Course Profile Career Studies, Grade 10,
Open, Catholic
Unit 2: Exploring Opportunities
Time: 17 hours
Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5
The focus of Unit 2 is helping students explore the many opportunities and options they will face over the next several years. The unit begins with an exploration of the many learning opportunities available to students both in school and in their communities. With the use of both computers and published materials, students will research occupations that are of personal interest to them. The introduction of career panels will provide students with a first-hand account of various occupations. This unit will also provide students with a detailed account and comparison of their post-secondary options and opportunities to research specific institutions. The unit concludes with an overview of self-employment and the entrepreneurial spirit.
Ontario Catholic School Graduate Expectations: CGE3b, CGE3c, CGE3d, CGE3f, CGE4e, CGE4f, CGE4g, CGE5b, CGE5c, CGE5d, CGE5h, CGE6e.
Strand(s): Exploration of Opportunities, Preparation for Transitions and Change, Personal Knowledge and Management Skills
Overall Expectations: E0V.01, E0V.02, E0V.03.
Specific Expectations: E01.01, E01.02, E01.03, E01.04, E02.01, E02.02, E02.04, E02.05, E02.06, E02.08, PM2.04, PC3.04.
|
Activity 1 |
Exploring Learning Opportunities |
70 minutes |
|
Activity 2 |
Exploring Career Opportunities |
350 minutes |
|
Activity 3 |
Exploring Careers First Hand |
210 minutes |
|
Activity 4 |
Exploring Post-Secondary Options |
240 minutes |
|
Activity 5 |
Exploring Self-Employment/ Entrepreneurship |
140 minutes |
· Students are familiar with basic Internet computer use.
· Teachers should book the Library/Resource Centre and computer lab in advance for the different activities and discuss necessary resources with the librarian and guidance staff.
· Teachers need to plan ahead of time possible career speakers to come to the class in the event that students cannot find speakers.
· Teachers will familiarize themselves with computer applications such as Career Cruising (see Resources in Activity 3) and other Internet resources used in the unit.
· Resources for students to explore colleges (including private colleges), universities, and apprenticeships should be collected.
· Teachers will have to modify the rubric for written work to accommodate the work assessed in this unit.
· Teachers should design a framework for the individual research project outlined in Activity 2: Exploring Career Opportunities.
· learning opportunities in school, parish, and community – teacher-directed leading to individualized reflection
· occupational research – individual research project on career exploration
· career speakers’ panel – experts from the community will share knowledge and experience with students
· post-secondary options – small group and individual research
· barriers to completing an OSSD and strategies to overcome barriers – small groups
· entrepreneurship and self-employment individual student assessment and research on Internet
· Oral Communication Rubric
· Rubric for Written Work
· Scavenger Hunt Checklist
· Individual Research Project Rubric
· Information Checklist
· Worksheet Checklist
· Notebook Checklist
A detailed listing of all resources can be found in the Course Overview.
Info: The Guide to Ontario Universities for High School Students.
Communicat: The Guide to Ontario Colleges for High School Students.
Expanding Your Horizons. (pp. 122-125)
Alberta Occupation Info
www.alis.gov.ab.ca/occinfo
Canada Prospects
www2.careercc.org/English/prospects99/00
Career Cruising
www.careercruising.ca
Career Planning
www.nextsteps.org
Career Explorer
www.on.cx.bridges.com
Could you succeed in a Small
Business?
www.hrdc.drhc.gc.ca/career
Entrepreneurial Traits Quiz
www.mazemaster.on.ca/all.htm
Job Futures
www.hrdc.drhc.gc.ca/jobfutures
Ontario College Application
Service
www.ocas.on.ca
Ontario School Counsellor’s
Association
www.osca.ouac.on.ca/cx_resources.htm
Ontario University Application
Centre
www.ouac.on.ca
Schoolfinder
www.schoolfinder.com
City of Joy.
The Doctor.
Time: 70 minutes
In this activity, students will identify the learning opportunities that exist within their schools, communities, and parishes. These learning opportunities will be explored in the context of a single skill or aptitude that students would like to acquire or develop. Students will focus on possible involvement in a specific school or community activity and the various skills, aptitudes, and management skills that are developed through this personal involvement.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
CGE3e - a reflective and creative thinker who adopts a holistic approach to life by integrating learning from various subject areas and experience.
Strand(s): Exploration of Opportunities, Personal Knowledge and Management Skills
Overall Expectations
E0V.02 - identify a broad range of options for present and future learning, work, and community involvement;v
PMV.02 - identify their interests, skills, characteristics, and accomplishments and describe how these are influenced by their experiences.
