Section 1: Overview of Focus Areas
The 2004 Graduation Program supports achievement for all students,
offering a range of options for focusing their studies in areas that interest
them. It teaches skills that students need to plan successful futures by
identifying, exploring and developing their personal strengths — and
learning how those strengths can be employed in the workplace or built
upon with further education and experience.
Research has shown that students who focus their studies in areas that
interest them are more engaged in school and more likely to graduate
than unfocused students. To that end, the Graduation Program supports
all students to:
? consider the broad range of education choices and career options
available
? learn about and consider eight possible Focus Areas during Planning
10
? develop a Focus Area that interests them to pursue during Grades 11
and 12
? explore the wide range of post-secondary education options for one
or more Focus Areas
? explore the wide range of career options related to one or more
Focus Areas, and
? document Focus Area courses and research in their Graduation
Portfolio
Focus Areas are based on courses and programs available at secondary
schools and post-secondary institutions in BC. They are:
? Business and Applied Business
? Fine Arts, Design, and Media
? Fitness and Recreation
? Health and Human Services
? Liberal Arts and Humanities
? Science and Applied Science
? Tourism, Hospitality, and Foods
? Trades and Technology
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This guide describes the Focus Areas in detail, lists sample courses
associated with each, and offers examples of career opportunities that
could be pursued in each — directly after graduation, with some further
training, or with more extensive education and experience. It also
provides (in Appendix B) sample ideas for linking Focus Areas to
Graduation Portfolios, along with tips (in Section 3) specifically for
teachers.
In general, the guide supports the Graduation Program goal of
encouraging students to design their own education programs in Grades
11 and 12, and to pursue their unique set of interests through:
? course work
? Focus Area exploration
? Graduation Portfolio development
? community learning, and/or
? work experience.
Integrating these approaches helps students connect learning from indi-
vidual courses to their role in the broader community and to their
personal plans for the future. Encouraging students to make this
connection and to reflect on their choices will help ensure they are well-
prepared to build successful futures.
O VERVIEW OF F OCUS A REASSection 1
Section 2: Focus Areas
Business and Applied Business Focus Area
Description
This Focus Area provides the opportunity to explore careers in areas
such as marketing, finance, human resources, accounting or computer
use in a business or office setting. Students with an interest in this Focus
Area may have strong investigative, social and organizational skills.
Career options will generally involve the organization of people, money
and other assets.
For information about specific occupations related to this Focus Area,
including the nature of work, main duties, working conditions and
wages, employment prospects, and education and training requirements,
go to: www.workfutures.bc.ca At this site, use the National Occupation
Classification (NOC) feature to view occupations in the category of:
Business, Finance and Administrative Occupations. For information
about BC post-secondary options related to this Focus Area, go to:
www.openingdoorsbc.com
Sample interests, skills and competencies related to this focus area
? Interest in working with numbers
? Interest in planning or conducting meetings
? Interest in interacting with people
? An understanding of business principles and organization
? Ability to effectively use office technology as needed to
communicate, organize and plan business activities
? Organizational, interpersonal and leadership skills
? Entrepreneurial skills
? Information management skills
? Presentation skills
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Sample options after Grade 12 graduation
? Employment: Office Assistant
? Employment: Sales Assistant
? Employment: Clerk
? Certificate program: Office Administration
? Certificate program: Real Estate Sales
? Certificate program: Payroll Accountant
? Diploma program: Business Administration
? Diploma program: Accounting
? Degree program: Commerce
? Degree program: Human Resource Management
? Degree program: Business Administration
Sample occupations
? Office Assistant
? Business Office Manager
? Payroll Clerk
? Banker
? Accountant
? Financial Planner
? Entrepreneur
? Salesperson
? Realtor
? Marketing Executive
? Insurance Agent
? Business Owner
? Human Resources Manager
? Stockbroker
? Economist
F OCUS A REASSection 2
Elective courses that best fit this Focus Area
Ministry Authorized Courses
? Marketing 11 and 12
? Business Information Management 12
? Entrepreneurship 12
? Business Computer Applications 11
? Data Management12
? Economics 12
? Management Innovation 12
? Accounting 11 and 12
? Financial Accounting 12
? Applications of Math 11 and 12
? Work Experience 12
Board/Authority Authorized Courses
? Desktop Publishing
? Business Leadership
? Business Management
? Consumer Education
? Keyboarding
? Office Skills
Community Learning
? Youth Leadership courses
? Junior Achievement program
? Student Ventures program
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Sample course packages for Business and Applied Business Focus
Area
Student #1
Matthew has experience in his father’s small business and wants to
pursue this interest further. After Grade 12, he thinks he will probably
take some part-time post-secondary courses while working full time in
the family business. His Focus Area courses include: Marketing 11 and
12, Accounting 11 and 12, and Business Information Management 12.
Student #2
Tom is interested in metal work and welding, but he is also interested
in working for himself and some day owning his own business. His
courses support these two Focus Areas. They include Accounting 11,
Marketing 11, Business Information Management 12, Welding 11, and
Metal Fabrication and Machining 11 and 12.
Student #3
Amanda likes working with numbers and is interested in possibly
becoming a Chartered Accountant. She enrols in her school’s
Accounting Career Preparation program to see if this is really something
she wants to pursue. Her Focus Area courses include Accounting 11 and
12, Applications of Math 12 and a Work Experience course where she
gets the chance to do some entry level accounting work.
Student #4
Katy is a very high performing student and is interested in working in
a business environment. She plans to attend university directly after
Grade 12 and obtain a Bachelor of Commerce degree. Her Focus Area
courses include Management Innovation 12, Economics 12,
Entrepreneurship 12 and Principles of Math 12.
F OCUS A REASSection 2
Fine Arts, Design, and Media Focus Area
Description
This Focus Area supports the development of skills and knowledge in a
range of specialties including Dance, Drama, Music and Visual Arts.
Students can develop both creative and technical skills and may wish to
complement these by developing applied business skills. This would
expand their career opportunities to include occupations that support
performers and other types of artists.
