Course Overview

Designing Your Future, Grade 11, Open, GWL3O

Course Description

This course prepares students to make successful transitions to work, postsecondary education or training. Students explore the realities and opportunities of modern workplaces, while refining their employability skills and learning how to manage their careers. Students target appropriate postsecondary education or training options and begin to implement an action plan and back-up plan for postsecondary success. Throughout the course, students use a personal portfolio to summarize and document a wide range of their knowledge, skills, interests and achievements.

Students examine and reflect on their personal values, abilities and aspirations influencing life’s choices and opportunities. They reflect on their personal relationship with God, some of their social experiences as related to work and the implications of these when planning for the future.

How This Course Supports the Catholic School Graduate Expectations

Students are required to identify their interests, skills, personal characteristics and achievements. Through various activities, assignments and reflections, they come to a deeper understanding of who they are and the gifts, talents and abilities with which God has blessed them. As students become more aware of their skills and interests, they will gain an understanding that one’s purpose or call in life comes from God and they should strive to live out this call throughout life’s journey. Through a variety of activities, students are required to think reflectively and creatively as they explore future goals. They will also have the opportunity to reflect on the impact of economic and societal trends such as globalization. Students are encouraged to reflect on a future that integrates faith with life.

Course Notes

Students are provided with the opportunity to use skills and information learned in the Grade 10 Career Studies course and previous Annual Education Plan activities. Students are expected to expand upon existing portfolios and action plans and revise them as they research possible future destinations and goals.

The development of a Portfolio is ongoing throughout the course. Students are responsible for adding evidence of interests, skills, personal characteristics and achievements at various times. They explain their choices of specific portfolio items throughout the course.

A great deal of the information acquired by students throughout the course is collected and summarized in the Portfolio. Teachers can choose to have students organize their portfolios under the Employability Skills 2000+ headings created by the Conference Board of Canada, i.e., Fundamental Skills, Personal Management Skills and Teamwork Skills. It is important to note however that this specific example of a portfolio is only a suggestion and there are many other possible ways to organize a student’s portfolio. Students who have already completed a portfolio in another course will be given an opportunity to make their portfolio more job specific, i.e., all items in the portfolio show evidence of skills required for a specific career.

Unit 1 will focus on the first two headings, Fundamental Skills and Personal Management Skills. Unit 2 will explore the final heading Team Work Skills.

At the end of the course, students create an Action Plan and Back-up Plan for inclusion in their Annual Education Plan. This describes how the students intend to accomplish work, education/training, and community involvement goals. The Back-up Plan documents additional plans and goals the students have for the future. The Action Plan and Back-up Plan should enhance and build upon any action plan completed prior to this course and the ongoing Annual Education Plan.

In the final unit, students create a reflection paper that outlines future career opportunities related to their interests and document how they plan to continue their learning after high school. Students reflect on the barriers they must overcome to achieve their goals. Throughout the course, students identify and describe personal management skills and teamwork skills and apply these skills in all class activities.

A key component of the course is the use of computers and communication technologies for research and presentations. Students should have access to the Internet and computer programs that have been developed for guidance and career education. Make resources available to students that are an alternative to those that are computer dependent, especially where the school provides limited access. Similarly, assistance for students who do not have computers at home should be planned for.

It is also important for the teacher to provide time for biblical reflection, concentrating on concepts such as finding meaning and dignity in work. Here are two examples:

Eph. 4: 11-12 “And to some, his gift was that they should be apostles; to some, prophets; to some, evangelists; to some, pastors and teachers; so that the saints together make a unity in the work of service, building up the body of Christ.”

Col. 3: 23 “Whatever your work is, put your heart into it as if it were for the Lord and not for men”

Units: Titles and Time

* Unit 1	Fundamental and Personal Management Skills	25 hours
Unit 2	Interpersonal Knowledge and Teamwork	25 hours
Unit 3	Exploration of Opportunities	30 hours
Unit 4	Preparation for Transition and Change	30 hours

* This unit is fully developed in this Course Profile.

