Course Overview

Managing Personal Resources, Grade 11, Workplace Preparation, HIP3E

Course Description

This course prepares students for living independently and working successfully with others. Students learn to manage their personal resources (including talent, money, and time), to develop interpersonal skills, and to understand economic influences on workplace issues, in order to make wise and responsible personal, as well as occupational, choices. The course emphasizes the achievement of expectations through practical experiences and introduces students to skills used in researching and investigating resource management.

Managing Personal Resources is a Workplace Preparation course. It is designed to equip students with the knowledge and skills they need for direct entry into the workplace or for admission to apprenticeship programs and other training programs offered in the community. The skills and knowledge obtained by students in this course will help to prepare them for a variety of jobs, training programs, and careers. Teaching and learning strategies will emphasize workplace applications of the course content, and will also explore the theoretical material that underlies these practical applications. This course has been designed from a skills based approach where students obtain the skills necessary to be prepared for independent living.

Workplace preparation courses emphasize the development of generic employment skills, as well as independent research and learning skills. Students are required to demonstrate that they have developed these skills. Throughout this course the importance of lifelong learning is emphasized.

Social science skills are introduced in the unit where they first are applied but will be used throughout the course. Specific expectations will be listed each time they are taught.

Inclusiveness of all ethnic, racial, cultural groups, and both genders is a cornerstone of the course. The course deals with sensitive, but important issues. Students’ reactions to these issues must be respected. Teachers should be prepared for potential disclosures and work with school counsellors who will have outside agency contacts.

Teachers must be sensitive to the variety of cultural, ethnic and religious beliefs and customs which students have and make adjustments to Teaching/Learning Strategies, when necessary, to respect and build on these variations. Similarly, teachers must be sensitive to the variety of socio-economic levels and family structures of students and be prepared to make accommodations to learning experiences and resources, as needed.

The activities take into account the variety of students’ abilities, backgrounds, interests and learning styles. Expectations will be modified in accordance with the student’s IEP, to assist the student in learning about living independently in the community. In this course students will learn how to work effectively with others, developing team skills, effective communication skills, research and analytical skills, all of which can be transferred to many occupations.

Throughout the course students will be required to complete reflective journals on a wide variety of topics. While the teacher should give direction on what is required within the journal, students should have the opportunity to expand on these ideas. Journals should be open-ended. A rubric for assessing journals is included in Appendix 2.

Although written for adolescents in Grade 11, this course could be adapted for adult students. While the practical skills may be similar, the content would need to be adjusted and revised to be more relevant to adult learners.

Units: Titles and Time

* Unit 1	Course Introduction: Discovering Self	25 hours
Unit 2	Decision Making: Controlling Your Destiny	20 hours
Unit 3	Communication: Skills and Practical Application	20 hours
Unit 4	The World of Work	20 hours
Unit 5	Money Management: Affording your Dreams	25 hours

* This unit is fully developed in this Course Profile.

Unit 1: Course Introduction: Discovering Self

Time: 25 hours

Description

Students examine the skills that are necessary in the workplace today. After completing a self-assessment, they compare their personal inventory of skills to present workplace needs. Students determine how talent is used as a personal resource by researching various celebrities in our society. Brainstorming and case study investigation help students to determine the factors that impact both positively and negatively on the effective management of talent. Students apply this knowledge to their own personal situation and determine the impact on their own talent management. Students research financing options to develop their personal talent. After identifying their own values and beliefs, students are encouraged to look to their future and contemplate what resources they have to assist them to achieve personal success. Students are encouraged to build “people skills” as part of their personal skills inventory. This unit culminates in students producing a personal biography, narrated in third person, depicting how their talents affect their lifestyles and career paths in their future. Students accomplish this by expanding on the knowledge they learned about themselves throughout this unit.