For information about specific occupations related to this Focus Area,
including the nature of work, main duties, working conditions and
wages, employment prospects, and education and training requirements,
go to: www.workfutures.bc.ca At this site, use the National Occupation
Classification (NOC) feature to view occupations related to:
Occupations in Art, Culture, Recreation and Sport. For information
about BC post-secondary options related to this Focus Area, go to:
www.openingdoorsbc.com
Sample interests, skills and competencies related to Focus Area
? Interest in visual arts, theatre, music or drama
? Interest in entertaining people
? Interest in arts and crafts
? Ability to communicate personal expressions
? Ability to think metaphorically
? Visual, kinesthetic, and auditory literacy
? Ability to use the elements and principles of composition
? Ability to generate ideas
? Critical, creative, and flexible thinking
? Ability to create and identify meaning in representational media
? Performance and presentation skills for appropriate contexts
? Ability to reflect on, and respond to, a broad range of thoughts,
images, and feelings in various art forms
? Collaboration within a community or company of artists
? Appreciation of the contribution of the arts to society
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Sample options after Grade 12 graduation
? Employment: Cartoonist
? Employment: Singer
? Employment: Web Designer
? Employment: Interior Design Assistant
? Certificate program: Advanced Motion Picture Production
? Certificate program: Basic Musicianship
? Certificate program: Professional Photography
? Diploma program: Associate of Arts
? Diploma program: Fashion Design
? Diploma program: Fine Arts
? Degree program: Bachelor of Fine Arts, Dance Major or Film Major
? Degree program: Bachelor of Media Arts
? Degree program: Bachelor of Music
Sample occupation options
? Photographer
? Illustrator
? Choreographer
? Art Curator
? Film director
? Cinematographer
? Set Designer
? Fashion Designer
? Interior Designer
? Artist
? Musician
F OCUS A REASSection 2
Elective courses that best fit this Focus Area
Ministry Authorized Courses
? Fine Arts 11
? Dance 11 and 12
? Drama 11 and 12 – Film and TV
? Drama 11 and 12 – Theatre
? Music 11 and 12 – Choral Music and Instrumental Music
? Music 11 and 12 – Composition and Technology
? Visual Arts 11 and 12 – Art Foundations and Studio Arts
? Visual Arts 11 and 12 – Media Arts
? Work Experience 12
Board/Authority Authorized Courses
? Photography
? Yearbook
? TV/Video Production
? Fashion Design
? Graphic Communication
? Film/Video Studies
? Textile Arts and Crafts
? Jazz Band or Choir
? Musical Theatre
Community Learning
? Community theatre
? Royal Conservatory music programs
? Community dance programs
? Local film courses
? Art gallery summer school
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Sample course packages for Fine Arts, Design and Media Focus
Area
Student #1
Raj loves music and has taken lessons since Grade 1. He would like to
earn a university degree in music and become a secondary school Music
Teacher. His Focus Area courses include the Ministry courses Music 11:
Composition and Technology, and Music 12: Composition and
Technology. They also include two external courses: Royal Conservatory
of Music 11 and Royal Conservatory of Music 12.
Student #2
Sally has strong skills in the visual arts and also enjoys working on
computers. She plans to take courses at the Emily Carr Institute of Art
and Design and become a computer game designer. Her Focus Area
courses include Art Foundations 11 and 12, plus two local courses
taught at her school: Electronic Illustrations 11 and Computer
Animation 12.
Student #3
Elaine has an interest in all forms of dance. She would like to become
a dance professional, either in a performing or a teaching capacity. Her
Focus Area courses include the Ministry courses Dance Choreography
12 and Dance Performance 12, plus the external courses Royal Academy
of Dancing 11B and 12B. She has also included Marketing 11 and
Business Information Management 12 in her Focus Area package since
she may wish to pursue an administrative role in dance.
Student #4
Jason is interested in public speaking and film and television
production. His future plans include post-secondary courses in
journalism and film/video production, followed by a career in broadcast
journalism. His Focus Area courses include Drama: Film and Television
11, Drama: Film and Television 12, Journalism 12, plus a local course
taught at his school: Video Production 12.
F OCUS A REASSection 2
Fitness and Recreation Focus Area
Description
Students who choose this Focus Area have the opportunity to pursue
learning experiences related to athletics, recreation, personal health and
wellness, coaching and team performance. They may have well-
developed physical abilities, be interested in helping others enjoy athletic
or leisure activities and/or be involved in various levels of sport
performance. Some may wish to participate in post-secondary athletics
or become a professional athlete and some may already have demanding
performance and fitness schedules. These students may find particular
benefits in external courses that recognize learning outside regular school
hours.
For information about specific occupations related to this Focus Area,
including the nature of work, main duties, working conditions and
wages, employment prospects, and education and training requirements,
go to: www.workfutures.bc.ca At this site, use the National Occupation
Classification (NOC) feature to view occupations related to: Art,
Culture, Recreation and Sport Occupations. For information about BC
post-secondary options related to this Focus Area, go to:
www.openingdoorsbc.com
Sample interests, skills and competencies related to this Focus Area
? Interest in sports
? Interest in outdoor activities
? Interest in personal fitness and nutrition
? Understanding of nutrition and its impact on performance
? Skills required to coach or instruct others
? Leadership skills, including the ability to motivate people
? Performance/kinesthetic skills in one or more sports areas
? Safety skills, including First Aid and personal safety skills
? Event management skills
? Conflict resolution skills
? Public relations skills
? Good hand-eye coordination
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Sample options after Grade 12 graduation:
? Personal: continued training in a specific sport or activity
? Employment: Fitness Instructor
? Employment: Recreation Centre Attendant
? Employment: Lifeguard
? Certificate program: Fitness and Exercise Leadership
? Certificate program: Golf Management
? Diploma program: Events Management
? Diploma program: Fitness and Exercise Management
? Degree program: Bachelor of Physical Education
? Degree program: Bachelor of Recreation and Health Education
? Degree program: Bachelor of Kinesiology
Sample occupations
? Athlete
? Coach
? Recreation Director
? Entrepreneur: adventure tourism or recreational services
? Trainer and Fitness Consultant
? Facilities Manager
? Community Recreation Coordinator
? Teacher
? Firefighter
F OCUS A REASSection 2
Elective courses that best fit this Focus Area:
Ministry Courses
? Dance Performance 11
? Dance Performance 12
? Physical Education 11
? Physical Education 12
Board/Authority Courses
? Community Recreation
? Fitness
? Outdoor Education
? Recreation Leadership
? Sports and Recreation Studies
Community Learning
? External course credits for Athlete
? External course credits for Coach or Official
? First Aid courses
? Fitness Leader courses
? Lifesaving courses
? Outward Bound program
? Water Safety Instructor courses
? External credits for community dance courses
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Sample course packages for Fitness and Recreation Focus Area
Student #1
John plans to pursue a fitness related post-secondary program after
graduation. His Focus Area courses include Physical Education 11 and
12, Dance Performance 11, and a local course his school offers in
Recreation Leadership.