Specific Expectations
E02.01 - identify and describe a variety of learning opportunities for secondary school students, including high school courses, community-based learning (e.g., school work transition programs, community involvement, work experience, volunteering, co-operative education), and co-curricular activities;v
PM1.03 - produce an evaluation of the effectiveness of their learning skills and strategies and identify those requiring improvement.
· Teachers should be familiar with co-curricular teams, clubs, and organizations within the community.
· Teachers consult with teacher-librarian, religion, and chaplaincy departments for resources.
· Teachers should modify Appendix C – Oral Communication Rubric so that it can be used for the large group discussion and the individual oral presentations.
· The knowledge and information acquired in this activity is directly related to the completion of the Action Plan. Therefore, teachers should instruct students to refer to the appropriate section of their Action Plan at the conclusion of the activity. This material should be stored in the Action Plan file folder.
None
1. Teachers will ask students to identify one skill/aptitude that they would like to learn or become more proficient at (e.g., learning to play an instrument, improving computer literacy, speaking in front of groups, etc.).
2. Students will identify activities, clubs, teams, committees, and volunteer work that they could be involved with that would give them an opportunity to learn or develop the skill. Examples should come from:
School - course, co-curricular activity, co-op, volunteer work
Community - volunteer, part-time employment, interest courses
Parish - youth group, volunteer work, youth ministry
3. Teachers will call upon students to give a brief oral presentation outlining how a particular activity would provide them with the opportunity to learn/develop the skill. Students should relate a number of different activities with the development of a skill.
4. Teachers will lead a whole class discussion stressing the value of accessing a number of different opportunities for learning or developing a skill.
5. Through a whole class discussion, teachers will identify a number of school and community-related activities (clubs, teams, committees, etc.) and students will determine one skill, character trait, personal management skill, etc., that could be developed by participating in this activity. Several skills and aptitudes should be generated for each activity.
6. Each student will identify one community, volunteer, or school organization or activity that they might choose to be involved in or have been involved with. Students will write a description of what their role would be or is within the organization; what they would be responsible for; and the aptitudes and personal management skills required to carry out those responsibilities. This information will assist students with a completion of their Action Plans.
· E0V.02, E02.01 Formative assessment by teacher of students through the large group discussion on opportunities for involvement. The teacher will use Appendix C – Rubric for Oral Communication to determine if students can identify a broad range of options for future learning.
· E02.01 Formative assessment by teacher of students’ written description of their involvement in a variety of organizations. The teachers will assess the students’ ability to identify and describe the skills that they could acquire from their involvement using Appendix B – Rubric for Written Work.
· PMV.02, PM1.03 Summative assessment by the teacher of the students’ final Action Plan. The teacher will assess students’ ability to identify and describe skills, characteristics, and accomplishments achievable through involvement in a variety of settings.
· Teacher may need to provide very specific questions in order for students to identify the skill or aptitude that they would like to develop.
· For specific accommodations, see student’s IEP.
course calendar for high school
volunteer directory for community
continuing education calendar for evening interest courses
list from Religion Department/Chaplaincy of possible volunteer opportunities
Appendix A – Action Plan
Appendix B – Rubric for Written Work
Appendix C – Rubric for Oral Communication
Time: 350 minutes
In this activity students will explore the process of career research. With the use of film, video, and the computer they will determine where to locate information about careers and how to decide if the career suits their interest profile and values. By completing a career research project the students will gain a better understanding of how self-exploration can assist them in determining an appropriate career and how we can serve others through our life’s work.
The Ontario Catholic School Graduate Expectations
The graduate is expected to be:
A reflective and creative thinker who
CGE3b - creates, adapts, evaluates new ideas in light of the common good;
CGE3d - makes decisions in light of gospel values with an informed moral conscience.
A self-directed, responsible lifelong learner who:
CGE4f - applies effective communication, decision-making, problem-solving, time management and resource planning skills.
A collaborative contributor who:
CGE5b - thinks critically about the meaning and purpose of work;
CGE5c - develops one’s God-given potential and makes a meaningful contribution to society;
CGE5d - finds meaning, dignity, fulfillment, and vocation in work which contributes to the common good.
A caring family member who:
CGE6e - ministers to the family, school, parish, and wider community through service.
