instructions Use this organizer to group the “employability” skills that you have brainstormed. Create a title for each of your groups.


Appendix 4b – student handout What Employers Want ‘Employability Skills’

Instructions Use this organizer to group the “employability” skills that you have brainstormed. Create a title for each of your groups.


Appendix 5a – teacher overhead resource

Conference Board of Canada Summary of Employability Skills

Putting the Pieces Together

Academic Skills Teamwork Skills Personal Skills Communicate Think Problem Solve/Learn Managing Information Using Numbers

Working with Others Participate Cooperation Leader Encourager Contributes to Group

Attitude Appearance Dependability Punctuality Interest Initiative Responsibility Courtesy Adaptability Learn Continuously Work Safely Common Sense

There are also technical skills, which are specific skills needed for a particular job (welding, blueprint, drafting, computer programming). These skills are often learned or refined on the job, but there are also specific subjects in school geared toward teaching these skills.


Appendix 5b – student handout Summary of Employability Skills

Putting the Pieces Together Instructions For each skill below, describe why each skill is necessary for any career or job. Give a specific example for each.

Academic Skills Teamwork Skills Personal Skills Communicate Think Problem Solve/Learn Managing Information Using Numbers

Working with Others Participate Cooperation Leader Encourager Contributes to Group

Attitude Appearance Dependability Punctuality Interest Initiative Responsibility Courtesy Adaptability Learn Continuously Work Safely Common Sense

What are technical skills? Give examples of technical skills that you have learned in Family Studies…

Climbing the Mountain On the Top of the Mountain

Explain 3 skills that you could improve on, and explain how you can acquire each skill.

Explain 3 skills that you do well, and explain how you acquired each skill.



Hey – I Do Have Skills Your Goal: You have been hired to organize and advertise jobs at the Student Employment Centre. Design a set of Family Studies job postings to be available in the Student Employment Centre. Your information must be written for a teenage audience and attract students who are coming into the Student Employment Centre searching for jobs. Remember your target audience - students looking for possible jobs or volunteer experiences…and Family Studies jobs have a large number of opportunities to build skills for other future experiences and careers or jobs. What to Include in Your Assignment: - 6 cards

1. Name of job 2. Job Description 3. Skills required and why

Your Task:

1. Brainstorm and then design a mind map showing skills you have learned under each of the following categories.

• Home • In your classes at school • In your extra-curricular activities at school • Work or Work Experience • Volunteer • Hobbies and Leisure Time

2. Job Posting Cards

• Make it appealing and attractive to the students looking for jobs. • Describe the job and skills well illustrating the connection to the Family Studies job. • Organized and easy to read. • Sell the job and as it relates to the skills.

3. Overall presentation and organization

• A format that is easy to read. • Highlights the connections between the skill types and the job postings. • Use various pictures, colours, organization to present the information • Can be in poster, booklet, box of jobs, bulletin board, etc.


Appendix 6b – teacher resource Family Studies Related Careers


-Food Scientist -Dietitian -Chef -Food -Technologist -Nutritionist -Baker -Caterer -Food/Beverage Supervisor -Fast Food Worker -Hotel Manager -Hotel Administrator -Home Care Worker -Home Maker -Bed and Breakfast Proprietor -Event Planner -Restaurant Manager -Cookbook Writer and Editor -Food Stylist -Food Safety Educator -Agri-Foods Producer -Healthy Eating and Fitness Coach -Recipe Tester and Developer -Writer







Appendix 7 – student handout Hey – I Do Have Skills

Criteria Level 1

(50 – 59%) Level 2

(60 – 69%) Level 3

(70 – 79%) Level 4

(80 – 100%) Knowledge/ Understanding - knowledge of the skill types and how they influence the employability of students




- demonstrates thorough knowledge by giving extensive examples that clarify the interrelationships among the factors

Thinking/Inquiry - mind map shows connections between skills building categories with explanations - synthesizes and jobs / careers with Family Studies connections relevant to job seekers with Family Studies skills

- makes connections with limited effectiveness - synthesizes information with limited effectiveness

- makes connections with some effectiveness - synthesizes information with some effectiveness

- makes connections with considerable effectiveness - synthesizes information with considerable effectiveness

- makes connections with a high degree of effectiveness - synthesizes information with a high degree of effectiveness

Application - illustrates the need for the career/job through marketing it

- illustrates the need by marketing it with limited effectiveness

- illustrates the need by marketing it with some effectiveness

- illustrates the need by marketing it with considerable effectiveness in identifying the target group and illustrating their needs

- illustrates the need by marketing it with a high degree of effectiveness in identifying target groups and illustrating and creating their needs

Communication - communicates information and ideas in employment ‘cards’ ideas with clarity -organization of cards into a framework

- communicates information and ideas with limited clarity -organized into a framework with limited effectiveness

- communicates information and ideas with some clarity -organized into a framework with some effectiveness

- communicates information and ideas with considerable clarity -organized into a framework with considerable effectiveness

- communicates information and ideas with a high degree of clarity enticing students to look for more information -organized into a framework with high degree of effectiveness



After School Options Description Students will become aware of the work experience options that are available to them, which relate to Family Studies skills. As well, they will consider the options that are available to them once they have left secondary school. These options will be focused on Family Studies related education and careers. This can be integrated in any Family Studies course. It would be well placed near the end of the course or related to any career based expectation. Time Range: 2 – 8 hours Career Studies (10) Social Science and Humanities – Family Studies PM1.01

demonstrate understanding of the secondary school program and graduation requirements and related terms (e.g., compulsory credit, transcript, full disclosure, types of courses, literacy test, community involvement, diploma, certificate of achievement);

EOV.01 demonstrate the ability to use a variety of

resources to find information about learning, work, and community involvement opportunities;

EOV.02 identify a broad range of options for

present and future learning, work, and community involvement;

EOV.03 demonstrate knowledge of selected fields

of work, occupations, and workplace issues;

EO2.01 identify and describe a variety of learning

opportunities for secondary school students, including high school courses, community- based learning (e.g., school–work transition programs, community involvement, work experience, volunteering, cooperative education), and co-curricular activities;

EO2.02 describe and compare a variety of post-

secondary learning options, including university, college, apprenticeship, private training, distance education, and on-the-job training;

EO2.03




identify skills that are required to meet the needs of individuals and families, within the family and the community (e.g., meal

preparation at home; working from home; organizing a food co-op)

SC3.03X describe the role of employment and income in

enabling families to perform their functions


identify a broad range of local and regional work opportunities;

EO2.04 describe various forms of self-employment

(including entrepreneurship), the characteristics of successfully self-employed people, and the advantages and disadvantages of self-employment as a career option

PR1.03X demonstrate negotiation skills needed for

home, school, peer, and work relationships

Prior Knowledge & Skills

• awareness of the skills they have developed from the course • experience in small group settings • brainstorming • mind mapping/webbing • computer/Internet skills

Planning Notes Teacher should:

• arrange for one or more guest speakers relating to the subject area. Try to get guest speakers from different skill levels (e.g., co-op, in the workforce, apprenticeship, public and/or private college, university, etc.) especially as they reflect the interests of the students within the classroom;

• book library and/or computer time (when available); • arrange for the guidance department to explain various ‘after- school’ options; • encourage and allow for all student abilities and experiences (do not neglect workforce

opportunities).

