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WorkHome_bar_810_ChartingCourse-

Charting a Course for Work in Trade & Transportation

Posted by on Apr 9, 2013 in 8-10, Work and Home | 0 comments

In this lesson, students learn about the concept of a career roadmap and the various routes that might be taken towards the same job or career goal. Working in small groups, students select a port-related job and, assuming the role of career advisors, research possible education, training and work experience routes to that job. They present the findings of their research as a visual roadmap. The lesson is informed by the big idea of Interconnectedness.

CLASSROOM TIME REQUIRED

1-2 instructional sessions of 40-50 minutes, plus 2-3 sessions for the student-directed research project

LEARNING OBJECTIVES AND OUTCOMES

Students will:

  • Research and gain an understanding of local career options that are directly related to activity that is sustained by the Port of Prince Rupert
  • Identify the education, experience, skills and personal attributes required to do a specific port job
  • Use a range of information sources about careers, education and training
  • Summarize career and labour market information
  • Learn about and develop a career roadmap
  • Identify different possible routes to a career goal and assess the pros and cons of each route

MATERIALS REQUIRED

  • Port-Related Jobs and Careers resource (see Resources section)
  • Great Canadian Online Resources for Researching Careers resource (see Resources section)
  • Optional: a visual career roadmap detailing your own education/training and career path
  • Drawing/art materials (paper, pens, markers, crayons, etc.) for students who choose to create their career roadmap manually

TECHNOLOGY RESOURCES REQUIRED

  • Computer and projector or Smart Board
  • Internet access for student research
  • Access to word processing/design software for students who choose to create their career roadmap electronically

TEACHER PREPARATION

  • Prepare the Google Maps “directions search” between two points in the local community, ensuring that the point of departure and destination chosen result in two or more possible routes.
  • Set up computer and projector or Smart Board to show the Google Maps search.
  • Optional: prepare a visual roadmap of your own education/training and career pathway (see Activity 2 below for details).

CRITICAL VOCABULARY (see Glossary for definitions)

Bunker Fuel Analyst, Environment Canada Officer, Port Authority Manager, Captain, Environmental Engineer, Project Manager, Cargo Superintendent, Fisheries Habitat Officer, Public Relations, Coast Guard Officer, Firefighter, Safety & Security Officers, City Planner, Gantry Crane Operator, Shipping Agent, Civil Engineer, Health Canada Officer, Stevedore, Claims Adjustor, Insurance Agent, Transport Canada Marine Safety Officer, Construction Worker, Longshore Worker, Tug Boat Operator, Crane Operator, Machinist, Translator, Customs Broker, Marine Engineer, Truck Driver, Customs Officer, Marine Pilot, Vessel Traffic Officer, Dock Supervisor, Mechanic Warehouse, Supervisor, Electrician, Meteorologist

ACTIVITY 1

  • This activity uses Google Maps to introduce the notion of roadmaps – and different routes to a destination – as a metaphor for planning and reaching career goals.
  • Using a Smart Board or a computer and projector, show students a Google Maps “directions search” between two places in Prince Rupert. The point of departure and the destination should allow for Google Maps offering a number of alternative routes. (A screen shot of one possible example may be found in the Resources section.)
  • Lead a discussion with the students about the different possible routes between the point of departure and the destination, clicking on the different routes to show them visually:
    • Tease out the differences between taking a direct route (shorter, faster) and choosing a more circuitous route (longer, but more varied).
    • Ask the students what the journey would offer if they chose to walk or cycle rather than drive. How would the experiences of the journey be different?
    • What priorities would lead to choosing which route and transportation method?
    • What kinds of preparation does each route and transportation method require on the part of the traveller?

ACTIVITY 2

  • Explain that the roadmap is a useful metaphor for thinking about career planning. Like the Google Maps directions tool that offers several routes to the same destination, there are often multiple ways of arriving at the same career or work goal.
  • Explain that the different possible routes will have different benefits and challenges. You might suggest to students, for example, that for some careers, university represents the direct route to a specific job, though a person might also arrive at the same job via a more circuitous route – travel, perhaps, followed by college and relevant work experience, or by working his/her way up through an organization.
  • Take a few moments to talk about your own life and career path, with the idea that this will give your students background knowledge to help them think about possible roadmaps to a career goal.
  • Optional: Create your own roadmap ahead of time, sharing major events and accomplishments, including graduations, travel, recognitions, and more.

ACTIVITY 3

  • In pairs or in groups of three, students select a new Port job/career from the list of Port-Related Jobs and Careers (see Resources section).
  • “In role” as career advisors supporting a young person who is interested in working in this career, students will research the job, develop a visual career roadmap that identifies at least two different routes to attaining the position, and present the roadmap to the class. The roadmap should cover:
    • What the student can do now to prepare for the career and to get relevant experience or develop skills;
    • Training and education options;
    • Required work experience;
    • Possible points of promotion/advancement along the career path; and
    • Approximate timelines for the different routes.
    • Students should also consider and make working notes on the benefits and challenges of the different routes that they have identified. (These may include, for example, length of time to attain goal, cost of university/college fees, diversity and breadth of experiences, recognition given to qualifications versus experience, etc.)

  • You may wish to show students some examples of visual career roadmaps to inspire the design and format of their own. Doing a Google Image search on the keywords “Career Roadmap” brings up some varied and useful examples.
  • Share with the students the list of Great Canadian Online Resources for Researching Careers (in Resources section).

ASSESSMENT

Lead students in the development of a rubric for the assessment of their roadmaps. Criteria could include:

  • Completeness of the required information (as per the points above)
  • Thoughtfulness and appropriateness of their identification of the benefits and challenges associated with each career pathway
  • Clarity of presentation

In their pairs or groups of three, students present their career roadmaps to the class. Students explain the requirements of the desired job/position and talk through the different routes to the position that they have identified through their research. Students explain the benefits and challenges of each route.

MODIFICATIONS

Students could identify a port-related job/career that they would like to do in the future and create a visual roadmap for their own job in the trade and transportation sector.

EXTENSIONS

Interviewing a Local Person in a Port-related Job

Help students set up an interview with someone whose work is directly related to activity that is sustained by the Port of Prince Rupert in the role that they have researched.

Presentation by a Local Person in a Port-related Job

Invite someone whose work is directly related to activity that is sustained by the Port of Prince Rupert to come to talk to the class about his or her job. If one of the students has a family member or friend who works in a port-related job, find out if they can come in and give a talk.

ATTACHMENTS

LINKS

Great Canadian Online Resources for Researching Careers

Career Edge www.careeredge.ca – Connects job seekers with Canadian employers through paid internships

Career Trek www.careertrekbc.ca – interactive, BC-specific career exploration site (part of WorkBC)

careeronestop.orgwww.careeronestop.org/videos/careerandclustervideos/career-and-cluster-videos.aspx

Education Planner www.educationplanner.ca – BC-specific site for exploring and planning post-secondary training and education

Research Your Chosen Career www.jobsetc.gc.ca – Government of Canada “portal” to online career and job information

TalentEgg www.talentegg.ca – tools and resources for students and grads transitioning from school to work

VECTOR www.vector.cfee.org – Video Exploration of Careers, Transitions, Occupations and Realities

WorkBC www.workbc.ca – Government of British Columbia site for learning about careers and jobs, training and education, and labour market information

Working in Canada www.workingincanada.gc.ca – Federal site containing career and labour market information and video sources

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