Unit Overview Chart

Activity	Time	Expectations	Assessment	Tasks
1. Identifying my talent as a personal resource	3 hours	PRV.02, CFV.01, ISV.03, PR2.03, CF1.02, IS1.03	Knowledge/ Understanding Application	Brainstorming Journal Reflection
2. Managing talent - models of success in our society	5 hours	PRV.02, ISV.01, ISV.02, ISV.04, PR2.02, IS1.04, IS2.02, IS3.01, IS3.02	Knowledge/ Understanding Thinking/Inquiry Communication	Worksheets Discussion on Video Internet Search Research Oral Presentation
3. Managing talent - discovering influences	5 hours	SOV.01, PRV.01, PRV.02, CFV.02, SO1.01, PR1.03, PR2.01, CF2.03	Knowledge/ Understanding Thinking/Inquiry Communication Application	Compare and Contrast Brainstorming Case Studies or Journal Worksheet
4. Talent maintenance - looking to the future	3 hours	CFV.01, CFV.02, CF1.01, CF2.05	Knowledge/ Understanding Communication Application	Personal Symbol Class Discussion Journal Reflection Worksheet Case Study
5. Talent development - Building “people-skills”	3 hours	SOV.01, SOV.02, SO1.04, SO2.03	Thinking/Inquiry Communication Application	Journal Discussion Self-Promoting Advertisement Worksheets
6. Biography of Me: linking my talent to my future (culminating activity)	6 hours	CFV.01, PRV.02, ISV.02, ISV.04, CF1.01, PR2.03, IS2.02, IS3.02	Thinking/Inquiry Communication Application	Lists Partner work Group Work Presentation/Project

Unit 2: Decision-Making: Controlling Your Destiny

Time: 20 hours

Description

Good decisions result in better use of our time, money, and other personal resources. Students investigate common approaches to decision making, ultimately learning that the best decisions involve careful thought and planning. In this process, students are made aware of the significant relationship between effective decision-making and well being. Through goal-setting and skill-identification, students develop a personal lifestyle and employment plan to help them gain some control over their destiny. This plan enables students to understand how to use their time most effectively in attaining a goal, specifically their occupational goal.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1 2 hours	PRV.01, PR1.02	Knowledge/Understanding	Making a decision “let me count the ways”
2 3 hours	PRV.01, ISV.03, PR1.01, PR1.04, IS1.03	Knowledge/Understanding Application Communication	Effective Decision-Making
3 4 hours	PRV.01, PRV.02, ISV.03, PR3.01, PR3.02, IS1.03	Knowledge/Understanding Thinking/Inquiry Application	Facing the challenge: too many decisions not enough time
4 11 hours	PRV.01, PRV.02, CFV.01, CFV.02, ISV.02, ISV.03, PR1.04, PR2.03, PR4.01, CF1.03, CF1.04, CF2.02, CF2.04, IS2.01, IS3.02	Knowledge/Understanding Thinking/Inquiry Communication Application	Accepting the challenge: personal lifestyle and employment plan

Unit 3: Communication: Skills and Practical Application

Time: 20 hours

Description

Students learn the value of effective communication. Through the study of the elements of the communication process, students have a better understanding of how to improve their own relationships. Students apply what they have learned about the theories of communication to their own lives and in the world of work. They also identify how power and conflict can be used both positively and negatively in relationships.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1 5 hours	SOV.01, SOV.03, SO1.02, SO3.01, SO3.03	Knowledge/Understanding Communication	How We Communicate
2 8 hours	SOV.02, SOV.03, SOV.04, SO2.02, SO2.03, SO3.02, SO4.01, SO4.02, SO4.03, SO4.04	Thinking/Inquiry Application Communication	Effective Relationships
3 7 hours	SOV.05, SO5.01, SO5.03	Knowledge/Understanding Thinking/Inquiry Application Communication	Conflict Resolution

Unit 4: The World of Work

Time: 20 hours

Description

Students examine their place in the world of work. Persons involved in non-traditional careers may also be invited into the classroom. Students identify both the costs and the benefits of work, and the impact, that work will have on their lives. They examine the rights and responsibilities of an employee and the government regulations that affect their employment. Teachers may wish to make arrangements for students to be involved in practical experiences such as job shadowing, work experience, interviews of employers and guest speakers from the community, in careers of interest to students.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1 7 hours	SOV.01, SOV.04, CFV.02, SSV.03, SO1.03, SO4.05, CF2.01, SS3.01	Knowledge/Understanding Thinking/Inquiry Application	Achieving Success in the Workplace
2 4 hours	CFV.03, SSV.03, CF3.01, SS3.02, SS3.03	Knowledge/Understanding Application	Earning a Pay Cheque
3 9 hours	SOV.02, SOV.05, CFV.03, ISV.01, SO2.01, SO2.04, SO5.02, SO5.04, CF3.01, CF3.02, CF3.03, IS1.02	Knowledge/Understanding Thinking/Inquiry Communication	Safety in the Workplace Occupational Health and Safety Personal rights and responsibilities