Resources Ministry Documents Choices into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999. The Ontario Curriculum, Grade 9 and 10, Social Sciences and Humanities, 1999 The Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities, 2000. The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000. Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999. Associations Canadian Home Economics Association, 307-1521 Slater Street, Ottawa, ON K1P 5H3 Tel: (613) 238-8817 – http://www.chea-acef.ca Ontario Home Economics Association – http://www.ohea.on.ca Ontario Women’s Directorate - Your Money, Your Life, Your Way! Learning for Life, ENO discussion forums – http://www.enoreo.on.ca/owd_forum/ Dietitians of Canada – www.dietitian.ca Ontario Family Studies Leadership Council - www.ofslc/org Ontario Family Studies Home Economics Educators’ Association http://www.ofsheea.ca Textbooks Campbell and Hoey. Careers 10. 2000. Prentice Hall.. ISBN 0-13-031505-2


Eubanks, Sasse, Glosson. Shaping Your Future. 2000. McGraw-Hill. ISBN 0-02-637967-8 Glossen, Meek and Smock. Creative Living, 7th ed. McGraw-Hill, 2000. ISBN 0-02-648144-8 Holloway and Meriorg. Individual and Family Living. 2001. Irwin Publishing. ISBN 0-7725-29019 Plue, Pamer, and Karakokkinos. Careers: Today and Tomorrow, 2000. Irwin Publishing. ISBN 0-7725-2857-8 Sander, Simpson and Ward. Career Education. 1997. Education Services Committee of the OSSTF. ISBN 0-920930-82-4 Walliace, Lee. Career Studies 10, 2000. Nelson-Thomson Learning. ISBN 0-17-620136-X. Wehkage, N. Goals for Living Managing Your Resources. Irwin. 1997.ISBN 1-56637-295X Ryder, V. Contemporary Living. Irwin. 1995. ISBN 1-56637-099X Videos CBC has programs highlighting various careers – check the CBC Website for programs including ‘Venture’, ‘MarketPlace’, and StreetCents’. All programs are available for purchase. Canadian Learning Television has a program entitled “Careerstv” which is broadcast several times a day and is also available for purchase – www.clt.ca . TVO has many programs available (call Sound Venture for distribution – 1-800-858-2183). “Get A Life”, “Job Matters” and “Women in Careers” are all available for purchase for use in schools ( public performance rights for schools - $69 per program or board wide use for distribution - $129).

• ‘Get A Life’ has (30) - 28 minute programs. Each program has a variety of career examples illustrated through interviews of various people. Family Studies related careers (that would highlight various training and experiences) documented include:






o Episode 16 – Career Counsellor o Episode 17 - Social Activist for Rights for Persons with Disabilities o Episode 18 – G.A.P Adventures – travel packages for people become immersed in the

culture and country (sustainable tourism) o Episode 19 – Policy Advisor HIV/AIDS o Episode 20 – a) Physiotherapist in Sports Injury Clinic who has established a team of




Boys and Girls Club Canada, c) Volunteer Coordinator


o Episode 28 – a) Market Researcher, b) Interior Decorator o Episode 29 – a) Cake Decorator, b) Stained Glass Artist, c) Jewellery Designer

Websites Canadian Forces – www.recruiting.dnd.ca or http://209.82.43.54/ This site has several different ways to find out about careers in the Canadian Forces. The Career Chooser will assist you in the search for an interesting job in the Canadian Forces by surveying people for their interests. The Career Profiles gives detailed descriptions of jobs in the forces. Ontario University Application Centre – http://www. ouac.on.ca/ Local Training Boards - http://www.edu.gov.on.ca/eng/training/localbd/localbd.html Ontario College Application Service – http://www.ocas.on.ca/ Ontario Employment Profile - http://www.edu.gov.on.ca/eng/document/serials/eprofile97-98/index.html This report provides a snapshot of the employment experiences of 1997-98 college graduates six months after graduation. It is based on the Graduate Outcomes/Graduate Satisfaction survey and the Employer Satisfaction survey administered by a third party contracted by the Ministry. Ontario Youth Apprenticeship Program -http://www.edu.gov.on.ca/eng/training/apprenticeship/oyap.html Canadian Careers.Com – http://www.canadiancareers.com/index.html Youth Network of Canada – http://www.youth.gc.ca/jobinfo_e.shtml The Federal Government in the Classroom – http://www.canada.gc.ca/main_e.html Canadian Council on Social Development – http://www.ccsd.ca Canlearn (career planning website) – http://www.canlearn.ca/English/eng.cfm Canada's one-stop resource for the information and interactive planning tools you need to explore learning and education opportunities, research occupations, develop learning strategies, and create the financial plans to achieve your goals. Occupations - http://207.176.147.104/ci/2001/English/ci_prof.nsf/frmEduLevelOccs?OpenForm This section of CanLearn allows students to choose an education level from the drop-down box which produces a list of appropriate occupations related to that level. Each link provides a description of that occupation and links to institutions and programs. National Occupational Classifications - www.hrdc-drhc.gc.ca/JobFutures School Net – http:www.schoolnet.ca/EmployabilitySkills/conclude.html This is an interactive site sponsored by The Conference Board of Canada, Canada’s School Net and Industry Canada. Set to be available in September 2001, it will have modules and worksheets to teach people to recognize and develop their employability skills. Conference Board of Canada - http://www.conferenceboard.ca/nbec/ESF.htm This site provides a pdf printable hand-outs which classifies the employability skills. It also provides case studies. Royal Bank’s Women Entrepreneurs Network – http://www.royalbank.chatelaine.com Ontario Prospects 2001: Ontario’s Guide to Career Planning http;//www.edu.gov.on.ca/eng/general/elemsec/job/prospect/eng/index.html NOTE: Career Cruising – http://www.careercrusing.com also available on CD-ROM (board password needed)


o Job description o Working conditions o Earnings o Education o Career Path


o Related Jobs o Other Resources o Interviews with people in the field. The interviews follow a common guideline for every


Most Family Studies careers are found in Arts and Music, Hospitality, and Social Sciences. • Along with the careers, a graphic indicates the level of training often required (high school and/or

college and/or university).

Teaching/Learning Strategies

1. Teacher introduces the activity by asking students what they would like to do when they finish high school. Students complete “Finished High School – Now What?” (Appendix 1), which emphasizes the options that are available for them following high school.

2. Using their completed charts, class discusses the advantages and disadvantages for each of the

options (Appendix 1 – and Appendix 2 – teacher overhead resource).

