Course Profile
Science, Workplace Preparation, Catholic
Unit 1: Skills for the Workplace Portfolio
Time: 10 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
Unit Developers:
Mirella Palmisano, Dufferin-Peel CDSB,
Maureen Callan, Halton CDSB
Development Date:
August
2000
In this unit, which is completed throughout the course, students identify and collect information on science and technology-based careers. The unit focuses on developing the skills to compile a Workplace Portfolio (Activity 2). Students follow a particular career or careers related to science and develop the skills necessary to obtain employment in the field(s). Students gather materials that provide evidence of their developed skills and place them in their portfolio. They are encouraged to consider the importance of acting ethically in whatever career they choose in order to develop their God-given potential and to make a meaningful contribution to society and the common good. The portfolio, a resume, and a mock interview make up the components of the unit. It is suggested that the assessment pieces gathered in this unit be used as part of the final 30% summative evaluation for the course.
Overall Expectations:
Scientific
Investigation Skills 4, 5, 6, 7, 9.
Note: The numbering of the Scientific Investigation Skills
(SIS) is taken from the order of the expectations given on page 136 of The
|
Activity 1 |
Career Search |
125 minutes |
|
Activity 2 |
Workplace Portfolio Development |
75 minutes |
|
Activity 3 |
Resume Creation |
100 minutes |
|
Activity 4 |
Mock Interview |
300 minutes |
Students build on their science skills developed in Grades 7 to 10 as well as the skills and knowledge obtained in the Grade 10 Career Studies (GLC20) course. It should be noted that students may choose to take this course after Grade 9 Science. The Annual Education Plan that students began in Grade 7 will be useful in completing the activities in this unit. The competencies from the Choices Into Action: Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999, (CIA), document were used to develop a summary of the characteristic of a good employee that is called the Employability Profile (see Appendices 3 and 4). In order to complete the Workplace Portfolio (see Activity 2), students should be familiar with the appropriate ethical use of the library, computers, and the Internet.
The purpose of this unit is to make real world connections between school and work. Choices Into Action (CIA) makes those real world connections through the Choices Into Action competencies. Within CIA it is recommended that “every elementary and secondary school student be encouraged to develop and maintain an academic and career portfolio. The purpose of the portfolio is to demonstrate the student’s personal accomplishments inside and outside of school. As students progress to secondary school, they may also choose to assemble portfolios with particular audiences in mind, such as a potential employer. Their portfolios can also be used to develop resumes.” (CIA, page 17 and 18) Although the link between the skills acquired in Science and those needed for the workplace are the main focus of this unit, students also make the connection between “faith and life”. They learn how to be of service to others and to recognize that God’s gifts of knowledge and skills are to be shared and to serve the common good. The Catholic perspective on the role of work in a person’s life as well as the role of humans as stewards of God’s creation are important themes throughout this course and should be emphasized where appropriate. Similarly, the theme of safety and the workplace should be stressed. When appropriate, teachers should direct students to write reflections in their Journals using the Learning/Valuing/Acting Model (refer to Course Overview). It is recommended that at least one class period be set aside in each of the units to collect information for the portfolio. The time needed for this gathering is incorporated into each of the units throughout the course.
This unit is intended to accommodate a variety of learning styles, interests, and abilities. Teacher-directed lessons, research activities, and independent work are all used to enhance the variety and interest of the course material. The focus of the unit should be for students to learn about careers in science and develop the skills that would lead students to find meaningful and fulfilling work opportunities. There is a wealth of career information in the media and on the Internet, which may stimulate students’ interest in this area. Students are given guidance to use the library, the Internet, and other career research instruments effectively and then allowed to research a career of interest to them.
The activities of the unit may be assessed using a variety of strategies and tools, such as teacher/student conferencing, roving conferences, observation checklists, culminating portfolio, resume, and an interview. A chart containing a suggested summary of the unit’s assessment and evaluation strategies is included. Sample assessment tools are included in the course appendices.
Suggested Summary - Unit Assessment
|
Activity |
Scientific Investigation Skills
(SIS) * |
Category |
Task |
Tool |
Type of Assessment |
||
|
D |
F |
S |
|||||
|
1 |
9 |
K, U, I |
career search activity |
checklist |
|
X |
|
|
2 |
4, 6, 9 |
K, U, MC |
portfolio table of contents |
rubric or rating scale checklist |
|
|
X X |
|
3 |
4, 5, 6 |
K, U, I, C, MC |
resume conference |
checklist checklist |
|
X |
X |
|
4 |
6, 7 |
K, C, MC |
Interview conference |
checklist checklist |
|
X |
X |
|
K = Knowledge |
C = Communication |
D = Diagnostic |
|
U = Understanding |
MC = Making Connections |
F = Formative |
|
I = Inquiry |
S = Summative |
|
* The numbering of the Scientific Investigation Skills (SIS) is taken from the order
of the expectations given on page 136 of The
Automotive Parts Manufacturers’ Association. Jobs with a Future.
Berton-Hunter, Beth, C. DiDonato, and B. Loree
eds. Options: Science & Technology
Career Book. A Joint Initiative of The Halton District School Board, The
Halton Catholic District School Board, and The Halton Industry Education
Council.