Unit 5: Money Management: Affording Your Dreams

Time: 25 hours

Description

Students explore how they can manage their money. They identify and demonstrate effective money management techniques. Students explore the resources available in their community to help them achieve their financial goals. They apply social science research skills to look at the “bigger picture” and the role that the economy plays in their own lives. Finally students identify and apply effective consumer decision-making techniques.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1 10 hours	PRV.02, SSV.02, SSV.03, ISV.02, PR4.01, SS2.01, SS2.02, SS2.03, SS3.04, IS1.03, 1S2.01	Knowledge/Understanding Thinking/Inquiry Application Communication	Managing Your Money
2 5 hours	SSV.01, ISV.01, ISV.02, ISV.03, ISV.04, SS1.01, SS1.02, SS1.03, IS1.01, IS1.03, IS2.03, IS2.04	Knowledge/Understanding Thinking/Inquiry Communication	The Big Picture: The Economy
3 10 hours	PRV.01, PRV.02, ISV.02, ISV.03, ISV.04, PR4.02, PR4.03, PR4.04, PR4.05, PR4.06, IS1.03, IS1.04, IS2.02, IS2.04, IS3.01, IS3.02	Knowledge/Understanding Thinking/Inquiry Application Communication	Consumer Decision Making

Teaching/Learning Strategies

It is recommended that teachers follow the order of units and activities given in the course profile because of the sequential nature of the learning. This course allows students to examine personal resource management. Through hands-on activities students learn to identify and manage the resources in their lives. They develop the skills that allow them to keep pace with an ever-changing world. This curriculum is designed to allow students to explore connections with each other, their families, and the world of work.

A variety of strategies involving various sectors of the local community are recommended throughout the course. Teachers need to use the most appropriate methods and materials to help students achieve the expectations as outlined in their IEPs. Practical experiences and simulations related to the real world provide opportunities for exploring and expanding activities in the area of personal and family resource management.

There are times within the course that the teacher may wish to use practical activities to reinforce classroom learning. Food labs would be one such example. Safe use of equipment and materials is taught prior to any activities requiring such safe practices. It is essential that students are fully aware of the means in which to operate the specialized equipment available for use in this course.

A variety of Teaching/Learning Strategies is encouraged. Some examples of strategies include: brainstorming, case study, class discussion, collaborative/cooperative learning, computer-assisted learning, discussion, food labs, demonstration, homework, independent study, journal writing, learning centres, mind map, note making, problem solving models, report writing, presentations, social science research, interview, Socratic lesson, guest speaker, work experience and job shadowing.

Assessment & Evaluation of Student Achievement

Student achievement is the measurement of learning. It must be congruent with the assessment of the clusters of learning expectations. It must reflect the balance of the Achievement Chart for Social Sciences and Humanities. Seventy percent of the grade is based on evaluations conducted throughout the course. Thirty percent of the grade is based on final evaluation in the form of an examination, performance, and/or other method of evaluation suitable to the course content and administered towards the end of the course. The final evaluation could involve one or more of the following: written examination, oral examination, oral report or presentation, case study application, social science research project.

Students should be provided with numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations, across all four categories of the Achievement Chart. Some examples of strategies are: paper-and-pencil tests, performance assessment, presentations, checklists, research projects, portfolios, logs, journal, verbal feedback, critique, formal/informal teacher observation, reflection. Examples of tools are: criteria based checklists, criteria-referenced marking schemes, quizzes, tests, rubrics, rating scales, anecdotal comments, and suggestions for improvement.

Methods of Evaluating Student Achievement

· Diagnostic: occurs at the beginning of a term, a unit of study, or whenever information about prior learning is useful.

· Formative: during learning; ongoing feedback to the teacher and student about quality of learning and the effectiveness of instruction.

· Summative: usually carried out at the end of a learning process; may include feedback and/or evaluation.

The nature of the expectations in this course allows for many opportunities for students to apply the knowledge and skills that they gain throughout the course.

Accommodations

Teachers using this profile should be acquainted with students’ Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations. For most exceptional students, the learning expectations will be the same as or similar to the expectations outlined in the curriculum policy document. Accommodations such as specialized supports and services may be provided with support from the Special Education staff to help students meet the expectations.

There is a wide range of teaching/learning strategies available to teachers. Teachers are encouraged to expand teaching strategies in order to best meet the needs of all students, and accommodate different learning styles.

Some examples of accommodations are: oral testing, using a scribe for written work, demonstration of skills, peer tutoring, small group work, simplified instructions, flexible timelines, modifying handouts, instructions and project guidelines, enrichment activities. Special education teachers are supports in this area, and their expertise should be sought.