3. “School’s Finished – Now What?” Assignment (See Appendix 3a – student handout) • Divide the class into mini-expert groups; one for each of the following options:

o Work o Canadian Forces o Apprenticeship o Private Career College o Community College o University o Distance Education

• Identify Family Studies related careers or jobs in general, or they may be specific (e.g., foods, parenting, housing, clothing or resource management) depending upon the Family Studies course being taught. The careers or jobs chosen should reflect the “after-school option” (See Appendix 3b – teacher resource).

• Given the various careers in Appendix 3b, students will investigate the training and experience required by the various Family Studies careers. As well, note that many of the jobs bridge many of the “after-high school” categories.

• Make a poster advertising your options for possible job candidates. • Provide an organized booklet (3-5 pages), which provides detailed information about a

possible Family Studies career/job. o Career/job identified o Possible pay range o Nature of work (e.g., hours, climate, working with others or individually, etc.) o General work placements (variations of workplaces available for the career/job) o Education/training required and institutions that offer this o Cost of training o Where to find more information


Appendix 1– student handout Finished High School – Now What?

Instructions For each “after-school option,” give examples and describe advantages and disadvantages of the option.

After School Option

Examples Advantages (+)

Disadvantages (-)

Work

Apprenticeship

Private Career College

Community College

University

Post-Secondary School

Distance Education

Canadian Forces


Appendix 2 – teacher overhead resource

Finished High School – Now What?

Work Going to a job immediately after school Learning new skills and earning money right away Pay is often lower and advancement is limited May decide to upgrade skills while still working There are local and regional work opportunities to provide training

Apprenticeship

Often linked to a trades job Paid while getting training and at the end, receives qualifications

Wages usually increase as training progresses Demand for skilled workers is high Can start in high school with programs such as OYAP (including child care worker, chef, etc.)

Post-Secondary School

Private Career College o Focus on training for specific jobs – career training

college o Shorter time with practical training (6 months to 2 years) o Usually have placement programs o They are run ‘for profit’ so they are usually more

expensive than community colleges Community College

o 1-3 year programs o Basic requirement is a Ontario Secondary School

Diploma


o Specific course requirements depend on program (requirement usually not as demanding as getting into university)

o Less expensive than private colleges and universities o Offers co-op and apprenticeship training depending on

program o Often have placement services o Employability rate is very high o Ontario College Application Service (OCAS)

University o 3-4 year programs o Usually don’t train people for specific jobs, but for

general knowledge and skills o Cost is rising and is more expensive than colleges o Need a high school diploma with above average marks o Usual course requirements for all programs include math

and English at the U or U/C level with specific course requirements depending on program

o Employability rate is good o Ontario University Application Service (OUAC)

Distance training o Classes taken on the Internet or through the mail o Allow for upgrade of skills o Available from many colleges, universities and as part of

employment (companies) o Must be motivated to work independently o Can still work and earn money while upgrading skills

Canadian Forces

Training can be independent or with colleges and universities Education and living costs are given when a commitment is made to the service


Appendix 3a – student handout School’s Finished – Now What?

After School Options

Your Goal: You are a member of an advertising firm hired to design recruitment posters and information booklets. The posters are intended to get people interested in seeking further information about Family Studies careers/jobs as they relate to the “after high school options.” In order to design the poster, you need to be aware of the Family Studies careers/jobs that are available in the “after high school options.” Once you are aware of the careers/jobs that are available and the training required; you are to recruit people by means of your poster. Be sure to give enough information on the poster to encourage individuals to look for further information in the booklet. Remember, the “after high school options” include:

Work Canadian Forces Apprenticeship Private Career College Community College University Distance Education

What You Need to Include:

1. Poster: • It must be attractive with large enough wording and pictures to attract the viewer from a

few feet. • Indicate the main career/job options available. • Provide a method for the viewer to find out more information.

2. Information Booklet: • It should be organized and draw the audience to read more about the career/job options. • Provide words, pictures and graphs. • Should be 3-5 pages long and provide general information including:

o Career/job identified o Possible pay range o Nature of work (e.g., hours, climate, working in groups or individually, etc.) o General work placements (variations of workplaces available for the career/job) o Training required and institutions that offer this o Cost of training o Where to find more information


Appendix 3b – teacher resource

Family Studies Related Careers Foods Clothing Parenting Housing Resource

Management -Food Scientist -Dietitian -Chef -Food -Technologist -Nutritionist -Baker -Caterer -Food/Beverage Supervisor -Fast Food Worker -Hotel Manager -Hotel Administrator -Home Care Worker -Home Maker -Bed and Breakfast Proprietor -Event Planner -Restaurant Manager -Cookbook Writer and Editor -Food Stylist -Food Safety Educator -Agri-Foods Producer -Healthy Eating and Fitness Coach -Recipe Tester and Developer -Writer








School’s Finished – Now What? After School Options

Criteria Level 1

(50 – 59%) Level 2

(60 – 69%) Level 3

(70 – 79%) Level 4

(80 – 100%) Knowledge/ Understanding - knowledge of the after-school option being presented



- demonstrates considerable knowledge by giving numerous examples

- demonstrates thorough knowledge by giving extensive examples

Thinking/Inquiry - makes connections to examples of job / careers associated with the ‘after-school’ option - synthesizes job options with Family Studies skills learned in high school and in future training





Application -in the layout and organization, show the transfer of research to poster and booklet format

-the content was transferred to the new context (poster and booklet) with limited organization and creativity

-the content was transferred to the new context (poster and booklet) with some organization and creativity

-the content was transferred to the new context (poster and booklet) with considerable organization and creativity

-the content was transferred to the new context (poster and booklet) with a high degree of organization and creativity

Communication Poster - conveys the main points attractively and appropriately Booklet communicates information and ideas with clarity

-conveys the main points on poster with limited effectiveness - communicates information and ideas with limited clarity

-conveys the main points on poster with some effectiveness - communicates information and ideas with some clarity

-conveys the main points on poster with considerable effectiveness - communicates information and ideas with considerable clarity

-conveys the main points on poster with a high degree of effectiveness - communicates information and ideas with a high degree of clarity



Family Studies Entrepreneurs of the Future Description Students will examine the skills involved in being an entrepreneur emphasizing the careers/jobs within the field of Family Studies. When looking at the various opportunities, students will consider the positive and negative factors of the Family Studies related options. This may be used as an activity that provides other options to traditional careers/jobs. It is important to understand the future trends of the career/job market as well as the concepts of employability skills. It can be used in any course (Grade 10 Careers, Grade 9-11 Social Science and Humanities: Family Studies course) as it may encourage students to think about how the topics affect their personal life at home and the workplace. Alternatively, this activity may be used as a concluding activity (culminating task), which will bring together the information learned within this activity as it is related to the student’s future life. Time Range: 2 – 10 hours Career Studies (10) Social Science and Humanities - Family Studies EOV.03

demonstrate knowledge of selected fields of work, occupations, and workplace issues;

EO1.03 identify questions that are appropriate for gathering

relevant career-related information and use them effectively in information interviews with people in selected fields of work;

EO1.04 demonstrate the ability to organize selected career

information effectively, using word-processing, database, spreadsheet, and information management software.

