2026 Census Teacher's Kit
Activity 2: Be a farm data detective

While you can use the current Web version to navigate the Teacher's Kit, each individual activity and handout is available in a downloadable PDF format. We encourage you to access the following PDF version in order to print and complete the activities.

2026 Census Teacher's Kit—Activity 2: Be a farm data detective (PDF, 215.15 KB)

Time required:
1 to 2 class periods

Grade level:
Grades 1 to 4 (easily adaptable for younger or older students)

Lesson overview

In this lesson, students will become farm data detectives, just like the experts who support the Census of Agriculture. They will design agriculture-related questions, survey their classmates, and organize their data to create a simple bar graph that represents their findings.

While students will conduct their own mini-survey in class, they'll also learn that in Canada, agricultural data aren't collected in person— farmers across the country complete the Census of Agriculture themselves by completing their census questionnaire.

This activity introduces students to key concepts in data collection and analysis, reflecting how real agricultural data are gathered.

Curriculum connections

  • Social Studies: Explore the role of agriculture and food production in Canada; understand how data support community planning and decision-making; develop awareness of Canadian identity.
  • Math: Practice collecting data, creating simple graphs, and interpreting results.
  • Language Arts: Develop oral communication skills and practice forming clear, purposeful questions.
  • Science: Learn about food systems, agricultural practices, and how humans interact with the environment (e.g., through farming and land use).

Learning objectives

By the end of this lesson, students should be able to:

  • Understand the purpose of the Census of Agriculture and how it helps support agriculture in Canada
  • Develop and ask simple survey questions related to agriculture
  • Collect, organize, and tally data from their classmates
  • Create a basic bar graph to show their findings
  • Interpret their results and make connections to how agricultural data are used at the national level.

Materials needed

  • Chart or graphing paper (or an online graphing tool)
  • Survey worksheet (see Appendix A)
  • Clipboards (optional)
  • Markers, rulers, pencils

Lesson procedure

1. Hook (10 minutes):

  • Begin with asking the class the following question: "If you went to visit a farm, what questions would you like to ask the farmers?"
  • Introduce the idea of the census, focusing on the Census of Agriculture, which takes place every 5 years in Canada.
  • Explain that students will become "farm data detectives" for the day.

2. Model the activity (10 minutes):

  • Share sample questions students could use for their classroom "Census of Agriculture":
    • What's your favourite fruit or vegetable?
    • Have you ever visited a farm? (Yes/No)
    • What would you grow if you had your own farm?
    • Which farm animal do you think we have the most of in Canada?
  • Demonstrate how to collect answers using tally marks on a chart.
  • Show how to turn tally data into a simple bar graph.

3. Student activity - conducting the survey (20 to 30 minutes):

  • Each student chooses or is assigned one agriculture-related question.
  • Students survey their classmates and record responses using tally marks.
  • Once complete, students count and total their results.

4. Graphing and analyzing data (20 minutes):

  • Students use their data to create a bar graph.
  • As a class, display and discuss some of the graphs:
    • "What does this tell us about our class?"
    • "How might this kind of data help real farmers or the government make decisions?"

Opportunities for assessment

  • Observe student engagement and accuracy during the survey process.
  • Monitor participation in class discussions and question development.
  • Review completed survey worksheets, including tally charts and bar graphs.
  • Evaluate responses to the reflection question: "What did I learn about how collecting data helps us understand agriculture in Canada?"

Adaptations and differentiation

  • To simplify: Encourage students to use yes/no questions and create bar graphs with support from a teacher or buddy.
  • To extend: Challenge students to create a double bar graph, comparing responses between two groups (e.g., morning class vs. afternoon class, or students who like fruit vs. students who like vegetables).
  • For multilingual learners: Show a finished example using one of the sample questions, give students sentence starters to help them talk or write, and pair them with a classmate who can help.

Teacher tips

  • Remind students that the Census of Agriculture is more than just collecting numbers — it helps support farmers and the agricultural community.
  • Use this lesson to highlight how important agriculture is in everyday life; from the food we eat to the jobs it supports and its role in Canada's economy.

