An offshoot of the Personal Orientation Project (POP), Exploration (EXPLO) is a professional development program. The purpose of this site is to provide educators with various professional situations related to their pedagogical activities in the classroom.
This section of the site is under construction.
Veuillez noter que les contenus sur cette page sont exclusivement en anglais.
Teaching and Learning Tools
Numerous resources have been developed for teaching Explo, especially Graphic Organizer templates, Activities templates, a "placemat" that captures the KEP highlights on a single page, the POP Index, POP Links, Getting Started (What am I supposed to teach and evaluate?, What does Explo student work look like?, and How do I put these pieces into a term plan?), and a 5-minute video that guides you through the KEP process.
A graphic organizer (GO) is a visual learning tool that helps students organize their thoughts, either alone or in a group. A graphic organizer visually chunks a task into manageable segments or steps, guiding a student to think through each step in the process. In terms of artifacts, GOs make visible the invisible thinking processes a student uses at various points in a career exploration. Completed graphic organizers become evidence, artifacts, of student learning as they are engaged in their various tasks. These artifacts represent the learning processes students engage in. The graphic organizer resources are available in two formats:
PDF - Intended to be printed and completed by hand
Word - Intended to be downloaded to be completed in Word
*Please note that these documents are copyright protected and cannot be altered. The purpose of the Microsoft Word version is to allow the user to type directly into the text boxes of the document and save an electronic copy.
Activities are targeted, purposeful teaching and learning moments. They usually lead into, or are timely, to where students are in an exploration process or in a project. Activities can be completed in a short period of time. They should not stand alone; the activity completed should be put into the context of student work. They target specific key features, and program content. Activities target one phase of the learning and evaluation process, but may touch on other phases. Activities are context independent; context is provided by student explorations and/or projects. They often leave traces of learning, or student work, which facilitates the evaluation process. Activities build competency.
Know Yourself More
- Selecting Relevant Information - Word PDF
- Consulting Various Media - Word PDF
- 3 Questions & Answers - Word PDF
- Using Information - Word PDF
- Questioning an Issue - Word PDF
- Conducting a Survey - Word PDF
- Common Threads - Word PDF
- Goal and Action Plan - Word PDF
- Pros and Cons - Word PDF
- Comparing This, That & the Other - Word PDF
- Common Ground - Word PDF
- Different Perspectives - Word PDF
- What Influences You? - Word PDF
- A Detailed Timeline - Word PDF
- Project Planner - Word PDF
- Compare and Contrast - Word PDF
- Sharing My Exploration - Word PDF
- Discussing With Others - Word PDF
- Goal and Action Plan - Word PDF
- Pros and Cons - Word PDF
Evaluating My Progress - Word PDF
- Household Item and the Trades - PDF
- Validating Sources in the Explo Classroom - PDF
- Breaking Down Myths - PDF
- Breaking Down Gender Myths - PDF
- Determining Vocational Training Programs to Explore - PDF
Getting Started with EXPLO
- The KEP Placemat. Download
- Q. 1 What am I supposed to teach and evaluate?
There are 2 competencies in EXPLO
Competency 1 | The student...explores vocational training.
Competency 2 | The student...contemplates his/her suitability for vocational training.
Graphic Organizers and Activities build KEP competencies.
Watch the KEP video for an overview of the KEP Learning and Education Process.
Checklists: Checklists contain evaluation criteria that describe the expectations for a task or a collection of artifacts. The expectations are those of the program and guided by the teacher’s knowledge of the development of the two competencies as well as the evaluation criteria from the Evaluation Frameworks document. The teacher uses questioning to guide students in identifying criteria. Criteria are stated in simple language so that students and teachers are clear on the expectations and share a common language.
The criteria in the checklists below are for example purposes only. Please download the files, and change the criteria to those established with your students. The document Building criteria | Brainstorm Criteria as a class will help you do this. Download
Reflection Questions: Reflection, in its simplest form can be defined as the act of seeing one’s own work or of making visible the invisible internal processes used when engaged in competency development.
Table of Competency Development: The developmental table provides a place to document student competency development in a more global fashion. Download
- Q. 2 What does student in Explo look like? (LEF)
- Q. 3 How do I put these pieces into a Term 1 plan?
- Step 1 Count the dates when you will see your students in term 1 before marks are due.
- Step 2 Identify your evaluation criteria, methods of evaluation and evaluation moments.