EO2.03 identify a broad range of local and regional work

opportunities; EO2.04

describe various forms of self-employment (including entrepreneurship), the characteristics of successfully self-employed people, and the advantages and disadvantages of self-employment as a career

EOV.02 identify a broad range of options for present and

future learning, work, and community involvement; EOV.03


EOV.04

describe trends in society and the economy that affect work.

Social Science Research Skills

This activity considers careers/jobs as entrepreneurs in Family Studies related fields. It also integrates the strand of Social Science Research skills, which is in all of the Social Science and Humanities: Family Studies courses. These activities are appropriate for Grade 9/10 Family Studies career-based expectations, which may be emphasized to highlight applications to everyday life. All Grade 11 Social Science and Humanities: Family Studies courses have a career component; therefore, all or part of this activity can be integrated specifically into the career-based expectations. One may use the intent of this activity as a framework by using the course content. Specific Expectations for Grade 9 &10 are listed below: HFN – Food and Nutrition SS2.03



EO1.03 identify questions that are appropriate for gathering

relevant career-related information and use them effectively in information interviews with people in selected fields of work;




opportunities; people, and the advantages and disadvantages of self-employment as a career option;

EO2.07 identify and describe economic and societal trends

(e.g., globalization, developments in information technology, emerging work style alternatives, changing demographics);

EO2.08 demonstrate knowledge of selected occupations,

including education/training requirements, duties, employment prospects, and the knowledge and skills valued by employers;

HIF – Individual and Family Living SC1.01X

compare individual and family lifestyles now and in the past, considering the effect of social, cultural, economic, technological, and environmental change

SC3.03X describe the role of employment and income in

enabling families to perform their functions

Prior Knowledge & Skills

• general skills required for workers in acquiring and maintaining a career/job • general knowledge of societal and economic trends affecting families and society • experience in small group settings • brainstorming • mind mapping/webbing • computer/Internet skills • social science research experience


• book the library and/or computer room for access in completing and analyzing social science research.

Resources Ministry Documents Choices into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999. The Ontario Curriculum, Grade 9 and 10, Social Sciences and Humanities, 1999 The Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities, 2000. The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000. Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999.


Associations Canadian Home Economics Association, 307-1521 Slater Street, Ottawa, ON K1P 5H3 Tel: (613) 238-8817 – http://www.chea-acef.ca Ontario Home Economics Association – http://www.ohea.on.ca Ontario Women’s Directorate - Your Money, Your Life, Your Way! Learning for Life, ENO discussion forums – http://www.enoreo.on.ca/owd_forum/ Dietitians of Canada – www.dietitian.ca Ontario Family Studies Leadership Council http://www.ofslc.org Ontario Family Studies Home Economics Educators’ Association http://www.ofsheea.ca Textbooks Campbell and Hoey. Careers 10. 2000. Prentice Hall.. ISBN 0-13-031505-2 Eubanks, Sasse, Glosson. Shaping Your Future. 2000. McGraw-Hill. ISBN 0-02-637967-8 Glossen, Meek and Smock. Creative Living, 7th ed. McGraw-Hill, 2000. ISBN 0-02-648144-8 Holloway and Meriorg. Individual and Family Living. 2001. Irwin Publishing. ISBN 0-7725-29019 Plue, Pamer, and Karakokkinos. Careers: Today and Tomorrow, 2000. Irwin Publishing. ISBN 0-7725-2857-8 Sander, Simpson and Ward. Career Education. 1997. Education Services Committee of the OSSTF. ISBN 0-920930-82-4 Walliace, Lee. Career Studies 10, 2000. Nelson-Thomson Learning. ISBN 0-17-620136-X. Wehkage, N. Goals for Living Managing Your Resources. Irwin. 1997.ISBN 1-56637-295X Ryder, V. Contemporary Living. Irwin. 1995. ISBN 1-56637-099X Videos CBC has programs highlighting entrepreneurs – check the CBC Website for programs including ‘Venture’, ‘MarketPlace’, and StreetCents’. All programs are available for purchase. Canadian Learning Television has a program entitled “Careerstv” which is broadcast several times a day and is also available for purchase – www.clt.ca . TVO has many programs available (call Sound Venture for distribution – 1-800-858-2183). “Get A Life”, “Job Matters” and “Women in Careers” are all available for purchase for use in schools ( public performance rights for schools - $69 per program or board wide use for distribution - $129).



o Episode 6 – a) CEO of Unique Patterns Design b) consulting firm for generation 18-35 years.

o Episode 10 – Co-Founder of kids/NRG -hand-on job experiences for kids. o Episode 12 – a) Fashion Designer, b) Executive Director of Youville Centre-helping teen


o Episode 14 – ND Learning Centre – teaching professional development courses o Episode 18 – G.A.P Adventures – travel packages for people become immersed in the

culture and country (sustainable tourism) o Episode 20 – Physiotherapist in Sports Injury Clinic who has established a team of

professionals including a dietician


o Episode 23 – Eye Candy Creations – gift items o Episode 28 – a) Market Researcher, b) Interior Decorator o Episode 29 – a) Cake Decorator, b) Stained Glass Artist, c) Jewellery Designer

Websites Ministry of Education - Prospects: Ontario Guide to Career Planning http://www.edu.gov.on.ca/eng/general/elemsec/job/prospect/eng/index.html Canadian Careers.Com – http://www.canadiancareers.com/index.html Youth Network of Canada – http://www.youth.gc.ca/jobinfo_e.shtml The Federal Government in the Classroom – http://www.canada.gc.ca/main_e.html Canadian Council on Social Development – http://www.ccsd.ca Canlearn (career planning website) – http://www.canlearn.ca/English/eng.cfm National Occupational Classifications - www.hrdc-drhc.gc.ca/JobFutures Career Cruising – http://www.careercrusing.com also available on CD-ROM (board password needed) Teaching/Learning Strategies 1. Teacher begins by introducing the concept of “entrepreneurship” and asking the students “What is an entrepreneur?”

• Have students consider a television character or a person who is an entrepreneur. Foods Clothing Parenting Housing Resource

Management -Cooking shows including Canadian Living Cooks, Emeril Live, -Chefs -Dieticians -Cooks -Food Designers -"About the House" (Mondays) on Cityline on CityTV

-"Fashion Friday" on Cityline on CityTV -Fashion programs (CBC, WTN, CityTV, etc.) -Quilting shows -Sewing with Nancy -Home and Garden TV

-"Health and Family Day" (Wednesday) on Cityline on CityTV -Dietician -Body Break -Foods and Cooking shows -Courts dealing with children -various ‘family’ shows

-Interior Designer -Home and Garden TV -"Home Day" (Thursday) on on Cityline on CityTV

-Investors -TV News analysts -Insurance Brokers -‘MarketPlace’ on CBC -‘StreetCents’ on CBC

• Draw a mind map highlighting the skills an entrepreneur would need in order to be successful

talk with people diplomatically be enthusiastic communicate well non-verbally – shaking hands, smiling communicate well verbally – speak well and in a pleasing manner time management – working within a set schedule ‘people’ management – delegating tasks to others good writing skills for writing up receipts and agreements computer skills presentations skills research skills – social science research skill for determining need of market and audience


budgeting and business skills perseverance risk taking finalizing a deal etc.