Student #2
Sam has had a clear goal in mind for some time: to be a sports
journalist. He plans to complete a post-secondary diploma program in
Journalism and has chosen courses that relate to both the Fitness and
Recreation and Liberal Arts/Humanities Focus Areas. These include
Physical Education 11 and 12, Writing 12, Journalism 12, and a Work
Experience 12 course that allows him to do some sports reporting with a
community newspaper.
Student #3
Pat wants to become a recreation director. She sees herself designing
programs and running some kind of community recreation facility. She
is registered in her school’s Recreation Leadership career preparation
program and has a work placement arranged with the local community
recreation department. Her Focus Area courses include Physical
Education 11, Work Experience 12 and two local courses that her
school offers: Community Recreation 11 and Recreation Leadership 12.
Student #4
Derek is an elite hockey player who’s been drafted to play in the junior
league, and on the provincial under-17 team. Derek would like to
become a professional hockey player but also wants to pursue a
university education. His Focus Area courses are Physical Education 11
and 12 plus External Athlete 11 and 12. He is also choosing courses
needed for university admission.
F OCUS A REASSection 2
Health and Human Services Focus Area
Description
In this Focus Area, students get a broad overview of the skills and
attitudes relevant to fields such as health care, child and family services,
teaching and the legal services sector. Students can develop skills,
competencies and knowledge in both traditional and nontraditional
social service areas, including understanding human relations and
individual differences, and developing communication and personal
management skills. The Health and Human Services experience will
include working directly with people, investigating health solutions and
educating others in healthy living. Students will also learn about the
methods of inquiry used in the health and human service field.
For information about specific occupations related to this Focus Area,
including the nature of the work, main duties, working conditions and
wages, employment prospects, and education and training requirements,
go to: www.workfutures.bc.ca At this site, use the National Occupation
Classification (NOC) feature to view occupations related to: Social
Science, Education, Government Service or Health Occupations. For
information about BC post-secondary options related to this Focus
Area, go to: www.openingdoorsbc.com
Sample interests, skills and competencies related to this Focus Area
? Interest in helping people
? Interest in using applied science or technology
? Interest in working with children
? Understanding human interaction
? Ability to motivate others
? Conflict resolution skills
? Oral questioning skills
? Presentation of logical arguments in written and oral form
? Reading and interpreting written reports and charts
? Presentation and teaching skills
? Awareness of cross-cultural differences
? Reading, writing and speaking a second language
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Sample options after Grade 12 graduation
? Employment: Group Home Worker
? Employment: Nurse’s Aide
? Employment: Youth Group Leader
? Certificate program: Community Support Worker
? Certificate program: Special Education Assistant
? Certificate program: Health Care Management
? Diploma program: Child and Youth Care Counsellor
? Diploma program: Criminal Justice
? Diploma program: Paralegal Assistant
? Diploma program: Practical Nursing
? Degree program: Bachelor of Education
? Degree program: Bachelor of Social Work
? Degree program: Bachelor of Laws
Sample occupation options
? Nurse
? Health Care Assistant
? Day Care Worker
? Home Support Worker
? Paramedic
? Doctor
? Occupational Therapist
? Counselor
? Police Officer
? Social Worker
? Teacher
F OCUS A REASSection 2
Elective courses that best fit this Focus Area
Ministry Courses
? Family Studies 11
? Family Studies 12
? Human Services 11
? Human Services 12
? Law 12
? Work Experience 12
Board/Authority Courses
? Psychology
? Community Service
? Child Services
? Peer Tutoring
? Peer Counseling
? Teaching Assistant
? Leadership
Community Learning
? Hospital volunteer programs
? Youth development programs such as Girl Guides, Scouts, and
Cadets
? Red Cross First Aid
? Participation in community service projects
? Leadership training programs
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Sample course packages for Health and Human Services Focus Area
Student #1
Tom chose the Health and Human Service Focus Area because he
wants to become a nurse. He plans to attend a university-college to take
a four-year nursing degree program. His Focus Area courses are from
two Focus Areas. They are: Human Services 11 and 12, Biology 12 and
Chemistry 12.
Student #2
Sidney likes working with children and is enrolled in her school’s Early
Childhood Education career preparation program. She plans to take a
one-year Early Childhood Education Certificate program after
graduation. Her Focus Area courses include Family Studies 11, Human
Services 11 and 12, Psychology 11 and Work Experience 12. She has
already completed her work experience course at a local day-care facility.
Student #3
Darren plans to take the Primary Care Paramedic program at the
Justice Institute. His Focus Area courses include Law 12, Community
Services 12, Biology 12 (which he needs for admission to the Paramedic
program) and external course credit for Occupational First Aid Levels 2
and 3, and for Lifesaving 11 and 12.
Student #4
Pam enjoys helping people and thinks she may want to earn a
Bachelor’s Degree in Social Work. Her Focus Area courses include
Human Services 11 and 12, Psychology 12 and Peer Counselling 12.
She is also taking courses in other subject areas to meet university
entrance requirements.
F OCUS A REASSection 2
Liberal Arts and Humanities Focus Area
Description
This Focus Area supports students to develop skills, competencies and
knowledge in areas such as history, literature, writing, philosophy, inter-
national languages, First Nations studies and geography. Educational
experiences include: developing high level communication skills; gaining
a perspective on the present through the study of the past; becoming
familiar with accomplishments, ideas and concepts from diverse
cultures; and acquiring knowledge in the methods of inquiry used in the
humanities and social sciences.