Appendix A

Name:

Date:

My survey question:

Tally chart (keep track of how many people vote for each answer here)

Example: favourite vegetable is carrots

 

 

 

 

 

 

 

 

 

 

 

Graph your results here:

 

 

 

 

 

2026 Census Teacher's Kit
Activity 1: Colour and count

While you can use the current Web version to navigate the Teacher's Kit, each individual activity and handout is available in a downloadable PDF format. We encourage you to access the following PDF version in order to print and complete the activities.

2026 Census Teacher's Kit—Activity 1: Colour and count (PDF, 1.64 MB)

Time required:
1 class period (can be broken up into three shorter sessions)

Grade level:
Junior kindergarten (JK) and Grade 1

Lesson overview

Kindergarteners and Grade 1 students will practise their counting skills while colouring. Just as the census counts people, they will count objects in a picture. They will also be introduced to concepts specific to First Nations, Métis and Inuit communities. Three themes are available: Counting Canada, Living in the North and Berry Counting.

Curriculum connections

  • Mathematics
    • Demonstrate an understanding of basic numbers.
  • Arts
    • Develop fine motor skills and consolidate understanding of colours.
    • Explore images from different cultures.
    • Identify basic forms.
  • Geography
    • Identify Canada and its basic provincial and territorial boundaries.
    • Identify differences within Canadian landscapes and agriculture.

Learning objectives

  • Gain a basic understanding of the census.
  • Gain a basic understanding of Canadian geography.
  • Be introduced to concepts specific to First Nations, Métis and Inuit communities

Materials needed

Annual Retail Trade Survey: CVs for operating revenue – 2024

Annual Retail Trade Survey: CVs for operating revenue – 2024
Table summary
This table displays the results of Annual Retail Trade Survey: CVs for operating revenue – 2024. The information is grouped by Geography (appearing as row headers), CVs for operating revenue and percent (appearing as column headers).
Geography CVs for operating revenue
percent
Canada 0.12
Newfoundland and Labrador 0.22
Prince Edward Island 0.46
Nova Scotia 0.13
New Brunswick 0.43
Quebec 0.23
Ontario 0.23
Manitoba 0.45
Saskatchewan 0.22
Alberta 0.31
British Columbia 0.33
Yukon 0.21
Northwest Territories 0.09
Nunavut 0.19

Variant of the North American Product Classification System (NAPCS) Canada 2022 Version 1.0 for Manufacturing and Logging - Update 1 (extension variant) - Background information

Status

This variant of the North American Product Classification System (NAPCS) Canada 2022 V1.0 was approved as a departmental standard on January 22, 2026. It replaces the NAPCS 2022 Version 1.0 - Manufacturing and Logging variant. This is the first update of the current variant, and it’s named “Variant of NAPCS Canada 2022 version 1.0 – Manufacturing and Logging - Update 1”.

The Annual Survey of Manufacturing and Logging Industries (ASML) is a survey of the manufacturing and logging industries in Canada. It is intended to cover all establishments primarily engaged in manufacturing and logging activities as well as some sales offices and warehouses which support these establishments.

The details collected include principal industrial statistics (such as revenue, salaries and wages, cost of materials and supplies used, cost of energy and water utility, inventories, etc.), as well as information about the commodities produced and consumed. Data collected by the ASML industries help measure the production of Canada's industrial and primary resource sectors, as well as provide an indication of the well-being of each industry covered by the survey and its contribution to the Canadian and Provincial economy.

Within Statistics Canada, the data are used by the Canadian System of National Accounts, the Monthly Survey of Manufacturing and Prices programs. The data are also used by the business community, trade associations, federal and provincial departments, as well as international organizations and associations to profile the manufacturing and logging industries, undertake market studies, forecast demand and develop trade and tariff policies. The manufacturing variant was created to capture additional details on products that NAPCS Canada 2022 Version 1.0 would otherwise not have collected. By adding an extra (eighth) digit to the classification, additional detail can be collected.

Detail changes to the standard classification are described in the introduction of each new version of NAPCS Canada.

To simplify the presentation of this variant, only the part of the standard classification (NAPCS Canada) directly related to ‘manufacturing’ (manufactured goods) is kept, and the rest of NAPCS Canada categories (non-manufactured goods, and services, except manufacturing services are excluded from the structure of this variant (these are NAPCS Canada groups 511 to 871).