• From the skills list, students brainstorm the influencing factors that would help them learn the skill

(e.g., family, paper route, volunteer , babysitting, business class, yard sale, family studies class, etc.) (See Appendix 1 – student handout)

• As well, indicate how the skills can be acquired by taking Family Studies courses. For “brainstorm starters,” see the list below. Depending upon the nature of the activity, teacher may want to concentrate on the course itself (e.g., only foods related skills), or on all the skills from the various aspects of Family Studies (e.g., all aspects may be integrated from the Individual and Family Living course).

Foods Clothing Parenting Housing Resource

Management -Food labs involve working with others and delegating tasks within the group -Many lab experiences also involve budgeting money and time -Must work within groups to communicate effectively





Marketing research - determining need of market and target audience All Family Studies courses integrate the strand of “social science research.” As it relates to marketing, they can identify a need or market, and gather data to formulate conclusions that will determine the needs of the potential clients and the direction of the business.

Computer skills – in presenting the social science research, students are required to display info using computer technology\


2. Using the chart, consider the this question, “What are the advantages and disadvantages of being an

entrepreneur…of being the boss of your own company? (See Appendix 2 – student handout) • Divide the class into groups to complete the lists of the general job requirements for

entrepreneurs, or what entrepreneurs might do on a daily basis. • Students should do a brief write-up (question at bottom of graph in Appendix 2) individually.

Responses may include:


Talk with new customers on the phone. Work late to get a final deal. Work out of the home. Paid several bills (hydro, phone, overhead, etc.). Went out on a business lunch.

• When the reflections have been completed, students share their work with another person in the class.

3. Briefly review or highlight the social science research model. (See Appendix 3a – teacher overhead

resource and 3b – student handout) • As a group, brainstorm what problems or issues may arise for entrepreneurs. (See Appendix

4 – student handout) • Incorporate Family Studies issues within the topics or questions. Possible examples include:

o Foods – What are the nutritional needs of teenagers, and what can be done to improve their nutritional status?

o Clothing – What new clothing market can I create that will be of interest to teenagers in high school?

o Parenting – What new toy can I develop and market that will help children learn to recycle and be environmentally friendly?

o Housing – What product or service can I sell to teenagers that will help them to create a trendy space or room on a modest budget?

o Resource Management – How can I help teenagers to start to invest and budget their money?

• Other possible entrepreneurial ventures are included in the chart below. These ideas arise from issues, topics or needs within the Family Studies disciplines.


Management -providing mini-meals to the elderly -selling a new food product -providing fitness and health counseling -providing assistance to people with eating disorders -providing ‘ethnic’ or foods to new immigrants -owning a health food restaurant -selling organic food products -devising

-consignment store bringing in and selling used clothing -designing clothing for children by mail-order or internet -providing nursing homes with ‘accessible clothing’ -teaching people how to alter their own clothing -designing patterns for home sewers -importing unique fabrics from other countries

-teaching babysitting courses -selling new developmental toys -in-home day care -providing teaching materials for children -providing fitness for adults and children -writing and selling personalized children’s books -providing a service to bring children and

-designing and selling smaller houses for older people down-sizing their homes -redesigning unique rooms for the arrival of new children -selling in home decorating kits -selling services on how to adapt people to their new homes -redesigning and remodeling old furniture to fit into new needs of the family -providing

-financial advisor for students and parents who want to invest for future schooling -education for people who have been identified to be at –risk for their credit rating -providing employers with the service of educating their workers (on safety, harassment) -providing stress management for workplaces -providing financial advice


packaging for food -providing food and nutrition classes -providing cooking classes

-selling high end quilts for specialty occasions -selling specialized clothing for people in wheelchairs

elderly together -teaching parents about nutrition and getting ready for solid foods -providing information about discipline

marketing strategies to identify the needs for future housing in new neighbourhoods -working with immigrants in finding housing

for newly retired individuals -providing service to children for those who want to ‘invest’ parts of their allowance

4. Students may work in groups to create a mini-questionnaire or survey (5 questions). Sample may appear as below:

Entrepreneur Survey

Thank you for participating in our survey. We, the _____________________ class, are learning about being entrepreneurs. Please take a few minutes to fill out our survey. 1. Age: _____ under 20 2. Gender: _____male ______female

_____ 21-35 _____ 36-50 _____ 51-65 _____ over 65

Type of Independent Work/Business (Entrepreneur)? __________________________________

How many employees do you have? If any? __________________________________________

• Possible topics or suggestions for the survey to be completed in (T/L #4) may include: Who usually becomes an entrepreneur? (e.g., age, gender, background) Why do people go into their own businesses? What are the most valuable skills needed to be successful? How does entrepreneurship affect family time? Where are the places of work for entrepreneurs? What do entrepreneurs do in each of the Family Studies areas? (related to foods, clothing,

housing, resource management, parenting) 5. In addition to the mini-survey, each student should conduct an interview with an entrepreneur. If

they are not able to get an appropriate Family Studies related entrepreneur to interview, then they should relate the skills of the person they interviewed in their survey to the Family Studies skills learned in class (see previous charts to brainstorm possibilities).

6. Students present the results in a brief social science research format. (See Appendix 5 – student

handout) and Assessment and Evaluation Rubric (See Appendix 6 – student handout)

7. As an alternative, teachers may instruct students to identify a Family Studies related career/job suitable for entrepreneurs. The career/job would be based on the concept of having and marketing one’s own business (see previous charts for brainstorming possibilities).

• Have the students clearly explain the career/job and its role – the Family Studies related profession and the need for it.


• Identify the target audience or market. • Conduct a survey related to the target audience and determine its further needs. • Devise a market plan to provide the services based on the survey.



Yeh! I’m my own boss!!!! Instructions In the first row of ovals, brainstorm the skills that an entrepreneur needs to have in order to be successful. From each skill you list, describe 2 influencing factors, helps, and/or contributors for that skill

…the skills…

...the influencing factors, helpers, contributors to the skills…



Entrepreneurs: The Good, the Bad and the Ugly Instructions Fill in the following chart. In the middle column, brainstorm what an entrepreneur would likely have to do on a daily basis, a week, a month or a year. In the left column, describe how the job description can be positive and in the right column, describe how the description can be negative.