Careers The Next Generation. The Next. 1410
Ministry of Education. Work and Employability Skills Program.
Secondary School Project of the Ministry of
Education.
Wallace, Lee. Career
Studies 10.
Human Resources Development
HRDC National Job Bank - http://jb-ge.hrdc-drhc.gc.ca
Electronic Labour Exchange - http://www.ele-spe.org
Career Edge - A National Youth Internship Program - http://www.careeredge.org/
Youth Resources Network of
Career Planning for Students - http://www.realgame.com (source of
“The Real Game”)
or -
http://www.careermax.net/student/default.htm (source of “Career Max”)
Career Web - http://cweb.com/
Job Find - http://www.jobfind2000.com
SchoolNet - http://ngr.schoolnet.ca
SchoolNet – Worklinkhttp://ngr.schoolnet.ca/worklink
Ministry of Education - Career Gateway - http://www.edu.gov.on.ca/eng/career
Sweat shop watch - http://www.igc.org/swatch/do/
Catholic Information Network - http://www.cin.org
Time: 125 minutes
This activity introduces students to the Workplace Portfolio (see Activity 2), which is developed throughout each of the subsequent units of the course. Students first search for careers in science that they will focuss on and then gather information on the education, training, and opportunities of their chosen career. They compile and organize their information in their “Career Template” (Appendix 1).
An Effective Communicator:
CGE 2b - reads, understands, and uses written materials effectively;
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE 2d - writes and speaks fluently one or both of
A Reflective and Creative Thinker:
CGE 3e - adopts a holistic approach to life by integrating learning from various subject areas and experience.
A Self-Directed, Responsible, Life Long Learner:
CGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
CGE 4b - demonstrates flexibility and adaptability;
CGE 4e - sets appropriate goals and priorities in school, work, and personal life;
CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills;
CGE 4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities.
A Collaborative Contributor:
CGE 5b - thinks critically about the meaning and purpose of work;
CGE 5c - develops one’s God-given potential and makes a meaningful contribution to society;
CGE 5d - finds meaning, dignity, fulfillment and vocation in work, which contributes to the common good;
CGE 5h - applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.
A Responsible Citizen:
CGE 7b - accepts accountability for one’s own actions.
Overall Expectations
The following are Scientific Investigation Skills that should be developed throughout the course but more specifically in this unit:
SIS.04 - select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate scientific ideas, plans, and experimental results (e.g., write chemical formulae for some chemical substances);
SIS.05 - locate, select, analyse, and integrate information on topics under study, working independently and as part of a team, and using appropriate library and electronic research tools, including Internet sites;
SIS.06 - compile, organize, and interpret data, using appropriate formats and treatments, including tables, flow charts, graphs, and diagrams (e.g., in a table, present data on the beneficial effects of algae ponds, or of consumer reports on appliances);
SIS.07 - communicate the procedures and results of laboratory investigations and research for specific purposes, using data tables and laboratory results (e.g., describe in a laboratory report the procedures used to investigate the behaviour of bacteria);
SIS.09 - identify and collect information on science- and technology-based careers related to the subject areas under study (e.g., information, including the educational requirements, on a career as a firefighter or an electronic service technician).
Choices Into Action: Guidance and Career Education
Program Policy for
“Students must learn and develop skills at school that will help them become more independent and responsible individuals. They must be able to apply what they learned in school to other areas of their lives.” To provide students with these opportunities in science the competencies from Choices Into Action were used as part of the framework for the development of the activities of the unit. These have been used to develop an Employability Profile (Appendix 3 and 4), which summarizes the characteristics of a good employee.
Choices Into Action Competencies:
Career Development
· self-assessment
· exploring and obtaining information about education, training, and careers
· awareness of opportunities
· education and career decisions
· employability
· Make arrangements for students to visit the school Library/Resource Centre, or guidance office.
· Book guest speakers if appropriate.
· Prepare materials and equipment ahead of time, as required.
· Grade 10 Career Studies: Exploration of Opportunities (recommended)
· Career search activities: Grades 9 and/or 10 science
· Annual Education Plan
The teacher:
· introduces a self assessment task for students using available resources, e.g., “The Real Game”, “Career Max” or other locally developed packages to help students identify possible careers;
· reviews the proper protocol for use of the library and the Internet;
· leads and organizes the career search using a template design (Appendix 1: Career Template)
· uses a specific career to model a format for students to follow;
· develops a career checklist of required elements (Appendix 2: Career Checklist );
· conferences with students on their chosen careers and guides them into appropriate career paths;
· monitors the collection of the Workplace Portfolio documentation.
Students:
· complete a self assessment using “The Real Game”, “Career Max” or any other available career inventory resource;
· find a career based on the self-assessment;
· list the skills, education, job description needed for that career using the Career Template given in Appendix 1;
· compile career information for the Workplace Portfolio using a career checklist (Appendix 2) to make sure all items are present.
· Formative conferencing of the career search using a checklist or anecdotal information (SIS.09)
· Formative roving observation
· If a student has an individual education plan (IEP), this activity can be modified to meet the needs as outlined in the plan.
