Recent Updates

    New guide
  New version

  • Interior Decorating and Design

    The Interior Design activity guide has been updated to incorporate the realities of interior decorating as well as interior design and is now called Interior Decorating and Design.

    The new guide is also accompanied by a student workbook.

    See activity guide

  • All Activity Guides

    Updates have been made to all activity guides to make them compatible with the new student workbooks. Several guides have also been revised to make them easier to use or to reflect new realities in those fields.

  • NEW! Student Workbooks

    Most of the activity guides are now supported by a student workbook. We suggest that you download a workbook for each student who is completing an activity guide. Students can type directly in the fillable PDF or they may choose to hand write their answers in the space provided in the printed document.

    The student workbooks are not intended as evaluation tool in and of themselves. Many of the activities do not have right or wrong answers, and students may choose to complete only some of the activities.  Rather than marking answers as right or wrong, teacher may use this workbook to assess: 

    • how thoroughly the activities were completed  
    • the process the student followed to complete the activities.

    Please note that the student workbooks have been create as PDF forms and that Adobe Acrobat Reader version 2015.016.20039 or later must be installed on computer workstations in order to correctly read and fill out the student workbooks digitally.

    In this inaugural phase of student workbook publication, we welcome your comments and suggestions about how to improve them to make them easier for students to use in class.

    Thank you! The POP Team

  • Digital Photography

    This activity guide has been rewritten to reflect the new realities of digital photography. A new student workbook has been created to go with this activity guide.

    See activity guide

  • Journalism (Print and Web Media)

    This activity guide has been rewritten to reflect the new realities of online journalism. A new student workbook has been created to go with this activity guide.

    See activity guide

  • Politics and Public Service

    This activity guide has been rewritten to reflect the important role of public servants. Activities introduce students to all three levels of government: municipal, provincial and federal. A new student workbook has been created to go with this activity guide.

    See activity guide

  • Industrial Design

    Several activities in this guide have been modified and the software requirements have been updated. A student workbook is now available for this activity guide.

    See activity guide

  • Wood Processing

    This is a new English adaptation of Transformation du bois.

    See activity guide

  • Forestry

    Several activities in this activity guide have been modified. A student workbook is now available for this activity guide.

    See activity guide

  • Fashion Design

    Several activities in this activity guide have been modified. A student workbook is now available for this activity guide.

    See activity guide

  • Ecology

    Several activities in this activity guide have been modified. A student workbook is now available for this activity guide.

    See activity guide

  • Caregiving

    Several activities in this guide have been modified and the software requirements have been updated. A student workbook is now available for this activity guide.

    See activity guide

  • Bricklaying and Masonry

    This activity guide has been updated to integrate the new student workbook. It was formerly called Bricklaying/Masonry.

    See activity guide

  • Information Technology Services Reference Material

    Contact Information Technology Services at your school board for information about POP software and files installed on the computers in the POP classroom. The document Personal Orientation Project (POP) Information Technology Requirements will assist you with the choice of software that should be downloaded to classroom computers.

  • Other Resources

    Resource People

    • Contact your local RÉCIT facilitator and your institution’s Information Technology Services for help. They will be able to assist you with the IT aspects of POP.
    • Other resource people at your school board or educational institution may also be able to help: POP teachers in other schools, guidance counsellors, pedagogical consultants, lab technicians, secondary education coordinators, etc.

    PPO-EXPLO-SE

    The PPO-EXPLO-SE blog created by the Service national du RÉCIT du développement professionnel provides links to  POP-related teaching resources developed in French by educators throughout Québec: competencies, evaluation of learning, exploration, etc.

    Digital resources

    A number of digital resources* are available in French only:

    *All of these resources are managed by the Service national du RÉCIT du développement professionnel.