(+) Positive (+) What Entrepreneurs Do! (-) Negative (-)

Sink or Swim What do you think…compare the positives and the negatives. Would you like to be an entrepreneur in the future? Explain why or why not.


Appendix 3a – teacher overhead resource

I Have a Question – Social Science Research The Steps…

j

Identifying the Problem • Topic or Issue • What do I already know?

Formulate Question • Create a research question • Brainstorm ways to gather

information

Gather Data • Decide on a way to obtain the info • Use a sample group • Create an instrument to sample the

group

Analyse Data • Organize and show data in chart or

graph • Look for relationships between data and research question

Formulate Conclusions • Does the data answer the question? • What can you conclude about the

research question? THE END!!!


Appendix 3b – student handout I Have a Question – Social Science Research

The Steps…

j

Identifying the Problem • •

Formulate Question • •

Gather Data • • •

Analyse Data • •

Formulate Conclusions • •

THE END!!!



The Topic or Issue Instructions Brainstorm problems or issues that may arise for entrepreneurs

What research question will we ask?

How will we gather data about our question?

How will we show the data we have sampled?

What are our conclusions?



Entrepreneurs – What are they all about?

Your Goal: Entrepreneurs often must conduct their own market research, or they pay substantial money ($) for the service of someone else. It is important for them to understand what is going on in the world so that they can predict which of the markets and/or audiences they will need or want. That is how they stay in business and continue to be successful. Your job is to use your social science research skills to learn more about entrepreneurs. What to Include in Your Assignment:

• Identify the problem clearly. • Formulate the question. • Complete the mini-survey with 5 questions unique to your question. • Interview an entrepreneur. • Analyse the data. • Formulate your conclusions. • Provide a booklet showing your social science research write-up.



Entrepreneurs – What are they all About?

Criteria Level 1

(50 – 59%) Level 2

(60 – 69%) Level 3

(70 – 79%) Level 4

(80 – 100%) Knowledge/ Understanding - knowledge of the skills and positive and negatives of being an entrepreneur




- demonstrates thorough knowledge by giving extensive examples that clarify the interrelationships between the factors

Thinking/Inquiry - makes connections the skills of an entrepreneur and the connection to Family Studies - synthesizes skills of entrepreneur into questions in mini-survey and interview





Application - illustrates the relationship between entrepreneurship and Family Studies jobs/careers

- illustrates the need by relationships with limited effectiveness

- illustrates the need by relationships with some effectiveness

- illustrates the need by relationships with considerable effectiveness

- illustrates the need by relationships with a high degree of effectiveness

Communication - communicates information and ideas with clarity in organization and display of final report




- communicates information and ideas with a high degree of clarity



Future Trends

Exploration of Opportunities Related to Family Studies Description Students will examine current and future trends in society, and examine how they relate to Family Studies related career/job options. This may be used as an introductory discussion/activity to any course (Grade 10 Careers, Grade 9-11 Social Science and Humanities: Family Studies) as it may encourage students to think about how the topics affect their personal life at home and the workplace. Alternatively, this activity may be used as a concluding activity (culminating task), which will bring together the information learned within this activity as it is related to the student’s future life. Time Range: 2 – 10 hours Career Studies (10) Social Science and Humanities - Family Studies EOV.01

demonstrate the ability to use a variety of resources to find information about learning, work, and community involvement opportunities;

EOV.02 identify a broad range of options for present and

future learning, work, and community involvement; EOV.03


EOV.04 describe trends in society and the economy that

affect work. EO1.03

identify questions that are appropriate for gathering relevant career-related information and use them effectively in information interviews with people in selected fields of work;



EO2.01 identify and describe a variety of learning

opportunities for secondary school students, including high school courses, community- based learning (e.g., school–work transition programs, community involvement, work experience, volunteering, cooperative education), and co-curricular activities;






EO2.02 describe and compare a variety of post-secondary

learning options, including university, college, apprenticeship, private training, distance education, and on-the-job training;


opportunities; people, and the advantages and disadvantages of self-employment as a career option;

EO2.06 demonstrate understanding of selected fields of

work (e.g., telecommunications, finance, construction), including emerging trends, sample occupations, and ways that high school students can prepare for those fields;

EO2.07 identify and describe economic and societal trends

(e.g., globalization, developments in information technology, emerging work style alternatives, changing demographics);

EO2.08 demonstrate knowledge of selected occupations,

including education/training requirements, duties, employment prospects, and the knowledge and skills valued by employers;

individuals and families

SC1.01X compare individual and family lifestyles now

and in the past, considering the effect of social, cultural, economic, technological, and environmental change

SC3.03X describe the role of employment and income

in enabling families to perform their functions

Prior Knowledge & Skills • experience in small group settings • brainstorming • mind mapping/webbing • computer/Internet skills


• assemble equipment and props for introductory activity; • book library and/or computer labs (where available).

Resources Ministry Documents Choices into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999. The Ontario Curriculum, Grade 9 and 10, Social Sciences and Humanities, 1999 The Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities, 2000. The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000. Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999.


Associations Canadian Home Economics Association, 307-1521 Slater Street, Ottawa, ON K1P 5H3 Tel: (613) 238-8817 – http://www.chea-acef.ca Ontario Home Economics Association – http://www.ohea.on.ca Ontario Women’s Directorate - Your Money, Your Life, Your Way! Learning for Life, ENO discussion forums – http://www.enoreo.on.ca/owd_forum/ Dietitians of Canada – www.dietitian.ca Ontario Family Studies Leadership Council http://www.ofslc.org Ontario Family Studies Home Economics Educators’ Association http://www.ofsheea.ca Textbooks Campbell and Hoey. Careers 10. 2000. Prentice Hall.. ISBN 0-13-031505-2 Eubanks, Sasse, Glosson. Shaping Your Future. 2000. McGraw-Hill. ISBN 0-02-637967-8 Glossen, Meek and Smock. Creative Living, 7th ed. McGraw-Hill, 2000. ISBN 0-02-648144-8 Holloway and Meriorg. Individual and Family Living. 2001. Irwin Publishing. ISBN 0-7725-29019 Plue, Pamer, and Karakokkinos. Careers: Today and Tomorrow, 2000. Irwin Publishing. ISBN 0-7725-2857-8 Sander, Simpson and Ward. Career Education. 1997. Education Services Committee of the OSSTF. ISBN 0-920930-82-4 Walliace, Lee. Career Studies 10, 2000. Nelson-Thomson Learning. ISBN 0-17-620136-X. Wehkage, N. Goals for Living Managing Your Resources. Irwin. 1997.ISBN 1-56637-295X Ryder, V. Contemporary Living. Irwin. 1995. ISBN 1-56637-099X Videos CBC has programs highlighting careers, jobs and business – check the CBC Website for programs including ‘Venture’, ‘MarketPlace’, and StreetCents’. All programs are available for purchase. Canadian Learning Television has a program entitled “Careerstv” which is broadcast several times a day and is also available for purchase – www.clt.ca . TVO has many programs available (call Sound Venture for distribution – 1-800-858-2183). “Get A Life”, “Job Matters” and “Women in Careers” are all available for purchase for use in schools ( public performance rights for schools - $69 per program or board wide use for distribution - $129).