Changes to the Variant of NAPCS Canada 2022 Version 1.0 - Manufacturing and Logging

The Variant of NAPCS Canada 2022 version 1.0 – Manufacturing and Logging has been updated as of January 22, 2026 to help the Annual Survey of Manufacturing and Logging Industries (ASML) program with improving the measurement of the production and use of manufactured homes  and components thereof, vaccines for human use, and Helium. The updated variant is named Variant of NAPCS Canada 2022 version 1.0 – Manufacturing and Logging - Update 1. There are six (6) variant codes that have been expanded to fourteen (14) codes as shown in the Code Changes table below:

Old ASML variant Code Old ASML variant English Title Updated ASML variant Code Updated ASML variant English Title GSIM Type of Change

27111170

Other industrial gases, n.e.c.

27111171

Helium

RC4.2 - Split off

27111170

Other industrial gases, n.e.c.

27111179

Other industrial gases, n.e.c.

RC4.2 - Split off

27311920

Blood and blood derivatives, vaccines, toxoids, and other biologics, for human use

27311921

Vaccines (except allergens for immunization), for human use

RC4.1 - Breakdown

27311920

Blood and blood derivatives, vaccines, toxoids, and other biologics, for human use

27311922

Blood and blood derivatives, toxoids, and other biologics, for human use

RC4.1 - Breakdown

47111120

Prefabricated metal residential and farm service buildings, and components thereof

47111121

Prefabricated metal residential buildings, and components thereof

RC4.1 - Breakdown

47111120

Prefabricated metal residential and farm service buildings, and components thereof

47111122

Prefabricated metal farm service buildings, and components thereof

RC4.1 - Breakdown

47112110

Prefabricated wood buildings

47112111

Panelized homes and unassembled prefabricated wood homes

RC4.1 - Breakdown

47112110

Prefabricated wood buildings

47112112

Non-residential unassembled prefabricated wood buildings

RC4.1 - Breakdown

47112210

Components for prefabricated wood buildings

47112211

Wall panels, partitions, studs and structural components for prefabricated wood buildings

RC4.1 - Breakdown

47112210

Components for prefabricated wood buildings

47112212

Wooden floor panels and floor joists for prefabricated buildings

RC4.1 - Breakdown

47112210

Components for prefabricated wood buildings

47112213

Wooden roof panels and roof trusses for prefabricated buildings

RC4.1 - Breakdown

47112210

Components for prefabricated wood buildings

47112219

Other structural or non-structural components for prefabricated wood buildings

RC4.1 - Breakdown

47113110

Manufactured (mobile) homes

47113111

Manufactured and modular homes 

RC4.1 - Breakdown

47113110

Manufactured (mobile) homes

47113112

Mobile homes

RC4.1 - Breakdown

Description of changes in the classification, including Codes, Titles, Classes, Subclasses and Detailed categories (Based on GSIM)

Hierarchical structure

The structure of the NAPCS Canada 2017 variant for Manufacturing and Logging is hierarchical. It is composed of five levels.

level 1: group (three- digit standard codes)
level 2: class (five-digit standard codes)
level 3: subclass (six-digit standard codes)
level 4: detail (seven-digit standard codes)
level 5: detail (eight-digit variant codes)

2026 Census Teacher's Kit

While you can use the current Web version to navigate the Teacher's Kit, each individual activity and handout is available in a downloadable PDF format. We encourage you to access the following PDF version in order to print and complete the activities.

2026 Census Teacher's Kit (PDF, 3.78 MB)

The 2026 Census Teacher's Kit has been developed for K-12 teachers across Canada to help them incorporate information about the census into their teaching programs.

This kit is designed to:

  • provide you with ready-to-use activities that make subjects like mathematics and social studies come to life in a fun and dynamic way,
  • give you and your students access to valuable census data tools for your research projects, and
  • help your students relate to an important part of our Canadian heritage and gain a new perspective on their community.

If you have questions or comments about the 2026 Census Teacher's Kit, please contact Census Communications.

Note: A separate 2026 Census Adult Education Kit is available for educators who teach English or French as a second language (ESL or FSL) classes.