  • Evaluation of Student Work

    How to Evaluate Student Work

    The activity guides and student workbooks allow students to explore facets of various trades, occupations or fields. The workbook is provided to allow students to record their work, thoughts, calculations and/or answers as they explore each activity guide. A Personal Reflection section at the end of each workbook helps students contemplate their learning and career opportunities. Teachers should not evaluate the answers in students’ workbooks but may consult the workbooks to assess students’ achievement of the program competencies.

    Program Competencies

    • Carries out a process of career exploration
    • Contemplates his/her learning and work possibilities

    Changes to Evaluation

    As of 2011, several changes have been made to evaluation procedures for this program.

    The Personal Orientation Project program outlines the nature of the POP program, the competencies that students are expected to develop and the pedagogical context of the program. However, the evaluation criteria outlined on pages 17 and 21 of this document are no longer applicable.

    The new evaluation criteria can be found on page 4 of the document Framework for the Evaluation of Learning (PDF).

    The two competencies in the program are evaluated together to count for 100% of the total mark (see Report Card Weightings).

    Students’ results are communicated in the standardized report card. The document Our School’s Choices in Light of the Provincial Report Card (see Schedule VII, pages 20 and 21) outlines the changes to evaluation standards and procedures.

    The Scales of Competency Levels (pages 82-85) are no longer required for evaluation purposes. However, they are a useful reference when combined with end-of-cycle outcomes for determining the level of competency students have developed.

    In addition, the Personal Orientation Project section on the LEARN website includes resources for the POP program.

  • Activity Guides, Student Workbooks and Tool Kits

    Activity guides, workbooks and tool kits are some of the resources available to Québec secondary students in the Personal Orientation Project program to help them explore facets of various trades, occupations or fields. The activity guides provide information and activities that help students explore a career. The workbooks allow students to record their work, thoughts, calculations and/or answers as they explore each activity guide. The tool kits are sets of hands-on resources provided to secondary school classes in Québec that allow students to complete the activities outlined in the activity guides.

    Activity Guides

    Student Workbooks

    • Student workbooks are available for most of the activity guides. They can be downloaded on the web page of each activity guide.

    Tool Kits

    • Tool Kit Materials List 2016: This Excel file lists the materials required for all the tool kits accompanying activity guides. To see the materials required for a specific tool kit, click on the name of the guide indicated on the tab at the bottom of the Excel spreadsheet.
    • Materials required for each activity guide: The list of materials required to complete the exercises in each activity guide can be found in each guide as well as on the page for each guide under List of Materials. You may want to print and laminate the list of materials for each activity guide and place it in the tool kit. This will make it easier to check the contents of the tool kit against the list at the beginning and end of each period, and students will be able to help manage the materials and notify you if any items are broken or missing.
    • Budgetary rules: Budgetary measures are in place for the implementation of the Personal Orientation Project program and to assist in the replacement of materials in the tool kits. These rules are available in French only. Consult the following resources:

  • POP Index

    What Is the POP Index?

    The POP Index is an online catalogue of links that Secondary Cycle Two students can consult to explore their career options.

    The POP Index was created for students and educators in the Personal Orientation Project (POP) program, but students in the Exploration of Vocational Training and Entrepreneurship programs may also find this website useful.

    How to Use the POP Index

    You can search the POP Index by keyword, field of interest or vocational training sector.

    The POP Index contains four types of resources:

    • Experiential Tools
      • Online activities and games that simulate tasks related to a trade or occupation
      • Simulation software
      • Links to the activity guides found on this website
    • Virtual Visits and Key People
      • Virtual visits of companies, training centres, educational institutions, etc.
      • Video and text testimonials by workers and students
    • General Career Exploration Tools
      • Information about a variety of occupational sectors, fields of interest or specific trades and occupations. These resources can be a springboard for students who do not know what sector to start with or which keywords to use to perform a precise search.
    • Other Tools
      • Career fairs
      • Employee for a Day events
      • Competitions/contests

    Useful Links

    Use this section to learn more about other resources essential to your students’ explorations.