o Episode 6 – consulting firm for generation 18-35 years. o Episode 10 – Co-Founder of kids/NRG -hand-on job experiences for kids. o Episode 12 - President of Terry Kova Falafel – falafel hot dog company carried in health

food stores through Ontario o Episode 14 – a) Registered Dietician, b) ND Learning Centre – teaching professional

development courses o Episode 16 – Career Counsellor o Episode 18 – G.A.P Adventures – travel packages for people become immersed in the

culture and country (sustainable tourism) o Episode 19 – Policy Advisor HIV/AIDS o Episode 20 – Physiotherapist in Sports Injury Clinic who has established a team of

professionals including a dietician


o Episode 26 - Biotechnologist for National Research Council Plant Biotechnology Institute

o Episode 28 – Market Researcher Websites Ministry of Education - Prospects: Ontario Guide to Career Planning http://www.edu.gov.on.ca/eng/general/elemsec/job/prospect/eng/index.html Canadian Careers.Com – http://www.canadiancareers.com/index.html Youth Network of Canada – http://www.youth.gc.ca/jobinfo_e.shtml The Federal Government in the Classroom – http://www.canada.gc.ca/main_e.html Canadian Council on Social Development – http://www.ccsd.ca Canlearn (career planning website) – http://www.canlearn.ca/English/eng.cfm National Occupational Classifications - www.hrdc.-drhc.gc.ca/JobFutures NOTE: Career Cruising – http://www.careercrusing.com also available on CD-ROM (board password needed)



career. This provides a great framework for further interviews by students. • Careers can be found in a number of different ways. They are categorized by school subjects.

Most Family Studies careers are found in Arts and Music, Hospitality, and Social Sciences. Pamphlets/Booklets Human Resources Development Canada. Focus on Resumes - A Guide to Marketing Yourself. 1998. Human Resource Development Canada, Youth Communication Directorate. Looking for a Job? Catalogue No. MP43-195/2000E. Contact the Youth Info Line at 1-800-935-5555 Teaching/Learning Strategies 1. Teacher starts by discussing the concept of a trend - general direction in which things are headed. For

example, (depending on subject) teachers may start by asking what is a fashion trend, what are the housing trends, what are the trends for TV characters, what are the trends with popular toys, what are some trends with student food choices, etc.

2. Teacher has a display of various items/props. (This would vary according to the course and

expectations. For instance, the props may be related to food only, or clothing only, or a combination of many Family Studies “facets.”



Chocolate bar Bottle of pop Precooked bacon Tofu Vegetarian burgers or hotdogs Any small kitchen appliance Fast food ads

Shoes New fabrics (dry weave, spandex, plastic) Jewelry Pictures of tattoos or piercings Clothing pictures Hair pictures

Old pictures of families or children Toys (new and old) Books Computer games

Pictures of -houses -furniture -appliances -colour schemes Wallpaper samples

Computer Programs Home appliances Picture of digital Organizers

• Divide the class into groups of 3-4 with each group having a prop and chart paper. Direct the

students to brainstorm what trends have happened over the last 100 years that may be connected to the prop. Discuss different reasons why the changes might have occurred.

• Discuss terms related to trends. (See handout worksheet – Appendix 1 – student handout) 3. The teacher leads a group discussion with reference to the 5 main trends. (See Appendix 2 – teacher overhead resource) 4. Teacher presents job scenarios to the groups of students. Choose scenarios depending on the subject

area within Family Studies that you are highlighting. More scenarios may need to be developed to have 5-6 for your Family Studies topic area. (See Appendix 3a – teacher resource and 3b – teacher resource continued) for a variety of scenarios covering many Family Studies facets) As well, teachers may choose to have the entire class complete the same scenario (in groups), or each group could have a different scenario.

• Have students answer the following questions when discussing the scenario(s). (Teachers may

have students develop their own mind map or use the handout example (See Appendix 4 – student handout for instructions relating to scenario and mind-mapping) o What trends are affecting the scenario? o Brainstorm jobs or skills that may assist people in dealing with the trend(s).

• Students do short group presentations explaining the scenario, trends and possible jobs. 5. Electronic Pamphlet Assignment (See Appendix 5a – student handout)

• The teacher may use a list of Family Studies related skills (See Appendix 5b – teacher resource and possible future jobs or it may be shared with students. (See Appendix 5c – teacher resource)

• Assessment and Evaluation Rubric (See Appendix 6 – student resource)


Appendix 1 – student hand-out

Trends Matching

Terms Definitions Economic Trends Demographics Globalization Societal Trends Technology Information Age Baby Boomer Generation X The Baby Bust The Baby Boom Echo

1. General directions in which society is developing 2. General directions in which our economy is developing 3. The constant and increasing improvement of electrical and computer equipment 4. These are the children of the baby boomers born between 1980 and 1995. Because there were so many Baby Boomers, there are a lot of their children. They grow up knowing technology and computers. 5. People born between 1967 and 1996. Fewer people were born in this time period. They tend to have got good jobs and done well. 6. The statistics of the population and the important trends that can be seen. 7. Because technology is becoming more advanced, more daily task are done with the use of technology and not so much the person moving. 8. We consider the entire world (not just our own country or community because technology allows us to communicate and trade very quickly 9. People born right after the war from 1947 to 1966. There are so many children born that it now makes up 1/3 of our population and it directs the Countries economy and policies 10. The end of the Baby boomers who have a difficult time getting jobs.


Appendix 2 – teacher overhead resource

Trends for Today and Tomorrow Demographics

• the population is becoming older • the huge number of Baby Boomers are reaching retirement age • more services are directed at the large population reaching older ages

Focus on Health within the Community

• more people are aware of health issues and want to stay healthy • more people are concerned about the future of the environment;

having a healthy earth

Technology and the Information Age • technology is integrated into everyday life • we rely on computers, TV’s, telephones, faxes, etc. • with the use of computers, more information (good and bad) is

available • we can do more work from home and offices

Globalization

• with the use of the Internet, transportation, travel and universal trade; distances have become fast and easy

• we know more about and deal more with other countries Workforce and Consumer diversity

• today, jobs are not as standardized; they are more diverse • there are more variations in the way we work (part-time, shift,

flex-time, self-employment, job share etc.)


Appendix 3a – teacher resource

Job Trend Scenarios

Create a mind map to describe how a person with Family Studies education can provide skills or assistance in filling the needs of the people in the scenario. Instead of going to a shopping mall, people are buying clothing from the Internet, but it is difficult to see exactly what you’re getting.

Create a mind map to describe how a person with Family Studies education can provide skills or assistance in filling the needs of the people in the scenario. Many people like to look at labels in the supermarket, but it is all very confusing. Lite, Low-Fat, No-Fat, No Cholesterol, Sugar-Free.