Strand(s): Exploration of Opportunities
Overall Expectations
E0V.01 - demonstrate the ability to use a variety of resources to find information about learning, work, and community involvement opportunities;v
E0V.03 - demonstrate knowledge of selected fields of work, occupations, and workplace issues.v
Specific Expectations
E01.01 - identify and describe an occupational classification system (e.g., National Occupational Classification) and identify occupational groups in this system that are of interest to them;v
E01.02 - demonstrate effective use of print, video, and computer-based resources to locate, select, and evaluate career-related information on the basis of identified criteria;v
E01.03 - identify questions that are appropriate for gathering relevant career-related information and use them effectively in information interviews with people in selected fields of work;v
E01.04 - demonstrate the ability to organize selected career information effectively, using word-processing, database, spreadsheet, and information-management software;v
E02.0 - demonstrate knowledge of selected occupations, including education/training requirements, duties, employment prospects, and the knowledge and skills valued by employers.v
· Students are familiar with the use of the computer including various applications and the Internet.
· Teachers will arrange with the teacher/librarian for students to complete research in the library.
· Teachers will familiarize the teacher/librarian with the research project and ask them to prepare information.
· Teachers will inform the Guidance Office of the research project.
· Teachers should book a computer lab for individual and whole class research.
· Teachers need to select several different occupations from NOC and photocopy a different occupation profile for each student. Teachers should select occupations that cover a wide variety of background requirements and skills.
· Teachers should obtain the video The Doctor or City of Joy or another movie which demonstrates the concept of serving the community through one’s work.
· Teachers should be aware that Grade 9 students have studied the concept of informed moral conscience in their Grade 9 Religion classes. Teachers may refer to Be With Me, Theme 4.2 or Dreams, Dilemmas and Decisions, 1.2.
· The knowledge and information acquired in this activity is directly related to the completion of the Action Plan. Therefore, teachers refer students to the appropriate section of their Action Plan at the conclusion of the activity. This material should be stored in the Action Plan file folder.
1. Teachers will put 30 occupations from NOC in a hat and ask students to select one. Teachers should ask the students not to trade them with each other. The students will review the profile for their occupation and write a reflection paper on why they think this occupation would or would not suit them. They draw on information they have learned about themselves through the self-inventories completed in the previous unit and should be very specific in their reflection.
2. Teachers will list occupational categories on the board (e.g., business-related careers, helping, technical, etc.) and ask students to identify common characteristics that people in those occupational categories process.
3. Students will identify the occupational category that best suits their interests, natural inclination, and personality.
4. Teachers will conduct a whole-class discussion on the reasons why we work. It is essential to stress that many people work not only for provision of their basic needs but for the purpose of self-actualization. Teachers may wish to show a film focussing on how it possible to find meaning and fulfillment through one’s work (refer to suggestions in Planning Notes).
5. Teachers and students will read the gospel passage of the talents (Matthew 25:14-30) to the class. A whole-class discussion will follow exploring the notion of using and developing the gifts that God has given us. Teachers will stress the point that part of the response to God’s call involves using our gifts in our work/careers.
6. Teachers will lead a whole-class discussion on how one would go about researching career information. The students will determine places to find career information in the school and community, e.g., library, guidance office, career centre, newspaper, computer programs, and the Internet. Teachers will record the ideas on the board.
7. Teachers will hand out the Scavenger Hunt Activity. Students will work in partners to collect the information. Teachers will review the answers with the class and collect the work.
8. Teachers will introduce the Individual research project on career exploration. The design and content of the research project is left to the individual teachers. Students will select an occupation from an occupational group and using their inventory results from the previous unit determine if the occupation would be suitable for them. They will also answer the following questions in their written work:
a) How would this occupation fulfill your personal and career goals?
b) In what way could you serve God and society through this occupation?
c) What skills might you develop through this occupation which would enable you to minister to your family, parish, and wider community?
The contents of the individual research project should be kept and referred to when students are completing their Action Plans.
· E0V.01, E01.02 Formative assessment by the teacher of students’ scavenger hunt. The teacher will assess the students’ ability to find career resource material from a variety of sources.
· E0V.03, E01.01 Formative assessment by the teacher of the students’ research project.
· E01.04, E02.08 Teachers will assess the students’ ability to demonstrate knowledge of various occupations, educational training requirements, duties, employment prospects, etc., and identify occupational groups that are of particular interest to them. Students will be assessed on their ability to organize their career information using the computer tools.
· Student will be partnered in order to access peer support.