    Subscribe by Email or RSS

    New resources are added to the POP Index regularly. To be notified when new resources are added to the website, subscribe by email or RSS feed on the right-hand side of the POP Index homepage (near the bottom).

    Propose a New Tool

    If you find an interesting resource that you would like to see added to the POP Index, please submit it by using the Propose a New Tool link on the POP Index homepage.

    Please note that the POP Index is not a comprehensive list of all possible career options students may wish to explore. It is intended to complement the activities found on the POP Links website and provide references to careers that are not represented in the activity guides available on this website. To complete their career exploration, students should also consult other websites, read documents, meet with resource people, talk to their parents and peers, etc.

  • Personal Orientation Project (POP) Program

    What Is a Personal Orientation Project?

    The Personal Orientation Project, carried out by students in Secondary III and IV in the province of Québec, gives young people the opportunity to carry out three to eight individual career explorations in the course of a  school year.

    Students have an active role in deciding which careers interest them and choosing the means to carry out an exploration, whether in the classroom, the school or the community. Students define their personal profile by trying out work functions, doing research and visiting workplaces or educational institutions. They are encouraged to draw on the support of teachers, school staff and classmates, and to interact with parents, workers and other people they trust in the community, discussing their reflections, experiences and discoveries with them.

    The activity guides found on this website and the associated tool kits found in the POP classroom provide simple simulations of some of the job functions in over 30 different careers.

    In this program, students develop two competencies:

    • Carries out a process of career exploration
    • Contemplates his/her learning and work possibilities

    Visit the Québec Education Program Career Development page to gain a better understanding of the context in which this program was developed and to download the program documents.

  • Pedagogical Context & Teacher’s Guides

    Pedagogical Context and Teacher’s Guides

    The document Personal Orientation Project (PDF) outlines in detail the pedagogical context of the Personal Orientation Project program as prescribed by the Québec Ministère de l’Éducation et de l’Enseignement supérieur. The following extract from page 10 of this document explains the pedagogical context in which POP is situated:

    In principle, the career explorations carried out by Québec students up to the end of Secondary Cycle One provide the basis and the resources for their choice of learning path and their subsequent academic and career choices. Having begun to build their personal profile and developed the habit of recording useful information in a personal education plan, portfolio or logbook, they have references for planning their explorations, which will themselves be influenced by their choice of learning path. Students who have chosen the Applied General Education Path tend to be attracted by the more concrete nature of this path; they do not have the same motivations as those in the General Education Path. The POP gives Secondary Cycle Two students the opportunity to pursue their career exploration further and to develop competencies that will help them manage their careers throughout their lives. By enabling them to know themselves better and familiarize themselves with tools for career information and exploration and by teaching them to carry out their own career explorations, this program encourages students to take responsibility for their career development.

    A basic knowledge of the Québec school system and the organization of the world of work, trades and occupations, and familiarity with certain Web sites for academic and career information are advantages, if not prerequisites, for the POP program. In addition, experience with career development strategies and emerging self-awareness and awareness of their potential as a result of projects they have carried out in guidance oriented activities provide students with a good basis for the POP. These resources will allow students to continue their reflection and exploration through various activities such as a career day, visits to educational institutions, being a “student for a day,” job shadowing in a workplace, listening to workers talk about their occupations, taking an extracurricular photography course, participation in a peer support group, etc.

    Students should feel free to ask teachers of different subjects about their education and career history and about the job market in their field. They should also ask their parents for their opinions on different trades or occupations, for help finding a business where they can spend time job shadowing, etc. After the POP, and especially in the last two years of Secondary Cycle Two, students may need individual help for various reasons. They can receive support from guidance counsellors and other career information personnel if they are undecided about new explorations to undertake, need advice on choosing among different electives or programs, want to assess their chances of being accepted in a particular program, etc. This program encourages students to take responsibility for their career development.

    The Comprehensive Teacher’s Guide  provides information for teachers that will assist them in directing students’ use of tool kits in the POP classroom. It also contains inventory sheets to manage the materials contained in the associated boxes of materials. Please note that the Teacher’s Guide is currently being revised and updated.