Use a wide variety of print and illustrative material. Encourage ESL/ELD students to use bilingual dictionaries, if necessary, and to use their first language to plan, organize, and write a first draft of either written or performance product.

Resources

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

Ministry Documents

Choices into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999.

The Ontario Curriculum, Grades 11 and 12, Social Sciences and Humanities, 2000.

The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000.

Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999.

Associations

Canadian Home Economics Association, 307-1521 Slater Street, Ottawa, ON K1P 5H3
Tel: (613) 238-8817 – http://www.chea-acef.ca

Credit Counselling Services of Toronto. 45 Sheppard Avenue East, Suite 810, Toronto, ON M2N 5W9.
– http://www.creditcanada.com

Family Services of Ontario, locate your local agency via the phone book

Ontario Association of Credit Counselling Service P.O. Box 189, Grimsby, Ontario L3M 4G5,
Tel: (905) 945-5644 Fax: (905) 945-4680

Ontario Home Economics Association – http://www.ohea.on.ca

Ontario Women’s Directorate - Your Money, Your Life, Your Way! Learning for Life, ENO discussion forums – http://www.enoreo.on.ca/owd_forum/

Textbooks

Glossen, Meek and Smock. Creative Living, 7th ed. McGraw-Hill, 2000. ISBN 0-02-648144-8

Sasse, C.R. Families Today, 3rd ed. McGraw-Hill, 2000. ISBN 0-02-643278-1

Eubanks, Sasse, Glosson. Shaping Your Future. 2000. McGraw-Hill. ISBN 0-02-637967-8

Riker and Riker. Married and Single Life, 6th ed. McGraw-Hill. 1997. ISBN 0-02-643000-2

Johnson, L. Strengthening Family and Self. Irwin. 1998. ISBN 1-56637-3964

Wehkage, N. Goals for Living Managing Your Resources. Irwin. 1997.ISBN 1-56637-295X

Ryder, V. Contemporary Living. Irwin. 1995. ISBN 1-56637-099X

Videos

Sexual Harassment: News at Six. McGraw-Hill. ISBN 0-02-637849-3

Resiliency…Beating the Odds. McGraw-Hill. ISBN 0-02-637847-7

The School Company - order a Career catalogue at 1-800-543-0998 - many excellent video, computer and poster resources for career planning and work skills

Men in the Workplace: Nontraditional Careers, Sunburst, 2951-YG, $49.95, 1-800-431-1934

Women in the Workplace, Sunburst, 2923-YG, $49.95, 1-800-431-1934

Money and Values: What Is Wealth? Learning Seed, Order #25301, $89, 1-800-634-4941,
http://www.learning seed.com

A Penny Saved: How To Grow Money, Learning Seed, Order #24400, $89, 1-800-634-4941,
http://www.learning seed.com

Buy Now, Pay Later: Credit Basics. Learning Seed, Order #19496, $89, 1-800-634-4941,
http://www.learning seed.com

Credit Cards, Living With Plastic. Learning Seed, Order #13391, $89, 1-800-634-4941,
http://www.learning seed.com

User Friendly Budgeting Learning Seed, Order #22898, $89, 1-800-634-4941
http://www.learning seed.com

Career Self-Assessment: Where Do You Fit? Learning Seed, Order #15401, $89, 1-800-634-4941,
http://www.learning seed.com

Gender and Careers, Learning Seed, Order #20296, $89, 1-800-634-4941
http://www.learning seed.com

Computer Applications

Dollars and Sense, An Interactive Guide to Money Management, Cambridge Educational, CCP0410W-D, Windows only, $89, 1-800-468-4227 – www.cambridgeol.com

Ace the Interview, The Multimedia Job Interview Guide, Cambridge Educational, CCP0295C-CD, Windows/MAC, $99, 1-800-468-4227 – www.cambridgeol.com

Moving On Up An Interactive Guide to Finding a Great Job, Cambridge Educational, CCP0322W-CD, Windows, $89, 1-800-468-4227 – www.cambridgeol.com

Multimedia Job Search, Cambridge Educational, CCP0313C-CD, Windows, $99, 1-800-468-4227
www.cambridgeol.com

Multimedia Take This Job and Love It, Cambridge Educational, CCP0244CW-CD, Windows/MAC, $98, 1-800-468-4227 – www.cambridgeol.com

Books

Adams, Michael. Better Happy Than Rich ? Canadians, Money, and the Meaning of Life. Penguin Publishing, 2000. ISBN 0-670-88898-2