· Teacher may provide additional structure for the individual research project
· Teacher will provide more individual instruction when using the computer
· Teacher will clarify vocabulary in career-related materials.
· For specific accommodations see student’s IEP.
Web Sites
Alberta Career Information
www.alis.gov.ab.ca/occinto
Canada Prospects – Canada’s Guide
to Career Planning 1999-2000
www.careerccc.org
Career Planning
www.nextsteps.org
Job Futures (CD-ROM version – phone
819-954-4800)
www.hrdc.drhc.gc.ca/jobfutures
Videos
City of Joy. Tristar Home Video, Patrick Swayze, 1992.
The Doctor. Touchstone Home Video, William Hurt and Elizabeth Perkins, 1991.
None
Time: 210 minutes
In this activity, students will design a set of interview questions to acquire relevant career-related information. These questions will form the basis for the career panel presentations. The panel will consist of speakers from a variety of career areas. Students, with teacher assistance, will be responsible for finding a career speaker, moderating the panel session and facilitating a question and answer session
Ontario Catholic School Graduate Expectations
The graduate is expected to be a collaborative contributor who:
CGE5b - thinks critically about the meaning and purpose of work.
Strand(s): Exploration of Opportunities
Overall Expectations
E0V.01 - demonstrate the ability to use a variety of resources to find information about learning, work, and community involvement opportunities;v
E0V.03 - demonstrate knowledge of selected fields of work, occupations, and workplace issues.
Specific Expectations
E01.03 - identify questions that are appropriate for gathering relevant career-related information and use them effectively in information interviews with people in selected fields of work.v
· Book the library/career centre and computer lab for research using Career Cruising.
· Choose dates for Career Panel Speakers to present in advance. Each panel of three speakers will constitute one class period.
· Teacher should be familiar with Career Cruising.
· The knowledge and information acquired in this activity is directly related to the completion of the Action Plan. Therefore, teachers should instruct students to refer to the appropriate section of their Action Plan at the conclusion of the activity. This material should be stored in the Action Plan file folder.
Students should be familiar with basic Internet/CD-ROM computer use.
1. In a whole class discussion, students will generate a list of major topic areas that they would like to know about when considering a particular occupation. The list should contain the following:
a) education/training required;
b) day-to-day activities;
c) specific skills/personality needed;
d) income/job security/future outlook;
e) career satisfaction.
2. Teachers will divide the class into groups of four to five students and ask each group to formulate five or six questions pertaining to the major topic areas generated in Strategy 1. Teachers may need to provide questions for students which will serve as examples. These questions should enable students to acquire relevant career-related information.
3. Students will use the computers to investigate one occupation from Career Cruising. Students will pay particular attention to the interview section of the program. Based on these interviews, students will re-examine their interview questions and may modify or add to their previously devised interview questions. The choice of this occupation should be consistent with the self-knowledge they acquired in Unit 1.
4. Teachers will post a list of occupational grouping (e.g., arts, social business, technical, science) and each group will select one occupational grouping that they will focus on for the Career Panel presentation. Based on this selection, the group will select a particular career and this career will be featured in the Career Panel.
5. In their groups, students will be responsible for contacting a career speaker to participate in a panel discussion. The teacher will provide a structure for students to follow when contacting speakers. Ideally, students should contact people that they know in the community, neighbours, family friends, and relatives. Students must provide a list of questions for the career panel session. The teacher will screen the questions and provide feedback. It would be advantageous to give these questions to the speakers prior to presentations.
6. Three speakers will participate in the career panel on two assigned days. The group responsible for arranging the speaker will act as hosts. The host group’s responsibilities should include:
a) greet speakers and escort them to the classroom;
b) introduce speakers to class; provide some general biographical information in this introduction;
c) pose questions to the speaker; teacher may need to assist if students are weak oral communicators;
d) facilitate a question and answer session;
e) thank the speaker.
· E0V.01, E01.03 Formative assessment by teacher of students group work and the interviewing process. The teachers will ascertain whether the students were able to identify appropriate questions in their small groups and use them appropriately when interviewing the guests on the career panel. An information checklist would be an appropriate assessment tool.
· Teacher will provide more individual instruction when student is using Career Cruising.
· Students should be placed in groups that provide peer support.
· Students may need to have the interview questions modelled.
· For specific accommodations, see student’s IEP.