For information about specific occupations related to this Focus Area,
including the nature of work, main duties, working conditions and
wages, employment prospects, and education and training requirements,
go to: www.workfutures.bc.ca At this site, use the National Occupation
Classification (NOC) feature to view occupations related to: Social
Science, Education, Government Service. For information about BC
post-secondary options related to this Focus Area, go to:
www.openingdoorsbc.com
Sample interests, skills and competencies related to this Focus Area
? Interest in writing
? Interest in other cultures
? Interest in second languages
? Research skills to access information from a variety of sources
? Accessing and interpreting material from a wide variety of primary
and secondary sources
? Oral questioning skills
? Presentation of logical arguments in written and oral form
? Writing for a specified audience
? Presentation skills
? Awareness of cross-cultural differences
? Analyzing information
? Reading, writing and speaking in a second language
? Applying knowledge of other cultures to current issues
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Sample options after Grade 12 graduation
? Employment: Library Assistant
? Employment: Museum Attendant
? Employment: Tour Guide
? Certificate program: Aboriginal Studies
? Certificate program: Community Economic Development
? Diploma program: Applied Urban and Rural Planning
? Diploma program: Liberal Arts
? Degree program: Bachelor of Art, International Relations
? Degree program: Bachelor of Arts, French Studies
? Degree program: Bachelor of Arts, Archaeology and History of
Greece
? Degree program: Bachelor of Education
Sample occupation options
? Anthropologist
? Librarian
? Language Teacher
? Museum Curator
? Urban Planner
? Communications Officer
? Journalist
? Archivist
? Government Public Service
F OCUS A REASSection 2
Elective courses that best fit this Focus Area
Ministry Authorized Courses
? French 11 and 12
? Spanish 11 and12
? Mandarin 11 and 12
? Fran?ais Langue 11 and 12
? Punjabi 11 and 12
? German 11 and 12
? Japanese 11 and 12
? First Nations Studies 12
? Geography 12
? History 12
? Comparative Civilizations 12
? English Literature 12
? Technical and Professional Communications 12
? Composition 11
? Writing 12
? Journalism 12
? Work Experience 12
Board/Authority Authorized Courses
? Aboriginal Language courses
? Religious Studies
? Aboriginal Studies
? Philosophy
? Global Studies
? Creative Writing
? Journalism
Community Learning
? Post-secondary courses
? Community courses or programs in second language instruction
? Public speaking courses
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Sample course packages for Liberal Arts and Humanities Focus
Area
Student #1
Jessica is in French Immersion and plans to get a Bachelor of Arts in
the Humanities. She would eventually like to teach in this area at a
university. Her Focus Area courses include Fran?ais Langue Seconde
Immersion 11 and 12, English Literature 12 and Comparative
Civilization 12.
Student #2
Frank wants to go to university but isn’t sure what he wants to study.
He enjoys second language courses so he takes two in Grades 11 and 12.
His Focus Area courses include French 11 and 12, and Japanese 11 and
12.
Student #3
Arlene has always been interested in writing and she works on the
school yearbook. After graduation, she plans to take a two-year diploma
program in Applied Communications. She then hopes to work for
several years before pursuing a Bachelor of Journalism degree. Her Focus
Area courses include Technical and Professional Communications 12,
Journalism 12 and two local courses that her school offers: Yearbook
Journalism 11 and Yearbook Journalism 12.
Student #4
Stephen is a First Nations student who attends a small rural school.
He wants to pursue post-secondary education but isn’t sure what type of
program is right for him. His Focus Area courses include instruction in
his native language (delivered through his school with his band’s partici-
pation) at the Grade 11 and 12 levels. He also chooses BC First Nations
Studies 12 and History 12.
F OCUS A REASSection 2
Science and Applied Sciences Focus Area
Description
This Focus Area can provide a foundation of skills, competencies and
knowledge in areas such as Physics, Biology, Chemistry, Geology/Earth
Science, Resource Sciences or Science and Technology. Students in this
Focus Area learn about the structures, properties and functioning of
living and physical things and apply this knowledge to interpret and
predict. Students who select this Focus Area should consider
complementing Science studies with courses that develop their math
skills.
For information about specific occupations related to this Focus Area,
including the nature of work, main duties, working conditions and
wages, employment prospects, and education and training requirements,
go to: www.workfutures.bc.ca At this site, use the National Occupation
Classification (NOC) feature to view occupations related to: Natural
and Applied Science Occupations. For information about BC post-
secondary options related to this Focus Area, go to:
www.openingdoorsbc.com
Sample interest, skills and competencies related to this Focus Area
? Interest in doing hands-on experiments
? Interest in finding out how things work
? Interest in doing mathematical calculations
? Understanding and application of the scientific method
? Observation and analysis of similarities and differences
? Collecting/measuring qualitative and quantitative data
? Communicating and interpreting data through a variety of methods
? Understanding the inter-relationship of variables in the prediction of
outcomes beyond the laboratory setting
? Formulating physical or mental models
? Designing experiments
? Collaborating with other scientists to enhance productivity
? Awareness of safety, hazards and risks of working in a scientific envi-
ronment
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Sample options after Grade 12 graduation
? Employment: Pet Groomer
? Employment: Nursery Worker
? Employment: Animal Care Worker
? Certificate program: Renewable Resources
? Certificate program: Forest Resource Technician
? Certificate program: Commercial Floristry
? Diploma program: Animal Health Technology
? Diploma program: Environmental Technician
? Diploma program: Applied Chemistry and Biotechnology
? Degree program: Bachelor of Science, Biochemistry
? Degree program: Bachelor of Science, Physics
? Degree program: Bachelor of Science, Forestry
Sample occupation options
?Surveyor
? Microbiologist
? Veterinary Technician
? Lab Technician
? Environmental Engineer
? Physicist
? Chemist
? Pharmacist
? Meteorologist
? Forester
? Geologist
? Chemical Engineer
? Water Quality Technician
F OCUS A REASSection 2
Elective courses that best fit this Focus Area
Ministry Authorized Courses
? Agriculture 11 and 12
? Applications of Physics 11 and 12
? Biology 11 and 12
? Chemistry 11 and 12
? Earth Science 11 and Geology 12
? Physics 11 and 12
? Resource Sciences 11 and 12: Forests
? Science and Technology 11
? Principles of Math 12
? Calculus 12
? Work Experience 12
Board/Authority Authorized Courses
? Engineering
? Fish and Wildlife Management
? Environmental Science
? Applied Forestry
Community Learning
? Heart and Stroke Foundation’s Summer Program
? Summer science programs at post-secondary institutions
? Shad Valley Summer Program
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Sample course packages for Science and Applied Science Focus Area
Student #1
Sandy chose this Focus Area because he has an interest in plants and
wants to pursue a career in agricultural research. His participation in the
local 4H program has given him an understanding of agriculture. His
Focus Area courses include Biology 11, Biology 12, Chemistry 11 and
Chemistry 12.