Effective implementation of a career exploration process
Specific criteria established with students
1-Know Yourself More
4 on reflections
4 on activities
1 conference near end of term
4 Reflections (selected out of 8 completed)
4 Activity-related (selected from total of 6 Activities completed)
- Step 3 Select activities across KEP
Know Yourself More: Building a Vocational Profile
Explore: Planning for Job-Shadowing - Building Criteria
Ponder: Breaking Down Gender Myths and Vocational Training Myths
Reflection questions throughout
- Step 4 Fill in other resources or information that students will require
- POP Index. Go to site
- POP Links. Go to site
Watch this five-minute video on KEP essentials.
This section includes relevant workshops, webinars, conferences, newsletters, and other resources for learning to teach Career Development.
Workshop on the Frameworks for Evaluating Student Learning
New Orientations in Evaluation and Reporting (effective July 1, 2011) PPT. Download
Career Development Newsletter Archives
The Career Development and Work-Oriented Training Program Info (CDI) newsletter targeted educators in POP, Explo, EN and WOTP. It has helped keep educators connected with the anglophone education community, classroom pedagogy, technology, resources available, upcoming professional development opportunities, and so much more.
- Spring 2014, No. 15 Download
- Fall 2013, No. 14 Download
- Spring 2013, No. 13 Download
- Fall 2012, No. 12 Download
- Spring 2012, No. 11 Download
- Fall 2011, No. 10 Download
- April 2011, No. 9 Download
- February/March 2011, No. 8 Download
- January 2011, No. 7 Download
- November 2010, No. 6 Download
- October 2010, No. 5 Download
- September 2010, No. 4 Getting started Download
- Spring/Summer 2010, No. 3 Download
- Winter 2010, No. 2 Download
- Fall 2009, No. 1 Download
MELS Information Bulletin Archives
Info POP-EXPLO-EN bulletins targeted the English sector educational community in order to share news, information, project development, and so on, whether related to the work of the program team or the evaluation team.
- Info POP-Explo-EN Volume 5, number 1, Fall 2012 Download
- Info POP-Explo-EN Volume 4, number 1, Fall 2011 Download
- Info POP-Explo-EN Volume 3, number 2, Spring 2011 Download
- Info POP-Explo-En Volume 2, number 3, Spring 2010 Download
- Info POP-Explo-EN Volume 2, number 2, Winter 2010 Download
- Info POP-Explo-EN Volume 2, number 1, Fall 2009 Download
This section includes resources external to MEES and LEARN that have been vetted by teachers and consultants to ensure their relevance.
Heading for Success: This site provides information for youth about employment opportunities and careers offered that demand either high school vocational training or Cegep technical training. It includes an online inventory of vocational interests and students receive an electronic report on possible trades for them. Go to site
Aptitude Test - Heading for Success: Go to site
InforouteFPT: In collaboration with Emploi Québec provides comprehensive information on Vocational and Technical Training (VTT). Go to site
Labour Market Information (Emploi Québec): Explore a trade; Find a training program; Find out about a sector of activity. Go to site
TOP 50 in vocational and technical training - Heading for Success): Features programs which meet the following criteria: lead to careers for which employment prospects in the next five years are good or very good; and higher registration needed to fill expected workforce needs. Go to site
National Occupational Classification (NOC): The NOC provides a standardized language for describing the work performed by Canadians in the labour market. It gives statisticians, labour market analysts, career counselors, employers and individual job seekers a consistent way to collect data and describe and understand the nature of work. The NOC is used for defining and collecting statistics, managing information databases, analyzing labour market trends, and extracting practical career planning information. Go to site
Building your vocational intelligence: Special edition of Centrepiece and The GOAL Post, Fall, 2009. Go to site
ClicVoc: Vocational Training on the Island of Montreal: ClicVoc. Go to site
Contact us if you have resources to share for Explo.
MEES Program Documents Go to site
Framework for the Evaluation of Learning Go to Site
Facilitate and encourage access to vocational training: MEES, Path 12 of "13 Paths to Success." Go to site
POP Index (MEES and Commission scolaire Beauce-Etchemin (CSBE): The POP Index is an online catalogue of links supporting students’ career exploration processes for the Career Development Programs: POP, Explo, and EN. Go to Site
POP Links (MEES and Commission scolaire Beauce-Etchemin (CSBE): On the POP Links websites students will find all of the associated URL links, videos and documentation needed to complete the tool kit activities. Go to site