Web Sites
Career Cruising
http://www.careercruising.ca
Job Futures (CD-ROM version – phone
819-954-4800)
www.hrdc.drhc.gc.ca/jobfutures
None
Time: 240 minutes
In this activity, students will research one of three post-secondary options: university, college, or private training school. The research required will be structured through the use of a worksheet and students will be responsible for using the Internet, various college and university calendars, and private school publications to complete their research. Teachers will provide students with a comprehensive comparison of post-secondary options and will include the apprenticeship program.
Ontario Catholic School Graduate Expectations
The graduate is expected to be:
CGE4 - a self-directed, responsible, lifelong learner who examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities.
Strand(s): Exploration of Opportunities
Overall Expectations
E0V.02 - identify a broad range of options for present and future learning, work, and community involvement.v
Specific Expectations
E02.02 - describe and compare a variety of post-secondary learning options, including university, college, apprenticeship, private training, distance education, and on-the-job training.v
· Teachers acquire web site addresses for colleges and universities. These can be obtained from Info and Communicat Publications available in the Guidance Office.
· Class sets of university and college calendars would be helpful to have on hand.
· Publications from private training schools should be ordered in advance.
· Teachers should book computer/career lab for at least two class periods to facilitate student research.
· Teachers should familiarize themselves with the apprenticeship model used in Ontario including a list of occupations regulated by apprenticeships and the training involved.
· The knowledge and information acquired in this activity is directly related to the completion of the Action Plan. Therefore, teachers instruct students to refer to the appropriate section of their Action Plan at the conclusion of the activity. This material should be stored in the Action Plan file folder.
· Students should be familiar with looking up web sites on the computer.
1. Students will research one of three post-secondary options. The class will be divided equally between university, college, and private training schools. Students will complete a worksheet based on their research.
2. Teachers will assist students with their research by providing them with web site addresses, university and college calendars, and private training school publications.
3. After students have completed their research, the class will be divided into groups of three. Each triad will ideally be composed of one student from each of the three post-secondary options.
4. Students will share their research findings within their triad, thus informing students of specific information regarding college, university, and private training schools.
5. Teachers will lead a whole class discussion comparing the three post-secondary options. This discussion should include similarities, differences, advantages, disadvantages, practical versus theoretical education, occupational expectations, and admission requirements, etc.
6. Students will be instructed to research two specific post secondary programs that are of personal interest to them. The choice for these programs should be related to both their interest and future goals. The research should include the program length, admission requirements, marks required, and courses they will study. Students will also be instructed to refer to their Action Plans and include any relevant post secondary information they have acquired in their plan. (Sample worksheet at the end of this activity.)
7. Teachers will provide students with a detailed summary of the apprenticeship program including the procedure for becoming an apprentice, the length and requirements for completing the program, and a list of trades/occupations regulated by the apprenticeship program.
8. Teachers will briefly outline alternative post-secondary options such as distance education and on-the-job-training.
9. Teachers
will conduct a whole class discussion by raising the following question:
“What would prevent you from acquiring a post-secondary education or training?”
Student responses should be listed on the board and should include the
following:
a) lack of financial resources;
b) lack of grades, diploma, effort in high school;
c) family responsibilities;
d) lack of direction;
e) the conscious or unconscious decision to settle for less than what you are capable of.
10. Teachers will divide the class into small groups and each group will develop strategies of how to overcome the possible barriers to post-secondary education or training listed on the board. The groups will share their strategies with the class.
11. Teachers will lead a Socratic discussion where they will ask students what would happen if they were unsuccessful in achieving a high school diploma or post-secondary training. Teachers will stress the importance of finding a job, even if it is at the minimum wage, and of doing the job to the best of one’s ability. Students should use this job as a means of ascertaining what aspects of the job appeals to them and of then actively looking for another job that would match their interests.
12. Teachers will inform students of options that are available once they have left the regular high school system. These options would include continuing education courses in high school and community college, government-sponsored educational and training opportunities, Internet/long distance education, etc.
· E0V.02, E02.02 Formative assessment by teachers of students’ Research Worksheet and group work. The teachers will assess the students’ ability to identify future school and work options and their ability to describe and compare those options.
· Student should be placed in groups that provide peer support.
· Teacher will provide more individual instruction for research using the computer.
· Teacher may clarify and simplify the Research Worksheet.
· For specific accommodation refer to the student’s IEP.
Career Explorer
www.on.cx.bridges.com
CommuniCAAT 2000-2001. Your Guide to Ontario Colleges.
Info – The Guide to Ontario Universities for High School Students. 1999.