Student #2
Sally has an interest in environmental issues and belongs to her
school’s recycling club; she also enjoys science courses. She plans to
become an Environmental Technician, which requires a two-year
diploma program offered at her community college. Her Focus Area
courses include Chemistry 11 and Chemistry 12, plus Environmental
Studies 11 and 12, which are local courses offered at her school.
Student #3
Chad has an interest in science. He takes part in the local Science Fair
every year and works with younger students at a summer science camp.
He’s not sure of his future plans, other than entering a university
program that leads to a science degree. His Focus Area courses include
Chemistry 11, Chemistry 12, Biology 11, Biology 12 and Work
Experience 12. He plans to pursue a work experience placement at a
government research facility.
Student #4
Kathy has an interest in forestry and would like to become a Forestry
Technician. She has gained some knowledge of the industry from family
members who work in forestry related jobs. Her Focus Area courses
include Forests 11, Forests 12, Forestry Management 12, which is a local
course offered at her school, plus Work Experience 12. She hopes to get
a work experience placement with a local forestry company.
F OCUS A REASSection 2
Tourism, Hospitality, and Foods Focus Area
Description
This Focus Area can provide students with a broad introduction to the
hospitality industry and support them to develop skills and
competencies in areas such as hospitality and food services, events and
conference planning, and a variety of tourism services. They may
develop skills in areas such as customer service, tourism promotion, or
understanding tourism’s value to the economy.
For information about specific occupations related to this Focus Area,
including the nature of work, main duties, working conditions and
wages, employment prospects, and education and training requirements,
go to: www.workfutures.bc.ca At this site, use the National Occupation
Classification (NOC) feature to view occupations related to: Sales and
Service Occupations. For information about BC post-secondary options
related to this Focus Area, go to: www.openingdoorsbc.com
Sample interests, skills and competencies related to Focus Area
? Interest in travel
? Interest in food preparation
? Interest in helping people
? Effective communication and personal management skills
? Demonstrating a positive attitude towards customers
? Awareness of cultural differences
? Ability to speak a second language
? Skills in food preparation, presentation or serving
? Customer service skills
Sample options after Grade 12 Graduation
? Employment: Cook
? Employment: Server
? Employment: Front Desk Clerk
? Certificate program: Travel Counselling
? Certificate program: Adventure Tourism
? Diploma program: Hospitality Management
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F OCUS A REAS Section 2
GRADUATION PORTFOLIO ASSESSMENT AND FOCUS AREAS180
? Diploma program: Tourism Management
? Apprenticeship: Professional Cooks Training
? Degree program: Bachelor of Tourism Management
Potential occupations
? Tourism Information Counselor
? Host/Hostess
? Ski Instructor
? Travel Writer/Photographer
? Hotel Manager
? Reservations Sales Agent
? Campground Operator
? Flight Attendant
? Food and Beverage Manager/Server
? Concierge
? Chef
? Tour Guide
? Bartender
? Front Desk Agent
? Hunting/Fishing Guide
F OCUS A REASSection 2
Elective courses that best fit this Focus Area:
Ministry Authorized Courses
? Tourism 11 and 12
? Food Studies 11 and 12
? Cafeteria Training 11 and 12
? Cooks Training 11 and 12
? Second Language courses
? Secondary School Apprenticeship
? Work Experience 12
Board/Authority Authorized Courses
? Culinary Arts
? Hospitality and Foods
? Hospitality and Tourism
? Adventure Tourism
Community Learning Opportunities
? Foodsafe
? Superhost
? Serving It Right
A PROGRAM GUIDE 181
F OCUS A REAS Section 2
GRADUATION PORTFOLIO ASSESSMENT AND FOCUS AREAS182
Sample course packages for Tourism, Hospitality, and Foods Focus
Area
Student #1
Sally chose this Focus Area because she plans to enter the hotel and
restaurant management field. Her goal is to attend her local college and
take the two-year diploma program in Hotel and Restaurant
Management. Her Focus Area courses include Tourism 11 and 12 plus
Marketing 11 and Accounting 11 because of her interest in
management.
Student #2
Harry lives in a community with a large tourism industry. He has
already spent two summers working at a local resort and hopes that,
with formal education and training, he can find ongoing work in the
industry and operate a resort some day. His Focus Area courses include
Tourism 11, Tourism 12, Entrepreneurship 12 and a local college course
in Adventure Tourism.
Student #3
George loves cooking and plans to become a chef. He already works
part time in a restaurant and has found an employer willing to offer him
apprenticeship training once he completes some introductory courses.
His Focus Area courses include the in-school courses of Cooks Training
11A, Cooks Training 11B and Cooks Training 11C, plus four Secondary
School Apprenticeship courses.
Student #4
Veronica likes to travel and enjoys meeting new people. She thinks she
might enjoy working as a travel agent or flight attendant. She chose this
Focus Area to explore career options and gain further knowledge about
the tourism industry. If the field continues to interest her, she plans to
attend a private BC college that provides training for travel agents. Her
Focus Area courses include Tourism 11, Tourism 12, Spanish 12 and
Work Experience 12.
F OCUS A REASSection 2
Trades and Technology Focus Area
Description
This Focus Area addresses a spectrum of education and skills in areas
such as industrial and commercial trades, and in many computer and
telecommunication technologies. It is well suited for students who have
spatial intelligence and enjoy working with their hands. The Focus Area
provides opportunities to develop knowledge, skills and competencies in
such specialty areas as carpentry, mechanics, metal work, welding,
electronics, drafting and design, and information technologies.