Unit Overviews

Unit 1: Fundamental and Personal Management Skills

Time: 25 hours

Unit Description

This unit introduces the concept of an effective and comprehensive personal portfolio. Using the Employability Skills 2000+ profile created by the Conference Board of Canada, students become aware of the Employability Skills most valued by employers today. Portfolios are organized in the three categories of Employability Skills: Fundamental Skills, Personal Management Skills and Team Work Skills. This unit concentrates on Fundamental and Personal Management Skills. The portfolio displays evidence of student’s personal characteristics and skills targeted for a specific audience. Students identify and assess their own transferable skills and how these skills can contribute to their future career goals. Before introduction to the portfolio, students have opportunities to reflect on their achievements and interests to help identify related careers and activities. Various assignments and questionnaire help the student to develop their portfolio on a daily basis.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1	PKV.01, PKV.02, PK2.01, IK1.01, CGE4e, CGE4g	N/A	Course Introduction
2	PKV.03, PK1.03, CGE5a, CGE5b, CGE5h	Thinking Communication	Employability Skills
3	PKV.01, PKV.03, EQV.01, PK1.01, PK1.02, PK1.03, PK2.04, CGE4g	Knowledge Communication Inquiry	Achievement History: Relating Interests to Achievements
4	PKV.01, PKV.03, EQV.01, TCV.03, PK1.01, PK1.02, PK1.03, EQ1.07, EQ3.04, CGE4g, CGE5b, CGE4b	Knowledge Application Inquiry Communication	Matching Occupations to Personal Interests
5	PKV.03, PK3.01, CGE5b	Inquiry Application Communication	Success in the Workplace
6	PKV.02, PK2.01, PK2.02, PK2.03, PK2.04, CGE4g, CGE5h, CGE2c, CGE4e	Application Communication Knowledge	Introduction to Portfolio Development
7	PKV.03, PK3.03, PK3.01, CGE4f	Application Knowledge Communication	Evaluating Personal Management Skills
8	PKV.03, PK3.01, PK3.02, PK3.05, CGE5e	Application Communication	Case Studies: Examining Individual Difference
9	PKV.03, PK3.01, PK3.03, PK3.04, CGE4f	Application Inquiry Communication	Managing Time and Money
10	PKV.02, PK2.04, PK2.05, CGE4g, CGE2c	Communication Application	Portfolio Review
11	PKV.01, PKV.02, PKV.03, PK1.03, PK2.05, PK3.01, CGE4e, CGE4f, CGE4g	Knowledge Application	Skills Required for Success

Unit 2: Interpersonal Knowledge and Teamwork

Time: 25 hours

Unit Description

This unit focuses on the interpersonal and teamwork skills that contribute to success in all areas of one’s life: postsecondary education and training, the world of work, personal relationships, and in the community. Students have the opportunity to demonstrate how they may apply the skills learned in a practicum setting. Students transfer this knowledge to the realm of responsible behaviour at school and in the world outside of school, while also looking at how to avoid and deal with difficult situations. By the end of the unit, students know how they can make contributions to their communities, and conversely, how they can access community resources to reach their personal and professional goals. Portfolio submissions include a self-evaluation of interpersonal skills and a comprehensive list of available support personnel and services.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1	IKV.01, IK1.01, IK1.02, CGE3e, CGE4g, CGE5h	Knowledge Application	Interpersonal and Teamwork Skills
2	IKV.01, IK1.03, CGE2c, CGE4b	Knowledge Communication	Knowing your Audience
3	IKV.03, IK1.04, IK1.05, IK2.01, CGE1d, CGE1h, CGE5e, CGE3a, CGE7e, CGE7h	Knowledge Thinking/Inquiry Communication Application	Protecting Rights and Freedoms
4	IKV.01, IK1.02, IK1.04, CGE4a, CGE4c	Communication Application	Assertiveness Training
5	IKV.01, IK1.02, IK1.04, IK1.05, IK1.06, CGE1d, CGE2c, CGE3c	Knowledge Application Communication	Conflict Resolution
6	IKV.03, IK1.04, IK1.05, IK2.01, CGE1d, CGE3d, CGE7a, CGE7b, CGE7c	Thinking/Inquiry	Ethics and Morality
7	IKV.01, IK1.05, CGE4a, CGE4h	Knowledge	Health and Safety
8	IKV.02, IK1.02, IK2.02, CGE4f, CGE4g	Application Communication	Job Shadow
9	IKV.03, IK2.01, CGE1d, CGE1I, CGE5c, CGE7j, CGE3b, CGE7j	Inquiry Application Communication	Community Involvement Proposal
10	IKV.01, IKV.03, IK2.02, IK2.03, CGE4f, CGE5c	Knowledge Thinking/Inquiry Communication	Networking for Career Exploration