Planning

The best time to incorporate the Teacher's Kit into your curriculum is early April to May 2026. This will coincide with Statistics Canada's national census awareness campaigns and with the arrival of census information in households across Canada. Teachers are also encouraged to use these activities and concepts, and statistics obtained through the census, throughout the school year.

Note: these activities are intended as a suggestion or a source of inspiration; educators should feel free to adapt activities to their program and student needs.

Each activity plan includes the following:

  • Overview: A short paragraph outlining what the students will be doing in the activity.
  • Estimated completion time: An estimate of how long the three-part activity should take to complete with a group of students. Activities range from 50 to 100 minutes of total in-class time, with suggestions for "next steps" to follow. Teachers are encouraged to add or omit sections to meet their classroom needs.
  • Suggested grade level: A recommended grade range for the activity.
  • Learning objectives: A set of cross-curricular learning goals for each activity.
  • Curriculum connections: A list of curriculum expectations that are related to the activity.
  • Materials needed: A list of general classroom supplies, online resources and handouts to support each activity.
  • Lesson procedure: A suggested road map for the lesson, including a hook/mind on activity, the activity itself, and a way to wrap up the lesson.
  • Opportunities for assessment: Aspects of the lesson that can be used to assess students' knowledge or progress regarding certain topics and skills.
  • Adaptations and differentiation: A short list of simplification, extension, and support strategies to help teachers accommodate a range of student needs.
  • Teacher tips: Context or references for teachers to aid them in leading the activity.

Quick census facts

What is the census?

The Census of Population provides a statistical picture of Canada and its people. Almost every country in the world conducts a census on a regular basis.

The Census of Population collects information, in five-year intervals, on every person living in Canada, with some exceptions. For more details, refer to the section "Who will be included in the census?"

The Census of Agriculture is conducted every 5 years, at the same time as the Census of Population. The Census of Agriculture collects information on every agricultural operation in Canada. It provides a comprehensive profile of the physical, economic, social and environmental characteristics of Canada's agriculture industry.

When will the next census be held?

The next census will take place in May 2026 throughout the country, except for select Northern and remote communities where collection begins in February 2026.

Why conduct the census?

The census collects important information that is used for making informed decisions. Census information is used to plan programs and services that support employment, schools, public transportation and hospitals.

It is the primary source of sociodemographic data for specific population groups, such as lone-parent families, Indigenous Peoples, immigrants, seniors and language groups.

According to the Statistics Act, a census must be conducted every 5 years, and every household in Canada must participate.

Privacy and confidentiality

In Canada, great care is taken to ensure that information collected in the census is clearly in the public interest and cannot be obtained effectively from other sources.

Statistics Canada places the highest priority on maintaining the privacy and confidentiality of individuals and their questionnaires. Stringent instructions and procedures have been implemented to ensure that confidentiality is maintained at all times. For instance, census data are processed and stored on a highly restricted internal network and cannot be accessed by anyone who has not taken the Statistics Canada oath of secrecy.

Who will be included in the census?

Canadian citizens, landed immigrants (permanent residents), people who have claimed refugee status (asylum seekers), and people from another country with a work or study permit and family members living here with them are included in the census.

How can I complete the questionnaire?

Most households will receive a letter in the mail or hand-delivered by a census employee, that invites them to complete the census questionnaire online.

Completing the questionnaire online helps to improve data quality, saves time for respondents and reduces paper waste. Instructions on other methods of completion, for those unable to complete their census online, are outlined in the census invitation letter.

Who uses census data?

All levels of governments, Indigenous leadership, businesses, associations, community organizations and many others use census data. The following are some examples:

  • Demographic data from the census are used to produce population estimates. In turn, these population estimates are used to determine representation in Parliament, to calculate transfer payments between levels of government and to support various government programs across the country.
  • Government departments use census data to determine population age trends to estimate future demand for child tax benefits and Old Age Security pensions.
  • Indigenous leadership uses census information on Indigenous languages to assess the need for services in traditional languages and to create programs to support the learning and growth of these languages in their community.
  • Communities use census information on population growth and movement to plan services such as schools, daycares, police services and fire protection services.
  • Town planners, social welfare workers and other government agencies use census information on families.
  • Life insurance companies base their premium tables on census age data.
  • Businesses determine new factory, store and office locations based largely on the size and distribution of the population in different areas, which are determined through census data.
  • Manufacturers of household and farm equipment use census data in determining the best market locations for their products. They can also assess the benefits of developing specific products by knowing the characteristics of the population in particular areas.