Chilton, David. The Wealthy Barber. Irwin. 1995. ISBN 7737-57678

Foot, D. Boom, Bust and Echo 2000. Irwin. 1999. ISBN 55199-0296

Godfrey, N.S. A Penny Saved - Teaching Your Children the Values and Life Skills They Will Need to Live in the Real World. Simon and Shuster, 1995. ISBN 0-0684-82480-9

Mellan, O. Money Harmony - Resolving Money Conflicts in Your Life and Relationships. Walker and Company, 1994. ISBN 0-8027-1285-1

Miller, M.W. The Sensible Saver. McMillian Spectrum. 1996. ISBN 0-02-861288-4

Staats, W.F., E.D. Sledge. How Chuck Taylor Got What He Wanted (and how you can too!) Credit Counselling Services of Toronto. (available from Credit Counselling Services of Toronto. 45 Sheppard Avenue East, Suite 810, Toronto, ON M2N 5W9 – http://www.creditcanada.com)

Vaz-Oxlade, G. A Woman of Independent Means. Stoddart, 1999. ISBN 0-7737-3181-4

Vaz-Oxlade, G. Divorce- A Canadian Woman’s Guide. Prentice-Hall, 2000. ISBN 0-13-026534-9

Vaz-Oxlade, G The Money Tree Myth. Stoddart, 1996. ISBN 0773758178

Vaz-Oxlade, G Shopping for Money. Stoddart, 1999. ISBN 0773760202

Visa Canada. Choices and Decisions – Taking Charge of Your Financial Life. Phone (613) 748-5639

Websites

Ministry of Education - Prospects: Ontario Guide to Career Planning
http://www.edu.gov.on.ca/eng/general/elemsec/job/prospect/eng/index.html

Canadian Careers.Com – http://www.canadiancareers.com/index.html

Youth Network of Canada – http://www.youth.gc.ca/jobinfo_e.shtml

Young Worker Awareness Program. http://www.yworker.com

CIBC Smartstart – http://www.cibc.com/smartstart/

Better Business Bureau – http://www.bbb.org/

Royal Bank’s Women Entrepreneurs Network – http://www.royalbank.chatelaine.com

The Federal Government in the Classroom – http://www.canada.gc.ca/main_e.html

Ministry of Labour – http://www.gov.on.ca/LAB/main.htm

Canadian Centre for Occupational Health and Safety – http://www.ccohs.ca

Street Cents Online – http://www.halifax.cbc.ca/streetcents/

Canadian Council on Social Development – http://www.ccsd.ca

Canadian Consumer Information Gateway – http://www.consumerinformation.ca/

Ministry of Consumer and Commercial Relations – http://www.ccr.gov.on.ca/mccr/english/welcome.htm

Consumer Education for Teens – http://www.wa.gov/ago/youth/

Advertising standards – www.astandards.com

Canadian Living Magazine – www.canadianliving.com

Chatelaine Magazine – www.chatelaine.com

Sears online catalogue – www.sears.ca

Yahoo! Canada Shopping – http://ca.shopping.yahoo.com

Consumer Reports Online – http://www.consumerreports.org

Consumer Digest Online – http://www.consumerdigest.com

Epinions.com (consumer buying decisions) – http://www.epinions.com

Peachtree Network (online grocery shopping) – http://www.peachtree.ca

Betty Crocker.Com – http://www.bettycrocker.com

Canlearn (career planning website) – http://www.canlearn.ca/English/eng.cfm

Canadian Living Recipes – http://www.canadianliving.com/recipes/index.html

Organizetips.com – http://www.organizetips.com

Pamphlets/Booklets

Ministry of Consumer and Commercial Relations. A Fair Marketplace - When You Pay In Advance. ISBN 0-7778-8533-6 Available by calling 1-800-268-1142

Ministry of Consumer and Commercial Relations. A Fair Marketplace - Guide for Consumers.
ISBN 0-7778-8510-7 Available by calling 1-800-268-1142

Ministry of Consumer and Commercial Relations. A Fair Marketplace Credit-Handle With Care.
ISBN 0-7778-8531-X Available by calling 1-800-268-1142

Human Resources Development Canada. Focus on Resumes - A Guide to Marketing Yourself. 1998.

Human Resources Development Canada. Focus on Interviews - A Guide to Marketing Yourself. 1998.