Mazemaster
www.mazemaster.on.ca
Ontario College Application Service
www.ocas.on.ca
Ontario University Application
Service
www.ouac.on.ca
Schoolfinder
www.schoolfinder.com
Exploring Your Horizons. Chapter 4, Part 2 (pp. 44 to 54)
None
Post-Secondary Option ____________________________
College/University/Private Training/Apprenticeship
Examples in Ontario (specific names of institutions)
a)
b)
c)
d)
e)
Describe the general admission requirements (courses, marks):
Average length of a program
Average cost of a program (include tuition, books, residence, etc.)
Qualifications earned upon completion
Identify the one specific institution that you are researching.
List three programs that this institution offers.
a)
b)
c)
Select one of these programs
Outline the requirements for this program:
Courses
Marks
Additional requirements:
Briefly describe the program including the courses of study, method of delivery, and potential occupational opportunities.
Briefly describe the advantages and disadvantages of the post-secondary option you have explored.
Advantages:
Disadvantages:
Time: 140 minutes
In this activity, students will acquire an understanding of various forms of self-employment. They will consider entrepreneurial endeavours as a career option and will focus on their own personality traits/characteristics and examine whether they would be suitable entrepreneurs. Students will consider the advantages and disadvantages of self-employment.
Ontario Catholic School Graduate Expectations
The graduate is expected to be a collaborative contributor who:
CGE5c - develops one’s God-given potential and makes a meaningful contribution to society;
CGE5h - applies skills for employability, self-employment, and entrepreneurship relative to Christian vocation.
Strand(s): Exploration of Opportunities
Overall Expectations
E0V.03 - demonstrate knowledge of selected fields of work, occupations and workplace issues.
Specific Expectations
E02.04 - describe various forms of self-employment (including entrepreneurship), the characteristics of successfully self-employed people, and the advantages and disadvantages of self-employment as a career option.v
· Teachers should book time in the career/computer lab.
· Teachers should thoroughly familiarize themselves with the Web sites that will be used for the entrepreneurial assessments.
· Teachers should have back-up print material in case of computer difficulties.
· Students are able to access the Internet web sites.
1. Teachers will lead a whole class discussion focussing on entrepreneurial endeavours that students may have participated in when they were children (e.g., setting up a lemonade stand, selling apples/cookies for organizations). The discussion should include the following topics:
a) reasons for choosing the entrepreneurial activity;
b) how the activity was organized;
c) how they would organize it differently;
d) improvements that they would have made based on their life experiences.
2. Teachers will highlight what is required in this assignment by presenting various examples and prompting student exploration. Teachers may need to provide examples of skills/talents that students might not recognize as having market potential. Students will write a one- to two-page report which includes:
a) a description of a marketable skill or talent that they possess;
b) a plan for how they would use this talent to generate income (make a product, provide a service);
c) a plan for how they would organize their business venture to maximize success;
d) determine the pros and cons of self-employment.
Teachers will select individual students to share their reports with the class.
3. Students will use the following web sites and complete the “Could You Succeed In Small Business?” and the “Entrepreneurial Traits Quiz” to determine whether they might possess the characteristics needed to succeed in self-employment.
http://www.hrdc.drhc.gc.ca/career
(Could You Succeed In Small Business?)
www.mazemaster.on.ca/all.htm
(Entrepreneurial Traits Quiz)
4. Students will use the Internet and make notes pertaining to the different types of self-employment opportunities (e.g., franchise, partnership, sole proprietor).
www.mazemaster.on.ca/all.htm
5. Students will write a one page reflective/summary in which they will assess whether they would be suitable entrepreneurs. Students should outline the qualities and traits needed to be successful as an entrepreneur and determine if they possess these traits. Selected students will share their responses with the class.
6. Teachers will lead a whole class discussion focussing on how some people have been given the personality and character traits needed in success for self-employment. These “gifts” should be developed and utilized to contribute to the common good. Students will consider individuals that they might know and relate to the class how these individuals contribute positively to society.
· E02.04 Formative assessment by teacher of the students’ report. The teacher will use Appendix B – Rubric for Written Work to assess the students’ knowledge of various aspects of self-employment including the advantages and disadvantages of this work option.
· Students will be partnered with peers who can provide support during computer activities.
· Teacher will provide more individual instruction when using the computer.
· For specific accommodations refer to the student’s IEP.
Web Sites
Could You Succeed In Small
Business?
www.hrdc.drhc.gc.ca/career
Entrepreneurial Traits Quiz
www.mazemaster.on.ca/all.htm
Appendix B – Rubric for Written Work