Unit 3: Exploration of Opportunities

Time: 30 hours

Unit Description

This unit provides opportunities for students to explore print, electronic and human resources effectively to conduct research into various workplace and learning opportunities. They present findings in a student-led career fair for peers and lower grades. They identify and explain the impact of economic and societal trends, and make predictions about future developments. Students identify fields of work in geographic contexts and employment-related trends and will examine them using statistical information and census data. They describe and assess opportunities for work, community involvement, and postsecondary learning and sources of funds to achieve these opportunities. Students will examine the effects of language and culture on the achievement of goals. They explore businesses and organizations of many types, along with the effects of labour unions and government legislation.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1	EOV.01, EO1.01, EO1.02, CGE2b	Inquiry Application	Exploring the Media For Work and Learning
2	EO1.03, EO1.04, EO1.05, CGE4a	Thinking Inquiry Application	Researching Learning Opportunities and Places of Work
3	EOV.03, EO1.06, EO1.07, CGE2c, CGE2d, CGE5h	Understanding Communication Application	Presenting Findings at a Student Led Career Fair
4	EOV.02, EO2.01, EO2.02, CGE3b	Knowledge/ Understanding Thinking	Understanding Societal Impacts and Changes
5	EOV.01, EO2.03, EO2.04, EO2.05, CGE2e, CGE4g	Knowledge/ Understanding Thinking Application	Identifying Emerging Opportunities, Trends and Alternative Work styles
6	EOV.01, EO3.01, EO3.02, CGE5b, CGE7e, CGE7j	Knowledge/ Understanding Thinking Communication	Describing Opportunities and Routes to Success
7	EOV.03, EOV.01, EO3.03, CGE4a, CGE5h	Inquiry Understanding	Exploring Self-Employment Alternatives
8	EOV.01, EO3.04	Knowledge/ Understanding Inquiry	Investigating Community Involvement and Leisure Activities
9	EOV.01, EOV.04, EO3.06, EO3.07, EO3.08, CGE4h	Knowledge/ Understanding Inquiry	Researching Postsecondary Learning Options and Funding
10	EOV.01, EO3.09, CGE7f, CGE7g	Knowledge/ Understanding	Understanding the Effects of Languages and Cultures
11	EOV.01, EOV.05, EO4.01	Knowledge/ Understanding Thinking	Exploring Types of Businesses and Organizations
12	EOV.01, EO4.02, EO4.03, CGE5d	Understanding Thinking	Examining the Influences of Labour Unions and Government

Unit 4: Preparation For Transition and Change

Time: 30 hours

Unit Description

Students reflect on the transitions and changes they may face in the future. Various strategies are introduced to effectively prepare for change in their career/life plan. The students continue to develop their Portfolios as they produce effective, up to date resumes and cover letters. Gaining practical experience in job searching and interview skills. The students design an action plan and back-up plan to include in their Annual Education Plan, outlining how they will accomplish their work, education/training, leisure and community involvement goals. They also complete a reflection paper outlining work opportunities, future learning options and internal/external barriers that need to be overcome to achieve their goals.