Human Resource Development Canada, Youth Communication Directorate. Looking for a Job? Catalogue No. MP43-195/2000E. Contact the Youth Info Line at 1-800-935-5555

OSS Considerations

The Managing Personal Resources course of is part of the Social Science and Humanities curriculum policy document. It is designated as a workplace preparation course. With reference to the requirements for the Ontario Secondary School Diploma, students can use the course as an additional compulsory credit or as one of the twelve optional credits. The practical aspect of this course will provide students with the knowledge and skills needed for entry into the workforce and will help students live satisfying and productive lives as independent and responsible members of society.

This course allows students to broaden their knowledge of managing resources for themselves, their family, and the community in which they live. Through the variety of learning activities students have many opportunities to further develop their research, critical thinking, communication, management, interpersonal and practical skills.

Career exploration is a component in the course and is aligned with Choices into Action: Guidance and Career Education Program Policy for Elementary and Secondary Schools, 1999. Students are given opportunity within this course to further their own experience within the workforce. This may happen both inside and outside the classroom. The teacher may choose to invite speakers to the classroom to talk to students about career opportunities, safety within the workplace, as well as employee rights and responsibilities.

Within the course students have the opportunity to examine their personal relationships. They learn about the components of a healthy relationship and interpersonal intelligence. Students explore issues related to workplace safety and conflict resolution. During this time teachers need to be sensitive to students and their personal situations. School and community resources must be available if needed to assist students.

With the emphasis on social science research skills students have the opportunity to enhance their computer skills. Students need to locate information, word process, use a spreadsheet and create graphs. Students may also be given the opportunity to create multi-media presentations. Money and time management programs and the Internet may also be used to allow students to explore how computers can be used to help people manage their daily lives.

In a course such as this one the teacher should access community resources to allow for further student learning. Throughout this course profile many community resources will be identified that can be used. Students need to learn who is available to help them and how these resources can be accessed.

Coded Expectations, Managing Personal Resources, Grade 11,
Workplace Preparation, HIP3E

Self and Others

Overall Expectations

SOV.01 · demonstrate an understanding of self-concept and its role in effective communication;

SOV.02 · describe the role of “interpersonal intelligence” (i.e., the capacity for listening to and empathizing with others) in successful relationships;

SOV.03 · demonstrate an understanding of the elements of communication;

SOV.04 · describe techniques that lead to effective interaction with others;

SOV.05 · demonstrate an understanding of the basic nature of conflict and identify ways in which conflict is resolved.

Specific Expectations

Self-Concept and Communication

SO1.01 – explain self-concept and identify the factors that influence it;

SO1.02 – demonstrate an understanding of the importance of self-concept and its role in effective communication (e.g., how one relates to others, one’s acceptance by peers, one’s ability to communicate a point of view);

SO1.03 – describe the impact of a positive self-image in the workplace;

SO1.04 – describe the ways in which an individual might build on personal strengths and address areas for improvement in order to form good relationships and achieve effective communication in the workplace.

Interpersonal Intelligence and Relationships

SO2.01 – identify different power positions in the workplace (e.g., superior, peer, subordinate) and behaviour patterns associated with them (e.g., employer-to-employee, employee-to-employee, employee-to-employer);

SO2.02 – demonstrate an understanding of the importance of developing rapport within personal relationships (e.g., team members, work associates);

SO2.03 – describe the role of empathy in making connections with others;

SO2.04 – compile data on models of problem-solving used by people in various roles in the workplace.

Elements of Communication

SO3.01 – identify the components of spoken communication (e.g., language level, tone of voice, volume, cadence) and non-verbal communication (e.g., body language, appropriate contact, personal space, image projection), taking into account cross-cultural differences;

SO3.02 – demonstrate an understanding of active listening skills, through observation and practice;

SO3.03 – identify and differentiate instances of the three basic styles of communication: passive, aggressive, assertive.

Effective Interaction With Others

SO4.01 – describe the dynamics of group interaction;

SO4.02 – identify the variety of interactions in which they are involved (e.g., peer, parent–child, intergenerational, team or group, employer-employee);

SO4.03 – demonstrate an understanding of models of interaction (e.g., balanced, controlled, blocked, defended, risk-oriented, compromising);

SO4.04 – describe appropriate levels of assertiveness within interpersonal relationships;

SO4.05 – identify the role of initiative, persistence, and motivation on the job, and identify when these qualities are appropriate and helpful.

Managing Conflict

SO5.01 – demonstrate an understanding of the nature of conflict within interpersonal relationships;

SO5.02 – analyse the effects of living and working in a threatening environment;

SO5.03 – analyse appropriate models of conflict resolution as they apply to specific workplace challenges (e.g., conflict among team members, disagreement between employee and manager);

SO5.04 – explain strategies for coping with issues of personal and public safety (e.g., be aware of safety organizations that provide protection, understand the use of safety equipment and safety features on the job, be aware of worker-protection protocols such as drills for response to fire and other emergencies).