Create a mind map to describe how a person with Family Studies education can provide skills or assistance in filling the needs of the people in the scenario. Many adults are taking care of both their children and their parents as well. They have a lot of responsibility in helping to take care of both.

Create a mind map to describe how a person with Family Studies education can provide skills or assistance in filling the needs of the people in the scenario. So many people are eating on the run that they frequently stop at fast-food restaurants.

Create a mind map to describe how a person with Family Studies education can provide skills or assistance in filling the needs of the people in the scenario. Employers are finding that healthier employees are more productive.

Create a mind map to describe how a person with Family Studies education can provide skills or assistance in filling the needs of the people in the scenario. With more people working out of their own homes, it is important to create a good working environment at home.


Appendix 3b- teacher resource continued

Create a mind map to describe how a person with Family Studies education can provide skills or assistance in filling the needs of the people in the scenario. More careers involve self-employment. This could involve many jobs or contracts where budgeting (of many different resources) is required to make sure that individual and family needs are met.

Create a mind map to describe how a person with Family Studies education can provide skills or assistance in filling the needs of the people in the scenario. ‘Used’ and consignment stores are very popular. Consumers need to evaluate the quality of what they buy and redesign it to use for their own needs.

Create a mind map to describe how a person with Family Studies education can provide skills or assistance in filling the needs of the people in the scenario. Recycling of food scraps and packaging is very important. In some communities it needs to be encouraged and used better.

Create a mind map to describe how a person with Family Studies education can provide skills or assistance in filling the needs of the people in the scenario. Brand name clothing is usually very popular and expensive. Most factories used to be located in North America, but have closed down. Now, the clothing is made in counties by workers who receive very little pay.

Create a mind map to describe how a person with Family Studies education can provide skills or assistance in filling the needs of the people in the scenario. There are many household appliances on the market, which are considered timesaving devises.

Create a mind map to describe how a person with Family Studies education can provide skills or assistance in filling the needs of the people in the scenario. With increased studies and experiments in space, many new food products and packaging are needed. New clothing fibres, fabrics are also required.



Creative Job Creation Instructions Use the mind map provided to analyse a scenario highlighting future trends. Write the main point of the scenario in the rectangle. Identify 3 related trends in the star areas. In the ovals, describe Family Studies careers/jobs or skills that will help deal with the changes.



Creative Job Creation - Advertising Yourself

Your Goal: You have decided that in ten years from now, you will start your own business. Your business is related to what you have learned in Family Studies, and it is geared toward providing a product or service. First, you need to advertise your business or service to get clients in order to get work, and therefore, income. In order to sell yourself and your product/service, you need to identify your target audience (the people who need and will use your service, and who will pay for it) and tell them about the great services that you offer. This advertisement will be in the form of an electronic pamphlet, video presentation, or a computer presentation. What to Include in Your Pamphlet:

• The job – the product/service you are offering. • Your target audience! (Convince them why they need your

product/service). • The trend(s) you are addressing. • The special skills you have as a Family Studies person. • The experience and training you have as a Family Studies person.

What and How You Present:

1. Pamphlet or Slide Presentation • Attracts your audience to what you are advertising. • Make it attractive with some writing and some graphics. • Sell yourself and your product/service.

2. Presentation: • You will give a 3-5 minute presentation “advertising” your occupation to the audience. • Know your information well enough to prevent reading. Have cue cards or props to help you

remember (but not recite the main points). • Feel free to use various visuals or different props to interest the audience. • Encourage interaction with the audience through questions, activities and games.

3. Written Reflection:

• In your reflection, explain why you chose this product/service emphasizing why you thought there was a need.

• Include the skills you possess in order to ensure that this product/service will be successful. • What led to your personal interests in this product/service? • Describe the trends that you think will affect you the most in the future. Why?


Appendix 5b – teacher resource

Skills and Experiences in Family Studies Courses

Social Science and Humanities – Family Studies -These courses all have the common strand of

“Social Science Research.” Marketing research - determining need of market and target audience

All Family Studies courses integrate the strand of “social science research.” As it relates to marketing, they can identify a need or market, and gather data to formulate conclusions that will determine the needs of the potential clients and the direction of the business.

Computer skills – in presenting the social science research, students are required to display info using computer technology.



-Food labs involve working with others and delegating tasks within the group -Many lab experiences also involve budgeting money and time -Must work within groups to communicate effectively






Appendix 5c – teacher resource

Possible Family Studies Careers -Incorporating Future Trends and Family Studies Skills-


Management -providing mini-meals to the elderly -selling a new food product -providing fitness and health counseling -providing assistance to people with eating disorders -providing ‘ethnic’ or foods to new immigrants -owning a health food restaurant -selling organic food products -devising packaging for food -providing food and nutrition classes -providing cooking classes

-consignment store bringing in and selling used clothing -designing clothing for children by mail-order or internet -providing nursing homes with ‘accessible clothing’ -teaching people how to alter their own clothing -designing patterns for home sewers -importing unique fabrics from other countries -selling high end quilts for specialty occasions -selling specialized clothing for people in wheelchairs

-teaching babysitting courses -selling new developmental toys -in-home day care -providing teaching materials for children -providing fitness for adults and children -writing and selling personalized children’s books -providing a service to bring children and elderly together -teaching parents about nutrition and getting ready for solid foods -providing information about discipline

-designing and selling smaller houses for older people down-sizing their homes -redesigning unique rooms for the arrival of new children -selling in home decorating kits -selling services on how to adapt people to their new homes -redesigning and remodeling old furniture to fit into new needs of the family -providing marketing strategies to identify the needs for future housing in new neighbourhoods -working with immigrants in finding housing

-financial advisor for students and parents who want to invest for future schooling -education for people who have been identified to be at –risk for their credit rating -providing employers with the service of educating their workers (on safety, harassment) -providing stress management for workplaces -providing financial advice for newly retired individuals -providing service to children for those who want to ‘invest’ parts of their allowance



Creative Job Creation - Advertising Yourself Rubric

Criteria Level 1 (50 – 59%)

Level 2 (60 – 69%)

Level 3 (70 – 79%)

Level 4 (80 – 100%)

Knowledge/ Understanding - knowledge of the trends and how they influence future job market




- demonstrates thorough knowledge by giving extensive examples that clarify the interrelationships among the factors

Thinking/Inquiry - makes connections between trends and the future needs of society and families - synthesizes career information with Family Studies skills relevant to family needs





Application - illustrates the need for the career/job through marketing it

- illustrates the need by marketing it with limited effectiveness

- illustrates the need by marketing it with some effectiveness

- illustrates the need by marketing it with considerable effectiveness in identifying the target group and illustrating their needs

- illustrates the need by marketing it with a high degree of effectiveness in identifying target groups and illustrating and creating their needs

Communication - communicates information and ideas with clarity




- communicates information and ideas with a high degree of clarity