Unit Overview Chart

Activity	Expectations	Assessment	Focus
1	TCV.02, TC2.01, TC2.02, TC2.03, CGE5b, CGE2b	Knowledge Application	Job Search Skills
2	TCV.02, TC2.03, TC2.06, CGE4f, CGE2d	Communication Application	Interview Skills
3	TCV.02, TC2.04, TC2.05, CGE2c	Knowledge Communication Application	Resume Writing
4	TCV.02, TC2.07, TC2.08, CGE4b, CGE3b	Knowledge Inquiry	Self Employment
5	TCV.01, TC1.01, TC1.04, TC1.06, CGE3c, CGE4d	Thinking Communication	Transition and Change Strategies
6	TCV.01, TC1.02, TC1.03, TC1.04, CGE4b, CGE4d	Knowledge Communication Inquiry	Career Changes
7	TCV.01, TC1.05, TC1.03, TC1.04, CGE4d	Application Communication	Personal Assessment of Managing Change
8	TCV.03, TC3.01, TC3.02, TC3.03, TC3.04, CGE1i, CGE4g, CGE4e	Application Inquiry Thinking Knowledge	Reflection Paper: Future Learning, Barriers to Overcome, Suitable Careers
9	TCV.03, TC3.06, CGE4e	Communication Application	Financial Plan
10	TCV.03, TC3.05, PK2.04, CGE4e, CGE5c, CGE5h	Communication Thinking Application	Achievement of Goals- Action Plan and Back-up Plan
11	PKV.02, PK2.05, TCV03, TC3.05, CGE5c, CGE4g, CGE4f, CGE4e	Knowledge Thinking Application	Portfolio Review: Teacher Student Interview

Teaching/Learning Strategies

The following strategies are intended to help lead students in making successful transitions to postsecondary work, education or training. Students should be provided with numerous opportunities to reflect on their knowledge, skills, interests and achievements.

· Use computer technology, software, the Internet for research and personal exploration.

· Use technology to enhance research, written and oral presentations.

· Formulate a portfolio that displays career educational, personal goals and spiritual growth.

· Participate in group discussions and presentations.

· Conduct career and postsecondary research.

· Participate in community-based learning experiences.

· Conduct personal evaluation of individual skills and interests.

· Analyse case studies to help identify skills and characteristics.

· Complete skills and aptitude assessments.

· Interview and participate in discussions with community (e.g., business leaders, labour union leaders).

· Develop interview techniques.

· Formulate an action plan and back-up plan that describes how goals will be accomplished.

· Participate in role-playing situations.

· Organize a career event at school.

· Present portfolio submissions and research findings in oral setting.

Assessment & Evaluation of Student Achievement

The following assessment tools help students in the self-assessment of their personal knowledge, skills, interests and achievements. They are useful to the teacher when evaluating the students’ knowledge and understanding of expectations such as skills required for post-secondary success.

· checklists

· self-inventories

· paper-and-pencil tests

· rubrics

· Internet delivered tests and questionnaires

Students can use the portfolio to identify personal skills, characteristics and demonstrate that they are aware of the skills most valued by employers.

· peer observation

· teacher observation

· conferencing

· notebook evaluation

· portfolio review

These activities demonstrate to the teacher the levels at which students are reaching the expectations of this course. Projects and discussions are useful in evaluating student’s achievement at the end of a unit or activity.

· reflection writing

· role playing

· written summaries

· individual projects

· group projects

· oral presentations

· group brainstorming

· class discussions

· report writing

Course Evaluation

70% of the final mark for the course is based on evaluations conducted throughout the course on the numerous activities, assignments, and presentations completed by the student. Evaluation reflects each student’s most consistent level of achievement. Learning Skills, effort, punctuality and recorded absences are reported separately. The final evaluation, which represents 30% of the final mark, is derived from the completion of the Portfolio, Action Plan and Back-up Plan, a major Reflection Paper, and the Individual Teacher/Student Interview.

Accommodations

Teachers will follow an individual exceptional student’s IEP using the accommodations as directed by the student’s IEP for the entire range of abilities. They should plan with the appropriate resource teachers to ensure appropriate accommodations. ESL students may require additional accommodations for various terms and content presented throughout the course.

· Use visuals, charts, and notes wherever possible.

· Use handouts of new vocabulary before discussions of a topic.

· When teaching a concept, use real life examples, e.g., Case studies where possible.

· Provide written guidelines for an assignment, e.g., rubric.

· Allow taping of presentations.

· Place students in groups that provide peer support.

· When using visuals in an assignment, process the first few with the students.

· Have the student orally review the instructions.

· Read instructions aloud.

· Reduce the amount of reading material.

· Allow students to photocopy class notes and encourage underlining of important points.

· Reduce the amount of written material required.

· Allow extra time for written assignments with periodic checks for editing.

· Allow for oral testing.

· Allow for extra time on tests requiring written answers.

· Provide written structure for notebooks, assignments, portfolio, etc.

· Chunk research into manageable pieces.