Personal Responsibilities

Overall Expectations

PRV.01 · demonstrate an understanding of the process of decision making in life situations;

PRV.02 · identify the basic principles and techniques an individual would use in effectively managing personal resources, including talent, time, and money.

Specific Expectations

Making Personal Decisions

PR1.01 – demonstrate an understanding of the relationship between effective decision making and well-being;

PR1.02 – investigate some common approaches to decision making that hinder the ability to make good choices (e.g., acting on impulse, adopting a laissez-faire attitude, flipping a coin);

PR1.03 – describe how cultural differences, personal beliefs, and personal preferences can influence attitudes about the ways in which personal resources are used;

PR1.04 – demonstrate an understanding of the process of personal decision making (e.g., identifying the goal, identifying the various ways it can be achieved, evaluating the options, selecting the option that is appropriate for the specific circumstances).

Managing Talent

PR2.01 – investigate how factors such as economic and social conditions, prevailing social attitudes, and support networks affect an individual’s use of talent as a resource;

PR2.02 – demonstrate an understanding of how a variety of famous people (e.g., in sports, science, entertainment, the arts) use their talent as a resource;

PR2.03 – identify their own personal talents and competencies, and describe how these might affect their choice of a career path.

Managing Time

PR3.01 – describe how factors such as personal goals, priorities, and needs and wants affect the use of time as a resource (e.g., setting priorities in scheduling activities, making an effort to be punctual);

PR3.02 – demonstrate an understanding of the ways in which time can be used most efficiently in attaining a specific goal (e.g., in planning, preparing, and serving a meal within established time guidelines).

Managing Money

PR4.01 – describe how factors such as personal goals, priorities, and needs and wants affect the use of money as a resource;

PR4.02 – demonstrate an understanding of money-management techniques (e.g., budgeting, banking, credit-card use) in specific situations (e.g., planning to own and operate a vehicle; finding appropriate housing independent of family; budgeting for food, clothing, and other living expenses when living on one’s own);

PR4.03 – demonstrate an understanding of the ways in which money can be used most efficiently in attaining a specific goal (e.g., in planning and preparing a meal within specified budgetary constraints);

PR4.04 – identify influences on buying decisions (e.g., advertising, status, convenience) and describe guidelines for becoming a wise and responsible consumer (e.g., comparison shopping, reading labels, checking warranties);

PR4.05 – plan the purchase of specific items for personal use (e.g., clothing, appliances, entertainment equipment), using wise consumer techniques;

PR4.06 – identify and evaluate retail shopping opportunities available within and/or from their communities (e.g., catalogue shopping, retail stores, outlet malls, television home shopping channels, Internet shopping, buying clubs, bulk warehouse purchasing), using a variety of print and electronic sources and telecommunications tools.

Preparing for the Challenges of the Future

Overall Expectations

CFV.01 · identify the elements of successful employment and lifestyle planning;

CFV.02 · explain why personal well-being is an important factor in getting and keeping a job;

CFV.03 · demonstrate an understanding of the rights and responsibilities of employers and employees.

Specific Expectations

Planning for Employment and Lifestyle

CF1.01 – describe the primary personal considerations that affect the choice of an occupation (e.g., skills in dealing with people, information, and tools used in the workplace; interests; personal attributes);

CF1.02 – identify their short- and long-term goals, and the skills and experience they need to achieve them;

CF1.03 – identify occupations available in fields related to their own talents, interests, and personal attributes;

CF1.04 – establish a personal lifestyle and employment plan (e.g., through tracking experience; identifying skills, interests, and educational achievements; preparing a résumé and letter of application; collecting references; filling out job application forms).

Well-Being and Employment

CF2.01 – demonstrate an understanding of the importance of personal hygiene and health;

CF2.02 – demonstrate an understanding of the importance in the workplace of having a positive attitude towards others and developing a strong system of ethics and honesty;

CF2.03 – describe how cultural diversity and individual differences can be advantageous (e.g., by providing access to a variety of perspectives, experiences, and communities);

CF2.04 – identify healthy ways of dealing with stress and anger at work (e.g., by using conflict-resolution techniques, taking breaks, participating in teamwork);

CF2.05 – describe how lifelong learning can lead to future personal successes.