Resources

  • The Census of Population on the Statistics Canada website provides information on past Census of Populations as well as the upcoming 2026 Census of Population.
  • The Census of Agriculture on the Statistics Canada website provides information on past Census of Agricultures as well as the upcoming 2026 Census of Agriculture.
  • A brief history of the Canadian census is a Statistics Canada resource on the history of the census from the first one conducted in North America 1666 to our most recent one in 2021. It also has information regarding how historical census records can be obtained.
  • Library and Archives Canada collections database contain information provided by Library and Archives Canada. Educators can search and access images, videos, articles, statistics and other featured resources about Canada and its history.
  • Statistics Canada's data repository is an online socioeconomic database of statistics obtained through various Canadian surveys and census questionnaires. Statistics Canada encourages people to download and reuse its data.
  • The Census of Agriculture survey is an online resource for both general and specific information about the Census of Agriculture, including archived versions of census questionnaires and data from previous years.
  • The Census of Population survey is an online resource for both general and specific information about the Census of Population, including data sources, methods used by the census and archived versions of census questionnaires.
  • The Indigenous Liaison Program serves as a bridge between Statistics Canada and First Nations, Métis and Inuit communities, and Indigenous organizations. Program objectives include increasing understanding of and access to Statistics Canada's data, products and services, and helping to build the statistical capacity of Indigenous peoples and organizations.

List of topics in the Monthly Supplement to the Labour Force Survey (Labour Market Indicators)

2026 February – Reservation wage

2026 January – Intentions to leave job

2025 December - Digital Platform Employment

2025 November – Employability and job security

2025 October – Financial difficulty / Job satisfaction

2025 September - Skills match

2025 August - Reasons for multiple jobholding / Labour underutilisation

2025 July - Student work experience / Insecurity towards employment prospects

2025 June - Retirement / Actions taken to improve employment prospects

2025 May - Work Location / Commuting / Work Location Flexibility

2025 April - Flexible Work Schedules / Job Security

2025 March - Paid Leave / Benefits of self-employed workers

2025 February - Work Location / Remote work location / Willingness to move

2025 January - Intentions to leave job

2024 December – Digital Platform Employment

2024 November – Work location / Upskilling

2024 October - Financial difficulty / Access to care leave / Job satisfaction

2024 September - Skills match

2024 August - Work Location / Pay Satisfaction

2024 July - Childcare and career progression

2024 June - Work Location / Remote work location

2024 May - Work Location / Commuting / Work location flexibility

2024 April - Scheduling and work-life spillover / Occupation or industry change

2024 March - Career prospects / Reservation wage

2024 February - Work Location / Work Location Flexibility / Reservation Wage

2024 January - Intentions to leave job

2023 December - Digital Platform Employment

2023 November - Work location / Employability and job security / Immigrants' education and labour market experience

2023 October - Financial difficulty / Job satisfaction / Types of payment and unpaid wages

2023 August - Work location / Reasons for multiple jobholding

2023 July - Student work experience

2023 June - Retirement

2023 May - Work Location / Commuting

2023 April - Work stress and mental health absences

2022 December - Work location / Digital platform employment

2022 November - Work location / Upskilling

2022 October - Work location / Financial difficulty / Inflation responses

2022 September - Work location / Childcare and career progression

2022 August - Work location / Work values / Work ethic / Intentions to leave job

2022 July - Work location

2022 June - Work Location / Remote work location / COVID-19 Benefits

2022 May - Work Location / Commuting / Work location flexibility / COVID-19 Benefits

2022 April - Work location / Telework / Work schedules / COVID-19 Benefits

2022 March - Work location / Reservation wage / Career prospects / COVID-19 Benefits

2022 February - Work location / Reservation wage / Willingness to move / COVID-19 Benefits

2022 January - Work location / Intentions to leave job / COVID-19 Benefits

Questionnaires for the Monthly Supplement to the Labour Force Survey can be found at the following link: Other versions of the questionnaire - Labour Market Indicators