· Use checklists for completion of larger assignments.

· Set clear expectations and review them with the student regularly including timelines.

· Allow a scribe for note taking and testing.

· A written report may be presented in a chart or point-form format.

· Allow students to use written materials to help in oral presentations.

· Prompt students with questions during oral presentations if help is required.

· Organize student grouping to encourage peer support and leadership roles.

Resources

Printed Matter

Burke, J., Jean McCrea, Howard Mintz, and Ron Marleau. Who Am I? Toronto: Toronto District School Board, 1998. ISBN 1-55000-263-5

Campbell, Judith. Life Choices Careers. Toronto: Prentice Hall Ginn Canada, 1998.
ISBN 0-13-244211-6 (p. 32)

Canada Career Consortium. Canada Prospects – Canada’s Guide to Career Planning for People 1999-2000. Ottawa: Canada Career Consortium, 1999. ISBN 1-895813-64-6 (fax request: 613-230-7681)

Career Centre, Erindale College. What Can I Do With A Degree In...? Toronto: University of Toronto, 1992.

Campus Starter: The Magazine for Careers and Education. Victoria: The EI Group, Fall 2000.

Coping with the New Curriculum: Guidance. Toronto: OSSTF, 1999. ISBN 0-920930-55-7

CommuniCAAT 2000-2001. Your Guide to Ontario Colleges.

Greater Toronto Area Cooperative Education Association. Pre-placement and Integration

Curriculum Resource. Toronto: The Greater Toronto Area Cooperative Ed. Association, 1998.

Covey, Sean. The Seven Habits of Highly Effective Teens. New York: Franklin Covey Co.
ISBN 0-684-85609-3

Harp, Rodger. Putting Your Choices Into Action Series. Concord, ON: Career/LifeSkills Resources Inc., 2000. ISBN 1-894422-07-4/1-894422-11-2/1-894422-08-2/1-894422-09-0/1-894422-10-4

Info – The Guide to Ontario Universities for High School Students. 2000.

Misener, Judi and Susan Butler. Horizons 2000+: Career Studies. Toronto: McGraw-Hill Ryerson Ltd., 2000. ISBN 0-07-087411-5

Misener, Judi and Susan Butler. Expanding Your Horizons – Career Development Guide. Toronto: McGraw-Hill Ryerson Ltd., 1999. ISBN 0-07-552866-5

Misener, J. and Susan Butler. Exploring Your Horizons. Toronto: McGraw-Hill Ryerson Ltd., 1998.
ISBN 0-07-552864-9

Plue, Leo, W. Palmer, and C. Karakokkinos. Careers, Today and Tomorrow. Toronto: Irwin Publishing, 2000. ISBN 0-7725-2852-7

Spectrum 2001 Series. Toronto: Guidance Centre/UTP, 2000. ISBN 0-7784-1564-3

Trafford, Larry. Educating the Soul: Writing Curriculum for Catholic Secondary Schools. Toronto: Institute for Catholic Education, 1998. ISBN 0-9699178-5-6

Wallace, Ian. Career Studies 10. Scarborough: Nelson Thomson Learning, 2000. ISBN 0-17-620136-X

Websites

Note: The URLs for the websites have been verified by the writer prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