Rights and Responsibilities in the Workplace

CF3.01 – identify the rights and responsibilities of employees and employers (e.g., the right of an employer to expect a full day’s work from an employee; the responsibility of an employer to provide safe working conditions);

CF3.02 – identify factors that contribute to, and government regulations that control, occupational health and safety;

CF3.03 – identify legislation that governs labour relations and unions in the workplace.

Social Structures

Overall Expectations

SSV.01 · describe how economic influences affect the individual;

SSV.02 · identify ways in which financial institutions assist in the management of personal economics;

SSV.03 · identify the benefits and costs of working for pay.

Economic Influences

SS1.01 – identify ways in which economic trends (e.g., interest rates, the consumer price index, inflation, employment rates, fluctuations in the value of the dollar) affect the individual;

SS1.02 – investigate the impact on personal finances of lay-offs, long strikes, downsizing, plant closures, and promotions;

SS1.03 – identify, by conducting a survey, the attitudes of individuals towards various financial arrangements (e.g., credit-card use, borrowing money, accumulating savings, planning for investment, owning property).

Financial Institutions

SS2.01 – identify the types of financial institutions available in the community (e.g., banks, credit unions, finance companies, trust companies) and the services available at those institutions (e.g., debit cards, banking machines, financial advisers);

SS2.02 – demonstrate an understanding of how to complete banking transactions (e.g., by completing forms to open accounts and to deposit and withdraw funds; writing cheques; using a cheque register; applying for credit cards and loans);

SS2.03 – describe different types of personal bank accounts and the advantages of each.

Working for Pay: Benefits and Costs

SS3.01 – identify the economic and personal costs associated with working for pay (e.g., cost of clothing, safety equipment, tools, transportation, food, child care; loss of time for personal needs);

SS3.02 – describe the benefits that employers commonly offer (e.g., health insurance, life insurance, pensions, paid vacation, skills-upgrading programs);

SS3.03 – identify the typical deductions on a pay-cheque stub (e.g., union dues, income tax, employment insurance, Canada Pension Plan);

SS3.04 – identify the advantages of setting aside a portion of income as savings (e.g., as a contingency for emergencies, future purchases, housing).

Research and Inquiry Skills

Overall Expectations

ISV.01 · use appropriate social science research methods in the investigation of issues related to personal resource management;

ISV.02 · use a variety of print and electronic sources and telecommunications tools to research information effectively;

ISV.03 · correctly use terminology associated with personal resource management;

ISV.04 · communicate the results of their inquiries effectively.

Specific Expectations

Using Research Methodology

IS1.01 – identify the steps involved in a social science research investigation (e.g., framing a research question, developing a thesis, preparing a literature review, conducting primary research, critically analysing all research and evaluating the results);

IS1.02 – demonstrate an understanding of data-collection skills and methods, including the use of surveys, questionnaires, and interviews;

IS1.03 – correctly use terminology related to personal resource management (e.g., resources, budgeting, goal-setting);

IS1.04 – compile information from a variety of research sources (e.g., interviews, personal observations, original documents, print materials, Internet articles, CD-ROMs, statistics, videos).

Organizing and Analysing Information

IS2.01 – read and report on articles and advertising related to personal resource management found in newspapers, magazines, and “how to” books;

IS2.02 – demonstrate an ability to organize and interpret information gathered through research;

IS2.03 – differentiate between research evidence and opinion;

IS2.04 – recognize bias in print and electronic sources.

Communicating Results

IS3.01 – record information and key ideas collected in their research, documenting the sources accurately and using correct forms of citation;

IS3.02 – effectively communicate the results of their inquiries, using a variety of methods and forms (e.g., graphs, charts, diagrams, oral presentations, written reports, newspaper-style articles, group presentations).

Unit 1 | Course Profiles Main Menu

Acknowledgments

Course Description

Units: Titles and Time

Unit 1: Course Introduction: Discovering Self

Unit 2: Decision-Making: Controlling Your Destiny

Unit 3: Communication: Skills and Practical Application

Unit 4: The World of Work

Unit 5: Money Management: Affording Your Dreams

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

Ministry Documents

Associations

Textbooks

Videos

Computer Applications

Books

Websites

Pamphlets/Booklets

OSS Considerations

Self and Others

Overall Expectations

Specific Expectations

Personal Responsibilities

Overall Expectations

Specific Expectations

Preparing for the Challenges of the Future

Overall Expectations

Specific Expectations

Social Structures

Overall Expectations

Research and Inquiry Skills

Overall Expectations

Specific Expectations