Monthly Survey of Food Services and Drinking Places: CVs for Total Sales by Geography - November 2025

CVs for Total sales by geography
Geography Month
202411 202412 202501 202502 202503 202504 202505 202506 202507 202508 202509 202510 202511
percentage
Canada 0.19 0.14 0.17 0.22 0.16 0.15 0.16 0.09 0.10 0.07 0.06 0.11 0.23
Newfoundland and Labrador 0.75 0.71 0.69 1.01 0.63 0.78 0.45 0.50 0.46 0.32 0.31 0.72 2.76
Prince Edward Island 4.09 4.39 4.99 1.26 1.09 0.87 0.72 0.81 0.79 0.52 0.55 1.48 4.95
Nova Scotia 0.38 0.42 0.48 1.57 0.60 0.58 0.42 0.35 0.33 0.26 0.25 0.54 2.20
New Brunswick 0.57 0.62 0.59 0.82 0.57 0.51 0.42 0.49 0.38 0.30 0.34 0.59 2.72
Quebec 0.56 0.24 0.29 0.54 0.36 0.53 0.26 0.16 0.20 0.18 0.14 0.31 0.29
Ontario 0.31 0.29 0.34 0.35 0.31 0.23 0.36 0.17 0.16 0.11 0.10 0.18 0.33
Manitoba 0.48 0.55 0.70 0.74 0.75 0.56 0.50 0.39 0.47 0.37 0.31 0.59 0.96
Saskatchewan 0.75 0.99 0.65 0.69 0.52 0.54 0.47 0.53 0.51 0.37 0.41 0.59 0.96
Alberta 0.31 0.28 0.38 0.59 0.41 0.32 0.34 0.25 0.29 0.20 0.18 0.27 0.43
British Columbia 0.26 0.22 0.29 0.49 0.29 0.20 0.24 0.16 0.23 0.16 0.13 0.23 0.41
Yukon Territory 2.42 2.25 3.18 26.12 3.86 2.69 2.04 2.49 2.63 1.70 1.56 2.06 14.29
Northwest Territories 2.91 3.57 3.42 34.07 18.21 2.90 17.86 3.30 2.66 2.20 1.79 2.62 18.24
Nunavut 61.05 6.85 4.28 129.91 6.89 59.24 66.28 9.14 9.60 44.04 3.40 5.24 48.80

Eh Sayers Episode 30 - GDP Explained Without Putting You to Sleep (We Promise!)

Release date: February 2, 2026

Catalogue number: 45200003
ISSN: 2026002

Listen to "Eh Sayers" on:

The Gross Domestic Product (GDP) tells us about the health and size of Canada's economy. But for those of us who don't own or operate multi-million-dollar companies, why does it matter at all? In this episode, Amanda Sinclair, Assistant director for the National Economic Accounts at Statistics Canada, explains some surprising ways GDP can be useful and why, for certain Canadian households, the numbers don't always seem to add up.

Economic accounts statistics

Host

Max Zimmerman

Guest

Amanda Sinclair

Listen to audio

Eh Sayers Episode 30 - GDP Explained Without Putting You to Sleep (We Promise!) - Transcript

Max: Welcome to Eh Sayers!, a podcast by Statistics Canada, where we meet the people behind the data, and explore the stories behind the numbers. I'm your host, Max Zimmerman.

If you flip on the news, read the business section or hear politicians sparring about Canada's economy, there's one thing that always seems to get brought up: the GDP or Gross Domestic Product.

But, I didn't realize just how much the GDP affected me personally until recently when I became a first-time home buyer. This is when I learned that the interest rate that I will be paying on my mortgage for the next 5 years is influenced by, you guessed it, the GDP.

I wanted to know more... What other aspects of my life are so closely intertwined with Canada's GDP numbers? I had to talk to someone here at Statistics Canada that knows what they're talking about.

Amanda: Hi, my name is Amanda Sinclair and I'm an assistant director for the National Economic Accounts at Statistics Canada.

Max: So I know that economists here at StatCan and have a preferred method of measuring the economy. Can you tell us what that method is and how it's measured?