CanLearn – www.canlearn.ca

Canada Prospects – www2.careercc.org/English/prospects99/00

Career Awareness – www.hrdc.drhc.gc.ca/career

Career Cruising – www.careercruising.com

Career Explorer – www.on.cx.bridges.com

Career Owl – www.careerowl.ca

Canadian Conference of Catholic Bishops – www.cccb.ca

Catholic Worker Movement – www.catholicworker.org

CIBC – www.cibc.com/bin/StudentBudgetTool.pl

College Board – www.collegeboard.org

Conference Board of Canada – www.conferenceboard.ca

Employability Skills Toolkit – www.schoolnet.ca/EmployabilitySkills

Human Resources Development Canada – www.ont.hrdc-drhc.gc.ca

Job Futures – www11.hrdc-drhc.gc.ca/jobfutures

Ontario College Application Service – www.ocas.on.ca

Ontario Conference of Catholic Bishops – www.occb.on.ca

Ontario School Counsellor’s Association – www.osca.ouac.on.ca/cx_resources.htm

Ontario University Application Centre – www.ouac.on.ca

OSAP – www.osap.gov.on.ca

Royal Bank – www.royalbank.com

Scholarships Canada – www.scholarshipscanada.com

Schools in Canada – www.SchoolsinCanada.com

Student Awards – www.studentawards.com

Student Counsellor – www.studentcounsellor.com

Surfing the Net for Job – www.Loyalisc.on.ca/calendar/jobsurf.htm

Schoolfinder – www.schoolfinder.com

OSS Considerations

Choices Into Action. 1999

The Ontario Curriculum: Guidance and Career Education, Grades 9 and 10, 2000

The Ontario Curriculum: Guidance and Career Education, Grades 11 and 12, 2000

OSS, Grades 9 to 12, 1999.

Program Planning and Assessment, Grades 9 – 12, 2000

Cooperative Education and Others Forms of Experiential Learning 2000

Coded Expectations, Designing Your Future, Grade 11, Open, GWL3O

Personal Knowledge and Management Skills

Overall Expectations

PKV.01 · identify and describe their interests, skills, personal characteristics, and achievements, using a variety of assessment strategies, and use this information to determine future goals;

PKV.02 · create and maintain an effective, comprehensive personal portfolio that summarizes and documents a wide range of their knowledge, skills, interests, and achievements;

PKV.03 · demonstrate an understanding of the effective use of the personal management skills, habits, and characteristics that would contribute to success in their selected postsecondary destinations and independent adult life.

Specific Expectations

Self-Knowledge

PK1.01 – identify their strongest transferable skills through an analysis of their school, community, leisure, family, and work achievements;

PK1.02 – produce a summary of their interests, areas of specialized knowledge, and related achievements and identify occupations and leisure activities that require their strongest transferable skills;

PK1.03 – identify the transferable skills and personal characteristics most valued by employers in the fields that interest them and assess how their own skills and characteristics can contribute to their employability in these areas.

Portfolio Development

PK2.01 – explain the benefits of the portfolio process (e.g., for communicating abilities and achievements, for self-directed management of their learning);

PK2.02 – describe the purpose and content of comprehensive personal portfolios and portfolios targeted for specific audiences;

PK2.03 – identify the knowledge, skills, and personal characteristics that they will document in their comprehensive personal portfolios;

PK2.04 – select and organize documentation from various sources (e.g., in-school and out-of-school activities, community involvement) for their comprehensive personal portfolios;

PK2.05 – explain their choices of specific portfolio items as evidence of selected knowledge, skills, and personal characteristics.

Personal Management

PK3.01 – identify and describe the personal management skills, habits, and characteristics that would contribute to success in their selected postsecondary learning or work destinations and explain their importance;

PK3.02 – describe the range of individual differences in how people manage themselves in dealing with issues such as risk, stress, change, time, planning, and personal finances;

PK3.03 – produce an evaluation of their own personal management strengths and weaknesses, including references to how they handle change, stress, time, planning, and personal finances;

PK3.04 – demonstrate the effective use of time and priority management strategies to achieve and maintain a balance among their school, work, and leisure goals;

PK3.05 – identify effective risk, stress, and anger management strategies and use them appropriately.

Interpersonal Knowledge and Skills

Overall Expectations

IKV.01 · describe the elements of effective interpersonal relations and teamwork that contribute to success in postsecondary education and training, work, and community activities;

IKV.02 · demonstrate the ability to use effective interpersonal and teamwork skills in a community-based learning activity;

IKV.03 · identify ways in which they can make a contribution to their communities and ways in which the community can assist them.

Specific Expectations

Interpersonal Relations

IK1.01 – identify and describe the interpersonal and teamwork skills that contribute to success in postsecondary education or training and employment;

IK1.02 – demonstrate the effective use of interpersonal and teamwork skills in their community-based learning activities (e.g., cooperative education placement, community involvement, work experience) and produce an evaluation of their use of those skills;

IK1.03 – demonstrate an understanding of how to communicate with different audiences;

IK1.04 – describe the skills necessary to act as an advocate for themselves or others in situations involving prejudice or discrimination;

IK1.05 – describe respectful and responsible behaviours that are used at school, in the community, and on the job;

IK1.06 – demonstrate the effective use of strategies to reduce conflict and reach mutually agreeable solutions in a variety of settings.