  • How to Use the POP Links Website

    On the homepage of this website you will find:

    • access to all the activity guides by clicking on the first letter of their titles as well as via an alphabetical list at the bottom of the page
    • a brief explanation of what this website is about
    • a list of recent updates to the site, which also indicates whether these updates are new guides or new versions of guides that were already available
    • a form to subscribe via email to the mailing list to receive notifications of major updates to the site

    To return to the homepage from any page in the website, click on the POP Links logo: ppo_small
    The POP Links website is divided into three major sections: Activity Guides, Resources and Information.

    Activity Guides

    The Activity Guides page contains a table listing all the activity guides available, in alphabetical order. This table also indicates:

    • the version number of the most recent update
    • the date of publication of the most recent update
    • whether a new activity guide has been published
    • whether a new version of a guide has been published
    • whether a tool kit is available (i.e. whether materials are required to complete the activity guide)
    • whether a student workbook is available to accompany the activity guide

    To access a particular activity guide, click on the name of the guide. Clicking on a letter at the top of the page will take you to that section of the list of guides.

    Each activity guide page is divided into the following sections:

    • Description and activity boxes: This section describes the proposed exploration and provides access to the online resources needed to carry out each activity. Click on the white arrows in the activity boxes to access websites, files and other online resources mentioned in the activity guide.
    • Download the Activity Guide: Click here for your free download of the activity guide in PDF format. The version number and publication date will allow you to compare this version of the activity guide with the one you already have, if applicable.
    • Download the Workbook: Click here for your free download of the student workbook in PDF format. The student workbook is provided to allow students to record their work, thoughts, calculations and/or answers while exploring an activity guide. The version number and publication date will allow you to compare this version of the workbook with the one you already have, if applicable. Note that the version number of the student workbook should match the version number of the activity guide it goes with.
    • Useful Resources (if applicable): This section contains information about resources that can help students do the exercises in the activity guide (software, applications, etc.), if applicable.
    • Previous Versions and Modification History (if applicable): If a major update is made during the school year, you can find the previous version of the activity guide (and workbook, if applicable) here. The previous version may prove useful for students who have already begun their exploration, avoiding the need to start over with an activity guide that may have undergone major changes.
    • List of Materials (if applicable): If the activity guide is accompanied by a tool kit, this section contains a PDF file providing information about the materials required. Not all activity guides are accompanied by a list of materials.
    • Teacher’s Guide: This section includes the downloadable teacher’s guide to the activity (if available).
    • Other Information for Teachers (if applicable): This section includes other relevant information for teachers, if applicable.

    Resources

    This section provides information about resources related to the POP program.

    Information

    This section includes information about the use of this website as well as a link to the Contact Us page.

  • Contact Us

    If you have any questions about the POP activity guides, tool kits, student workbooks or material updates or if you are a POP teacher and come across a problem on this site or in any of the POP documents (broken link, mistake in an activity guide, etc.), please email the POP Resources Validation Committee. A member of the committee will get back to you as soon as possible.

  • What Is POP Links?

    Welcome to the POP Links website! This website allows you to download all POP activity guides and access the online links and resources necessary to carry out the activities developed for the Personal Orientation Project (POP) program of the Québec Ministère de l’Éducation et de l’Enseignement supérieur (MEES).

    The activity guides serve as tools for exploring various careers and are integral to the career development program entitled Personal Orientation Project offered to 15- and 16-year-old students in Secondary III and IV in the province of Québec.

    The activity guides were developed in partnership with the MEES to meet the needs of students engaging in career exploration; however, all guides are the property of the Commission scolaire de la Beauce-Etchemin, which also maintains this website.

    Begin your exploration by selecting from the alphabetical list across the top of this page or by clicking on the ACTIVITY GUIDES tab to see all the resources available on this website.

    Happy exploring!

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