Amanda: Yeah. Gross domestic product, I would say is the key measure of our economy's size, performance, and general health. And it measures the final value of all the goods and services that we produce in Canada in a given period of time. That could be a quarter or a year. There are three ways to measure GDP. The first is the production or value-added approach where we estimate the total value of all the goods and services produced, and we subtract out the inputs of the cost of the inputs to produce those things.

So for an example, a bakery producing bread, we measure the value that they sell that bread for to final consumers. And we take out all of the inputs, like the flour and the sugar, even the electricity to run the bakery. We subtract that out and that gives us an indicator of the value added. The second approach to measuring GDP is the income approach, and for this one, we estimate all of the incomes that accrue from producing goods and services. So for example, with the bakery example, there would be employees who would be earning wages from producing or baking that that bread. There would also be the business owner who would get a return, and governments can also earn income from production. The main example here being that there's GST or sales tax charged when goods are sold.

The final approach is called the expenditure approach. And here we add up all of the final consumption that takes place in a given period. This could be households, purchasing goods and services for their own consumption, governments also buy goods and services, businesses could be investing in capital assets, or we could sell our goods and services to other countries in the form of exports. And when we do exports, we actually do it on a net basis to remove imports. So it's exports minus imports.

But these three ways allow us to measure the overall size and performance of the economy in a given period. And it really is a strength of our system here in Canada that we, on a quarterly and annual basis, we do all three approaches. So we're not just relying on one set of data, we do all three ways, and then they're reconciled in order to provide a coherent, consistent picture of what's going on in our economy.

Max: So we're measuring productivity with the GDP, and if I as a worker become more productive as time goes on, what difference does that make in my life? Because it's easy to see how, if I'm more productive, that's beneficial to my agency or my company. But how does that actually benefit me in the long run?

If I take your example of the bakery, let's say… If I'm a baker and some revolutionary technology, machinery comes around that allows me to make dough at a way faster rate or something like that… I can easily see how that would benefit the bakery. The bakery is going to make more money, and that in turn is going to, you know, increase the GDP, the value added that the bakery can add to the economy. So that's good for the bakery, it's good for the economy. How is it actually good for the baker, the worker themselves?

Amanda: Yeah. So yeah, you're talking about labor productivity. It's another key, economic indicator of evaluating how our economy is performing.
It's an indicator of the efficiency. And so, as you indicated, if people can produce more output with the same or less amount of time, they would be considered more productive, more efficient. And generally there's a close relationship between labor productivity and real wages. So as those employees can produce the same amount of output for their company with the same amount of input—so the same amount of hours worked—generally, there's an incentive there to have real wages increase. So the company could therefore turn around and provide wage increases to those employees, which would then benefit their cost of living and living standards. So productivity is tightly correlated with supporting rising standards of living.

Max: I'm curious about some of the limitations of the GDP. If the GDP is strong for a country, does that mean everything is good? Or if it's bad, does that mean that everything is going badly? Like how do we make sense of that?

Amanda: GDP is a great economic tool to understand how the economy is performing. However, it is an aggregate picture of what's going on, and therefore it can overlook inequalities or vulnerabilities that exist. For example, when we produce GDP, we also calculate a household saving rate. However, this is an aggregate measure of how much all Canadian households might be saving in a given period, and it doesn't highlight how there is great inequality that could exist amongst households with some faring much better than others. GDP also excludes unpaid household work and volunteer work, and these take place outside of the general market economy, which is why they're not included in GDP. However, these activities do have a very significant impact on a country's economic productivity and social value.

For example, people could not go to work and support the economy if they didn't have people at home doing those activities like childcaring and cooking and cleaning. And finally, GDP does not account directly for the depletion of natural resources. Another common critique, I would say of the GDP measure is that it overlooks these environmental harms that can be caused by economic activities.

However, I would say that the system of national accounts, which is that international framework for how countries should measure GDP does get updated periodically, and there's been a very strong recognition that some of these limitations that I just mentioned should be accounted for. And so with the newest version of this framework, there are recommendations that countries produce separate sort of extension or satellite accounts that take into account these various limitations.

