Looking ahead, planning, and striving for balance
At age 15 the world is opening up for youth. Soon they’ll be able to drive, finish high school, find a career and more.
The Career Life Education course at SD83 high schools is a small part of helping students successfully take on these new challenges!
Although the course is offered a little differently at each of the SD83 high schools, at the Jackson Campus of Salmon Arm Secondary, during their Grade 10 year students spend 27 hours of instruction with teacher George Richard and they focus on some pretty big topics.
First, they look at the graduation program, which encompasses Grades 10-12. Using myBlueprint, an inquiry-based online tool that follows a comprehensive education and career planning process, students do a rough plan of courses they wish to take over the next three years.
They also do a personal survey where they document their personality, attributes, and interests. From here myBlueprint links them up to various careers that match their traits. The students explore three careers and then from these pick one to do an in-depth exploration of. For example, students would have to research three schools where they could take their chosen career courses.
Richard comments that students research schools not only locally but around the world. “Three years ago, a student researched the University of Hawaii as one of her choices. She is now there studying marine biology.”
Research about these schools also includes the reality check of how much it is going to cost. Students figure out tuition and living expense costs and many are surprised by what they find out. “For some kids, they say that’s a lot of money, and they adjust their plans.”
He said another typical comment is when students come to him and say something like ‘I wanted to be a vet but I didn’t realize it takes eight years. Maybe I will be a vet tech because it only takes two years.”
Richard said another focus of the course is to explain the Employment Standards Act which outlines worker rights and responsibilities and safety. “When a youth turns 15 they are considered an adult in the world of work. They can’t legally drink, smoke, drive or vote, but they are considered adults in the workforce.”
He said he stresses safety and rights because although most employers are really good, at times youth are taken advantage of because of their enthusiasm and lack of knowledge.
Another component of the course is where students learn how to compose a cover letter and a resume.
“This is a real world exercise,” explains Richard. “I explain to the students that because they are adults in the world of work, a cover letter is an expected thing to do.”
Richard has the student apply to a real person. “Many have to phone a business to find out who they are going to be applying to. Some of the students have never had to phone a stranger to ask for information. It’s intimidating for some of them.”
The students also develop a personal budget where they look at their total income, their total expenses and reflect on how much money they need and whether changes, such as getting a job, would help.
The final component of Richard’s course is a ‘wellness wheel’. The students design a wheel, with each wedge representing an important element of their life. Students rate themselves in the various areas, with the goal being to have a well-balanced “wheel” or life.
He says the students’ creativity really comes to play here. “I had one student make a model of a V8 engine with the pistons being the parts of his life “
The message with the wellness wheel is that finding balance between personal and work life promotes well-being. “I talk about trying to balance life as best as possible for the wheel to roll. If there is too much in one area the wheel will be wonky and that may lead to problems in the future.”