For information about specific occupations related to this Focus Area,
including the nature of work, main duties, working conditions and
wages, employment prospects, and education and training requirements,
go to: www.workfutures.bc.ca At this site, use the National Occupation
Classification (NOC) feature to view occupations related to: Trades,
Transport and Equipment Operators; Natural and Applied Science
Occupations (see the technical jobs section); Occupations Unique to
Primary Industry; and Occupations Unique to Processing and
Manufacturing. For information about BC post-secondary options
related to this Focus Area, go to: www.openingdoorsbc.com
Sample interests, skills and competencies related to this Focus Area:
? Interest in doing hands-on projects
? Interest in figuring out how things work
? Interest in mechanical things
? Applied math skills that are relevant to industry applications
? Technical reading and writing skills
? Ability to locate information and understand updates to processes,
codes, and regulations
? Applied science skills (e.g. applied physics)
? Safety skills, including a knowledge of safety rules and hazard identi-
fication
? Understanding that use of technologies can affect the environment
? Critical thinking and problem solving while working on a project
? A craftsmanship attitude: the desire to do one’s best work
? Good hand-eye coordination
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F OCUS A REAS Section 2
GRADUATION PORTFOLIO ASSESSMENT AND FOCUS AREAS184
Sample options after Grade 12 graduation
? Employment: Automotive Parts Warehouse Worker
? Employment: Drafting Assistant
? Employment: Computer Help Desk Support Person
? Apprenticeship training: in a variety of trades
? Certificate program: Trades Training in a variety of trades
? Certificate program: Diesel Engine Electronics
? Diploma Program: Computer Systems Technician
? Diploma Program: Electronics Technician
? Diploma Program: Mining Technology
? Degree Program: Bachelor, Geographic Information Systems
? Degree Program: Bachelor of Technology in Electronics
Sample occupations
? Plumber
? Carpenter or Cabinetmaker
? Pipe Fitter
? Electrician
? Instrumentation Mechanic
? Power Engineer
? Aircraft Maintenance Engineer
? Millwright
? Machinist
? Communications Repair Technician
? Welder
? Transit: Driver or Mechanic
? Heavy Equipment: Operator or Mechanic
F OCUS A REASSection 2
Elective courses that best fit this Focus Area:
Ministry Authorized Courses
? Automotive Technology 11 and 12
? Carpentry and Joinery 11 and 12
? Metal Fabrication and Machining 11 and 12
? Electronics 11 and 12
? Drafting and Design 11 and 12
? Welding 11 and 12
? Information Communication Technology 11 and 12
? Secondary School Apprenticeship 11 and 12
? Work Experience 12
Board/Authority Authorized Courses
? General Mechanics
? Industry specific courses
? Auto Body Repair
? Wood Products Manufacturing
Community Learning
? Occupational First Aid
? Confined Spaces and WHMIS training
? Lock Out and Personnel Protective Equipment Training
? Computer Certification courses
A PROGRAM GUIDE 185
F OCUS A REAS Section 2
GRADUATION PORTFOLIO ASSESSMENT AND FOCUS AREAS186
Sample course packages for Trades and Technology Focus Area
Student #1
Tim has always been interested in mechanics and has helped his dad
work on a variety of cars. He lives in a part of the province where heavy
equipment is used in many industries and hopes to become a Heavy
Duty Mechanic. His Focus Area courses include Automotive
Technology 11 and 12, plus the specialty courses Automotive
Technology 12: Electricity and Electronics and Automotive Technology
12: Engine and Drive Train.
Student #2
Erin is not sure what she wants to do after graduation, but she is inter-
ested in designing and creating products from an artistic perspective.
Her school has both a metal shop and drafting lab. Her Focus Area
courses include Drafting and Design 11 and 12, Metal Fabrication and
Machining 11, and Metal Fabrication and Machining 12: Art Metal and
Jewelry.
Student #3
Christine wants to become a Computer Network Technician and
hopes to complete a basic Computer Certification program while in
secondary school. She plans to continue her studies by enrolling in an
Information Technology diploma program at her local college after
Grade 12. Her Focus Area courses include Computer Information
Systems 11 and 12 plus two external courses offered by her school in
Computer Certification.
Student #4
Sean is interested in becoming a Power Engineer. He takes advantage
of a Career Technical Program that integrates secondary and post-
secondary courses. His program in grades 11 and 12 includes two
semesters at his secondary school, two semesters at a college and
significant work experience. His Focus Area courses consist of Work
Experience 12 and technical courses completed at the college, for which
he earns dual credit, under an agreement between the college and his
school district.
F OCUS A REASSection 2
Section 3: Teachers’ Corner
This section is designed to help Planning 10 teachers work with
students to explore Focus Areas. It offers a wide range of options and
ideas, all developed by teachers. Choose the ones that best meet your
teaching style and needs.
In general, it is important to stress that career planning is not a course
but a process that typically involves five steps:
? self-assessing personality, interests, skills and values
? researching education and career information
? developing career goals
? making a plan to achieve career goals, and
? taking action to reach the goals.
These steps are reflected in the process of exploring Focus Areas,
which helps students identify potential opportunities and options for
the future. It is also a process they can revisit as they face transitions at
various points in their lives. By helping students identify a Focus Area
based on interest, aptitude and relevant information, you can help them
move along their own career and life path.
Tips for helping students to explore Focus Areas
? Invite subject teachers from various Focus Areas to talk about their
course content and the skills their students develop. Discuss occupa-
tions that require knowledge of the teacher’s curricular area.
? Invite senior students engaged in career programs, based on Focus
Areas, to talk about their on-the-job experiences. Ask students to
relate school learning to the world of work.
? Invite representatives of associations/community groups from
occupations found in various Focus Areas to talk about potential
education and training requirements, career paths and work
opportunities.
? Invite people who are working in a job related to each Focus Area to
be part of a panel discussion on Focus Areas.
A PROGRAM GUIDE 187
PART 2: FOCUS AREAS PROGRAM GUIDE Section 3
GRADUATION PORTFOLIO ASSESSMENT AND FOCUS AREAS188
? Ask students to interview workers from two or three different Focus
Areas. They might want to gather information about the skills,
education and work experience required.