Connecting With the Community

IK2.01 – identify ways in which they can use their interests, skills, and knowledge to contribute to the development of their community or its members;

IK2.02 – demonstrate the ability to develop networks and other supportive relationships with individuals and groups in the school and community for assistance with career exploration and planning;

IK2.03 – identify the types of resource people and support programs available to help students in postsecondary institutions.

Exploration of Opportunities

Overall Expectations

EOV.01 · use print, electronic, and human resources effectively to find and make use of relevant information about work and learning opportunities;

EOV.02 · produce an analysis of emerging trends in society and the economy and their impact on individuals, workplaces, and career opportunities;

EOV.03 · demonstrate in-depth knowledge of selected fields of work and selected occupations;

EOV.04 · demonstrate in-depth knowledge of selected postsecondary education and training options, scholarships, and financial assistance opportunities;

EOV.05 · demonstrate an understanding of businesses and organizations, their operating concepts, and workplace-related legislation and issues.

Specific Expectations

Accessing and Managing Information

EO1.01 – determine the specific types of information they need to make effective decisions about work and learning opportunities;

EO1.02 – locate print, electronic, and human sources of career-related information and assess the sources on the basis of identified criteria, including bias, authority, usefulness, and personal relevance;

EO1.03 – use community-based learning experiences (e.g., paid or unpaid work experience, cooperative education) effectively to gather information about fields of work and the nature of the workplace;

EO1.04 – communicate effectively with appropriate people in person, by telephone, or by e-mail to gather career-related information;

EO1.05 – use appropriate vocabulary, behaviour, and conventions to conduct personal information interviews;

EO1.06 – summarize their collected career-related information, using appropriate charts, graphs, tables, and software;

EO1.07 – communicate the results of their career-related research, using a variety of media (e.g., video, print, computer).

Trends

EO2.01 – identify and explain the impact of economic and societal trends (e.g., globalization, new technologies) on individuals, workplaces, ways of working, and workforce composition and make predictions about future developments;

EO2.02 – describe changing patterns of work life for men and women in Canada generally and in their own communities (e.g., changes in job security, increased prevalence of part-time and contract work, greater participation of women in the workforce);

EO2.03 – identify fields of work, jobs, and self-employment opportunities – in local, regional, national, and international contexts – that are growing as a result of identified trends;

EO2.04 – describe employment-related trends (e.g., the relationship between education levels and earnings or employment rates), using statistical information such as labour market analyses, occupational outlook projections, and census data;

EO2.05 – identify and describe emerging alternative work arrangements, in both local and national contexts (e.g., contract work, portfolio work, talent pooling, telecommuting).

Opportunities

EO3.01 – describe selected fields of work in detail, and assess types of work opportunities and emerging trends within these fields;

EO3.02 – compare and describe selected occupations in detail, identifying the education/training routes needed for entry and the knowledge and skills required for success;

EO3.03 – identify and describe potential self-employment opportunities, using an analysis of needs in their school or community;

EO3.04 – identify and describe selected community involvement and/or leisure opportunities that can contribute to their postsecondary work and learning goals;

EO3.05 – describe in detail and compare selected postsecondary learning options (e.g., specific programs in colleges, universities, or private training institutes; apprenticeships, internship programs; distance education);

EO3.06 – produce a comparison of selected postsecondary institutions on the basis of identified criteria, including location, size, and financial requirements;

EO3.07 – describe selected scholarship/financial assistance opportunities and evaluate them on the basis of identified criteria;

EO3.08 – describe the learning environments, approaches to learning, and learning skills necessary for success in selected postsecondary education or training programs;

EO3.09 – explain the role that knowledge of the French language and culture, and of other languages and cultures, can play in expanding opportunities in Canada and abroad in the context of the global economy.

The Workplace

EO4.01 – identify and describe various types of businesses and organizations (e.g., non-profit organizations, incorporated companies, sole proprietorships and partnerships) in a selected field of interest and explain basic operating concepts (e.g., finance, production, distribution, marketing, administration);

EO4.02 – explain the historical development of labour unions and describe their current role and the collective bargaining process from the point of view of employers and employees;

EO4.03 – describe key features of legislation governing human rights, employment, and workplace health and safety (e.g., Employment Standards Act, Occupational Health and Safety Act) and relate these to their observations of how the rights and responsibilities of employees and employers are addressed in their workplace experiences.