And a good example of this is that Statistics Canada produces something called the distributions of household economic accounts, where we estimate how income consumption, savings, and wealth are distributed across different types of households. And this product allows us to see that while, for example, maybe the household saving rate is increasing, it is not improving for all households. Some are faring better than others.

Max: Yeah, that's so interesting because I think that oftentimes when we hear officials or reporters cite these numbers on GDP and we hear, oh, the economy is rebounding or doing well, like especially coming out of COVID, I think that that doesn't necessarily always resonate with Canadians because like you said, different households have different experiences and if we're being told the economy's doing great and it doesn't feel like that for you, it can be confusing.

Amanda: Absolutely, absolutely. And sometimes those aggregate indicators that are included in GDP can be driven by a small segment of the population. If we're saying that, you know, households are spending more, it could be that households of higher income might be driving that spending where other households are looking at their own experience saying, that's not what's going on for me. So these additional products that really go below the top line number and dig into the data in a more granular way, help us and Canadians and policymakers really understand where there could be those vulnerabilities.

Max: Okay, nice. And for those of us that follow economic news, we hear reporters frequently talk about the GDP, but I understand that there might be a difference in the way that they're talking about GDP and the way that we talk about it here at StatCan. Could you talk more about that for us?

Amanda: Yeah, so when Statistics Canada reports the latest GDP data, we focus on the quarter-to-quarter percent change in the real GDP. So real GDP is an indicator of the volume of activity that takes place. So this removes the impact of price changes. We don't want to necessarily say that the economy increased just because prices went up. We're really looking to see whether or not, after we removed price change, did the economy in fact produce more goods and services. So that's what Statistics Canada focuses on.

However, sometimes media outlets, people will often hear them quote the annualized quarterly percent change. And the main difference here is that the annualized rate compounds the quarterly growth rate by assuming that the same percent change will occur for four consecutive quarters.

So when people look at the media or the news headlines, they'll see often a larger number quoted, both are accurate. The one that we report, the quarterly figure, or the one that the media reports, which is often the annualized quarterly figure, they're both accurate, but users should just take note in terms of understanding which one is being quoted.

Max: Yeah, that makes sense. So if Canadians would like to learn more about the GDP or Canada's economy, where could they go?

Amanda: So the Statistics Canada website would be a great starting point. We have the Daily article that provides an overview of the main stories and drivers of the most recent GDP data. But the economic account statistics portal is a good one-stop shop where you can find all of the latest data tables and analytical articles.

Max: Thank you so much for coming in, Amanda. Thanks for your time and your expertise.

Amanda: Of course. Thank you for having me.

Max: You've been listening to Eh Sayers! Thank you to our guest, Amanda Sinclair. If you'd like to learn more about the GDP, you can visit the link in our show notes. This podcast is available wherever you get your podcasts. There, you can also find the French version of our show called Hé-coutez bien! If you like this show, please rate, review and subscribe. And as always, thanks for listening.

Labour Market Indicators – February 2026

In February 2026, questions measuring the Labour Market Indicators were added to the Labour Force Survey as a supplement.

Questionnaire flow within the collection application is controlled dynamically based on responses provided throughout the survey. Therefore, some respondents will not receive all questions, and there is a small chance that some households will not receive any questions at all. This is based on their answers to certain LFS questions.

Labour Market Indicators

ENTRY_Q01 / EQ 1 - From the following list, please select the household member that will be completing this questionnaire on behalf of the entire household.

RES_Q01 / EQ 2 - Imagine that you found a suitable job. What is the lowest amount of pay, before taxes, that you would be prepared to accept?

  1. Per hour
  2. Per day
  3. Per week
  4. Per two weeks
  5. Per month
  6. Per year
  7. Minimum wage
  8. Other

Introduction to Some Key Elements of a Well-Designed Questionnaire (19220010)

In this session, we will look at key elements of a questionnaire that encourage respondents to complete a survey. The focus will be on elements such as the introduction, accompanying text as well as appeal, and not on the different ways of formulating the questions. The objective is to provide those who occasionally design questionnaires practical advice to help make a questionnaire stand out. This session is intended for beginners. Some familiarity with basic statistical concepts would be beneficial/advantageous but not required.

English Information Sessions

French Information Sessions