? Host spotlight sessions for occupations with similar types of
educational requirements (such as on the job training, certificate
training, apprenticeship training, two-year diploma, or university
degree). Then relate each occupation to a Focus Area.
? Ask students to identify educational options and training scenarios
related to several Focus Areas, using resources found on the Internet
or in the career resource centre. They could develop a diagram that
depicts what they found and share it with others in the class.
? Assign a Focus Area to a group of students to research. Ask them to
identify the generic skills developed in each area, the occupational
pathways that relate to the Focus Area, and the variety of possible
educational and work routes. Have them depict the information in a
poster or presentation to share with the class.
? Ask students to develop a diagram that shows career pathways
related to several Focus Areas.
? Ask students to use Opening Doors (www.openingdoorsbc.com) to
research post-secondary educational programs related to several
different Focus Areas. Opening Doors contains information on more
than 2,000 programs available at BC post-secondary institutions.
These programs can be searched by Focus Area.
? Ask school counselors to give a talk on the possible routes to
education that each Focus Area offers.
? Ask career program teachers to talk about the possible career
pathways each Focus Area offers, and about work experience
placement opportunities.
? Ask teachers in curricular areas related to particular Focus Areas to
develop a list of skills and competencies that students will develop
over the year and post them in the classroom or provide them in a
handout.
? Ask students to search websites that provide information about
occupations and careers related to specific Focus Areas.
? Ask students to research some of the new and emerging careers in a
Focus Area of interest (i.e. “bioinformatics” in Science and Applied
Science).
T EACHERS’ CORNERSection 3
Tips for helping students select a Focus Area of interest
? Ask students to develop Focus Area selection criteria based on their
interests at school, at home and in the community. They should also
consider their future life/work aspirations in terms of education and
training, location of future employment, and desired work
situations/conditions.
? Ask students to conduct or refer to a skills self-assessment. Ask them
to compare and contrast their findings to skills related to each Focus
Area to see if there is a match, or if the student is interested in
pursuing further skills development through course work or work
experience.
? Ask students to create their own life/work scenario for the next 10
years. Then ask them to evaluate two or three Focus Areas to
determine which ones suit their own profile. Finally, ask them to
detail how choosing a particular Focus Area now would move them
along their life/work journey.
Steps for applying Focus Area research to education and
training options
? Identify two or three options for work that relate to a Focus Area of
interest. (Asking students to do this for two Focus Areas provides
more in-depth study and expands their horizons of possibilities).
? Determine the education/training and/or work experience
requirements for those occupations.
? Identify two or three post-secondary institutions that offer a
program to help develop the skills and knowledge required to gain
employment, or identify the on-the-job training required.
? Ask students to identify the secondary school courses required to
enter the post-secondary institutions and programs. Ask students to
identify the work experience required to gain employment.
? Ask students to evaluate their options and develop two or three
scenarios related to a chosen Focus Area — detailing possible course
selections and community activities in Grades 11 and 12 that would
allow them to move to further education and/or training. (Remind
them to also consider Industry Training, Dual Credit and External
course options.)
? Encourage students to explore the advantages of adding an elective
work experience course as part of their Graduation Program.
A PROGRAM GUIDE 189
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GRADUATION PORTFOLIO ASSESSMENT AND FOCUS AREAS190
Tips for linking Focus Areas skills development to the
Graduation Portfolio
? Teach students what skills and competencies are and how they can
develop them.
? Ask students to identify the skills and competencies required in
various occupations related to their Focus Areas of choice. List the
skills required and ask students to reflect on what they have
developed to date (either through school courses, community
involvement or extra curricular activities) and what they need to
develop in the future.
? Ask students to look at course offerings in the school and see which
will help them develop their skills and competencies.
? Ask students to develop a plan indicating how they will attain new
skills through course work, external credits, work experience,
community volunteer activities or extra curricular activities.
? Ask students to detail how they might gather evidence to include in
their portfolios that demonstrates attainment of their desired skill
sets.
? Ask students to research post-secondary programs and work occupa-
tions where a portfolio might help them gain either admission or
employment.
Sample ways to engage students in thinking about Focus
Areas
This section is written in a conversational tone and is designed to help
teachers talk to students. The ideas offered are only examples. Use them
to develop approaches that work for your own individual teaching style
and needs.
? Look at your personal characteristics and reflect on your abilities,
skills and areas of knowledge. Does anything jump out at you? Does
anything consistently show up in your quiz, test or self-assessment
results? What you’re good at doing can hold a key to future employ-
ment, especially when you combine your skills and abilities with
your interests. For example, someone who’s good with their hands
and has an interest in boats could be a boat engine mechanic or a
boat builder. Or someone who’s good at computer graphics and
interested in playing games could be a computer games developer.
Choose an interest or ability of yours and investigate occupations or
T EACHERS’ CORNERSection 3
areas of work that it could lead to. What courses could you take in
secondary school to help your chances of working in these areas?
What Focus Area(s) best represent your chosen occupations?
? Think about the subjects you like in school and consider what occu-
pations they relate to. Maybe you like physical education — if so,
you could be a PE teacher, a recreational leader or a lifestyle coach.
Maybe you like physics. In that case, think about the types of jobs
that require a knowledge and appreciation of physics — jobs like
mechanic, engineer or pilot. Make a list of the kinds of courses you
most enjoy. Think about the types of jobs that require knowledge
and skills in those subjects. What Focus Area would these courses fit
best?
? One or more of your self-assessments likely gave you suggestions for
future work opportunities. Review that list and choose two or three
that interest you. Then investigate their potential in terms of your
own hopes and dreams, as well as the education, training and/or
work experience required to reach those work opportunities.
Determine what kinds of secondary school courses will provide rele-
vant skills or help prepare you for further education or training. List
the Focus Areas that best fit the Grade 11 and 12 courses you wish
to take.
? Sometimes, to make a match, you have to expand the way you think
about your interests. For example, if you enjoy music but are not
musically talented, you could still consider exploring career opportu-
nities in the music industry, keeping in mind that people in lots of
different occupations (managers, publicists, recording engineers,
photographers, etc.) support bands to actually get their songs on the
radio. Think about industries, goods or services that you are familiar
with and list all the different occupations that support them. Do any
of these interest you? Research their education and training
requirements and examine Focus Areas that support them.