Preparation for Transitions and Change

Overall Expectations

TCV.01 · demonstrate an understanding of the transitions and changes they may face in the future and evaluate their own strengths and weaknesses in managing change;

TCV.02 · demonstrate the effective use of a variety of strategies and resources for finding work and creating work;

TCV.03 · use goal-setting and action-planning strategies effectively to prepare for the next transition in their career/life plan.

Specific Expectations

Managing Change

TC1.01 – describe the practical and psychological challenges and the positive experiences that are part of secondary school graduates’ transitions to new roles and environments (e.g., work, postsecondary education/training, independent adult life);

TC1.02 – demonstrate an understanding of the personal and practical challenges that they may face during career transitions they will experience as adults;

TC1.03 – describe transition strategies that may be helpful to them in directing and managing their own careers;

TC1.04 – demonstrate an understanding of ways of thinking that help people adjust to new situations and environments (e.g., proactive problem solving);

TC1.05 – produce an evaluation of their own abilities to manage planned and unplanned change by analysing effective and ineffective strategies they have used in the past to manage each kind of change;

TC1.06 – describe strategies and/or ways of thinking they need to use or develop in order to prepare for the transition to their first postsecondary destination.

Work Search

TC2.01 – locate and select appropriate work opportunities (summer, part-time, full-time, contract) from electronic and print sources in the “open” (publicly advertised) job market;

TC2.02 – identify and expand the network of contacts that may assist them in accessing the “hidden” (unadvertised) job market in a field of interest;

TC2.03 – identify strategies for finding and predicting employment and self-employment opportunities in a field of work of interest to them (e.g., networking, analysing local news stories);

TC2.04 – produce effective, up-to-date résumés and cover letters for a selected field of work, using word-processing software and employing appropriate vocabulary and conventions;

TC2.05 – create effective on-line résumés and describe the benefits and disadvantages of both on-line and traditional résumés as work search tools;

TC2.06 – demonstrate the ability to present their skills effectively in interviews for work;

TC2.07 – demonstrate the ability to market their business/self-employment ideas and use appropriate software to produce promotional materials (e.g., business brochures, work proposals);

TC2.08 – identify school, government, and community resources and programs that assist entrepreneurs.

Goal Setting and Action Planning

TC3.01 – identify the fields of work, the occupations within these fields, and the self-employment ideas that most suit them and explain why, with reference to their self-knowledge and knowledge of work opportunities;

TC3.02 – produce an evaluation of selected postsecondary learning options, with reference to personally relevant criteria;

TC3.03 – explain how they plan to continue their learning immediately after high school and summarize the advantages and disadvantages of their choices;

TC3.04 – use problem-solving strategies effectively to reduce internal barriers (e.g., skill gaps, health problems) and/or external barriers (e.g., financial constraints, lack of local opportunities) that could interfere with the achievement of their work, learning, and personal goals;

TC3.05 – produce a plan and a backup plan, for inclusion in their annual education plan, describing how they will accomplish their work, education/training, leisure, and community involvement goals;

TC3.06 – identify the financial implications of their postsecondary choices and produce a plan describing how they will manage their finances after high school.

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

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;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good.

Unit 1 | Course Profiles Main Menu

Acknowledgments

Course Description

How This Course Supports the Catholic School Graduate Expectations

Course Notes

Units: Titles and Time

Unit Overviews

Unit 1: Fundamental and Personal Management Skills

Unit 2: Interpersonal Knowledge and Teamwork

Unit 3: Exploration of Opportunities

Unit 4: Preparation For Transition and Change

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Course Evaluation

Accommodations

Resources

OSS Considerations

Personal Knowledge and Management Skills

Overall Expectations

Specific Expectations

Interpersonal Knowledge and Skills

Overall Expectations

Specific Expectations

Exploration of Opportunities

Overall Expectations

Specific Expectations

Preparation for Transitions and Change

Overall Expectations

Specific Expectations