? One way to think about Focus Areas is to look at career clusters or
occupation areas. Look at what people do or offer, and then think of
all the related occupations that support that person, service or
product. One example is a doctor, who’s considered a helping
professional. Consider all the related occupations - nurse, medical
office manager, lab technician, home care worker, pharmacist, etc. In
this context, each of these occupations fits into the Health and
Human Services Focus Area. Choose a different occupation, list
related occupations, and discuss which Focus Areas these
occupations fit.
A PROGRAM GUIDE 191
T EACHERS’ CORNER Section 3
A PROGRAM GUIDE 193
PART 2: FOCUS AREAS PROGRAM GUIDE Section 4
Focus Areas and Examples of Potential Workplace Occupations
Focus Area Grade 12 Graduation Some Post-
secondary
More Post-secondary
& Work Experience
Business /Applied
Business
Salesperson
Office Assistant
Bank Teller
Accounting Clerk
Sales Representative
Executive Assistant
Loans Officer
Bookkeeper
Sales Manager
Manager
Investment Analyst
Certified Accountant
Fine Arts, Design,
Media
Music Store Sales
Artist/Craftsperson
Silkscreen Artist
Film/Video Entry Level Position
Music Teacher
Art/Crafts Instructor
Illustrator
Video/Film Camera Operator
Composer/Conductor
Visual Arts Teacher
Interior Designer
Film Editor
Fitness & Recreation
Recreation Attendant
Ski Lift Operator
Forestry Firefighter
Life Guard
Recreation Leader
Ski Instructor
Firefighter
Swim Instructor
Facilities Manager
Ski Resort Manager
Firefighter Officer
Pool Manager
Health & Human
Services
Nurse’s Aide
Security Guard
Group Home Worker
Youth Group Leader
Paramedic
Police Officer
Youth Care Worker
Teacher Assistant
Registered Nurse
Probation Officer
Social Worker
Teacher
Liberal
Arts/Humanities
Library Assistant
Tour Guide
Copy Writer
Museum Attendant
Library Technician
Publicist
Journalist
Museum Guide
Librarian
Events Coordinator
Editor
Museum Curator
Sciences /Applied
Sciences
Animal Care Worker
Landscape Worker
Forestry Worker
Nursery Worker
Veterinary Technician
Landscape Technician
Forestry Technician
Horticulture Technician
Veterinarian
Landscape Architect
Professional Forester
Plant Biologist
Tourism, Hospitality,
and Foods
Kitchen Helper
Food Server
Front Desk Clerk
Tour Guide
Cook
Hospitality Supervisor
Reservations Sales Agent
Travel Counselor
Chef
Operations Manager
Hotel Manager
Travel Agency Manager
Trades & Technology
Construction Labourer
Skilled Trades Helper
Equipment Operator
Computer Tech Support Worker
Carpenter Apprentice
Trades Apprentice
Equipment Technician
Certified Computer Technician
Carpenter
Trades Journeyperson
Mechanic
Computer Systems Programmer
Section 4: Focus Areas Resources
Section 4 F OCUS A REAS R ESOURCES
Sample Ideas for Gathering Portfolio Evidence Relating to Focus Areas
Portfolio Organizers
Focus
Areas
Art &
Design
Community
Involvement
Education
& Career
Planning
Employability
Skills
Information
Technology
Personal
Health
Business &
Applied
Business
Visual
design for
advertising a
new product
or service
Help organize a
Junior
Achievement
program in
community
Create a
business plan
for financing
post-sec
education
Use problem solving
during a work
experience
placement
Projects from a
Business
Computer course
Research
businesses
specializing
in healthy
eating
Fine Arts,
Design and
Media
Project from
a Fine Arts
11 or 12
course
Volunteer at a
community arts or
music festival
Visual arts
portfolio for
post-sec
program
application
Journal on teamwork
skills used in school
theatre production
Projects from
Digital Computer
Graphics course
Research on
role of the
Fine Arts in
improving
emotional
health
Fitness &
Recreation
Performance
from Dance
course
Volunteer coach of
community
sports teams for
youth
Research
options and
make plan for
work in
recreation field
Document teamwork
skills used in
organizing
community sports
event
Spreadsheet that
tracks all fitness
activities on daily
basis
Analysis of
how Phys Ed
11 & 12
courses have
affected your
health
Health and
Human
Services
Report on
role of Art
Therapy in
working with
children
Projects from
Community
Services course
Use
transferable
skills learned in
Peer
Counseling
course
Project from Family
Studies on your
personal
management skills
Use internet to
research
standards for
counseling
profession
Psychology
course
project on
emotional
health and
teens
Liberal Arts
and
Humanities
Respond to
Aboriginal
artworks in
BC First
Nations 12
course
Sec. Lang. course
journal on cultural
sensitivity &
diversity
Use
transferable
writing and
presentation
skills in the
community
Journal on teamwork
skills used in
working on school
paper or newsletter
Use of computer
technology for
History 12
research project
Project on
emotional
well-being
from several
cultural
perspectives
Science
and
Applied
Science
Project on
concepts
from Physics
used by
visual artists
Participate in
project with
community group
to improve a
watershed
Research
career options
in medical
technology
fields
Use problem solving
model from Science
or Math in work
placement
Use computer
technology for
Science course
project
Project on
healthy
eating from
scientific
perspective
Tourism,
Hospitality
& Foods
Apply design
principles to
food
presentation
Volunteer at multi-
ethnic food festival
Use
transferable
skills from
Food Studies
course at home
Reference letter on
use of
communication skills
while working in
busy restaurant
Use computer
technology to
create and print
menus for
banquet
Create a
menu of
healthy
meals
Trades and
Technology
Project
designs from
Drafting or
Carpentry
courses
Work with service
club on ‘home
repairs for seniors’
project
Use skills from
Tech Ed
courses in the
workplace
Use personal
management skills
in work experience
placement
Use internet to
research work
options in the
trades
Report on
obstacles to
healthy
eating in the
outdoor
workplace
194 GRADUATION PORTFOLIO ASSESSMENT AND FOCUS AREAS
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