· Students designated as ESL/ELD should have opportunities to demonstrate their learning by alternate means, e.g., spoken English, direct demonstration, and/or pictorial representation.
· For students with physical or learning impairments, classroom and laboratory activities can be modified, where possible, to permit participation in activities. Peer assistance should be encouraged.
· For enrichment activities:
a) students may use the Library/Resource Centre or the Internet to investigate topics in greater detail (Close collaboration between teacher and student is necessary to ensure appropriate choice of topics and enrichment opportunities, depending on the abilities of the student.);
b) students may be encouraged to explore examples of business, manufacturing and employment practices and analyse the ethical ramifications in the light of gospel values and church teaching (Films such as The Insider which deals with the tobacco industry or Deadly Deceptions which deals with General Electric may be used in part, if proper permission is obtained.).
Careers The Next
Generation. The Next. 1410
Ministry of
Education. Work and Employability Skills
Program. Ministry of Education,
Secondary School
Project of the Ministry of Education.
Wallace, Lee. Career Studies 10.
Websites
Human Resources Development
Electronic Labour Exchange - http://www.ele-spe.org
Career Edge - A National Youth Internship Program - http://www.careeredge.org/
Youth Resources Network of
Career Planning for Students - http://www.realgame.com or - http.www.careermax.net/
Career Web - http://cweb.com/
Job Find - http://www.jobfind2000.com
SchoolNet - http://ngr.schoolnet.ca
SchoolNet - Worklinkhttp://ngr.schoolnet.ca/worklink
Ministry of Education - Career Gateway - http://www.edu.gov.on.ca/eng/career
Time: 75 minutes (plus time
set aside and integrated in other units: up to 375 minutes)
This activity introduces the importance of and use of portfolios in the workplace. It compiles students’ works (that could be reflective of their chosen career from Activity 1) by incorporating pieces from each of the units in the course, in preparation for the mock interview.
An Effective Communicator:
CGE 2b - reads, understands, and uses written materials effectively;
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE 2d - writes and speaks fluently one or both of
A Reflective and Creative Thinker:
CGE 3e - adopts a holistic approach to life by integrating learning from various subject areas and experience.
A Self-Directed, Responsible, Life Long Learner:
CGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
CGE 4b - demonstrates flexibility and adaptability;
CGE 4e - sets appropriate goals and priorities in school, work, and personal life;
CGE 4f - applies effective communication, decision-making, problem solving, time and resource management skills;
CGE 4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities.
A Collaborative Contributor:
CGE 5b - thinks critically about the meaning and purpose of work;
CGE 5c - develops one’s God-given potential and makes a meaningful contribution to society;
CGE 5d - finds meaning, dignity, fulfillment and vocation in work, which contributes to the common good;
CGE 5h - applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.
A Responsible Citizen:
CGE 7b - accepts accountability for one’s own actions.
Overall Expectations
The following are Scientific Investigation Skills that should be developed throughout the course but more specifically in this unit:
SIS.04 - locate, select, analyse, and integrate information on topics under study, working independently an as part of a team, and using appropriate library and electronic tools, including Internet sites;
SIS.06 - compile, organize and interpret data, using appropriate formats and treatments, including tables, flow charts, graphs, and diagrams (e.g., in table, present data on the beneficial effects of algae ponds, or of consumer reports on appliances);
SIS.09 - identify and collect information on science- and technology-based careers related to the subject areas under study (e.g., information, including the educational requirements, on a career as a firefighter or an electronic service technician)
· Provide a folder, box, or other device for storing the collected work for the Workplace Portfolio.
· Prepare material and equipment ahead of time as required.
· A suggestion for this activity is to devote part of one day a week, e.g., Friday, for the collection of materials and organization of the Workplace Portfolio in all other units of the course.
· Contact school resource person to book time in computer room or resource centre.
· Grade 10 Career Studies
The teacher:
· explains the organization of the portfolio;
· presents and explains the portfolio checklists including Table of Contents (Appendix 5) and Employability Profile (Appendix 3);
· explains the importance of the Workplace Portfolio when looking for employment regardless of the subject area;
· discusses the importance of ethical work behaviour and the responsibility of each student to reflect on their personal values, abilities, and aspirations influencing life’s choices and opportunities;
· helps students formulate a concise portfolio.
Students:
· collect and organize materials and relevant information required for their portfolio in a folder, box, or other container;
· include all checklists;
· complete their portfolio by collecting samples of their work taken from each of the units in the course that relate to their chosen career and reflect each of the categories of the Employability Profile;
· may collect samples of their work in a variety of forms, For example:
· visual: a collection of either artwork, videotapes or newspaper articles
· testimonial: a letter or videotape showing the student performing one or more skills needed for career
· reflection: a written piece reflecting ethical behavior in the workplace;
· write a reflection in their Journals using the Learning/Valuing/Acting model on what it might mean for a job to be ethical in light of their Christian values.
· A process rubric or rating scale may be used to assess for completion/accuracy of each section of portfolio and overall portfolio (SIS.04, SIS.06, SIS.09).
· Roving conference can be used to ensure that student’s portfolios meet the criteria established above by the teacher (SIS.04, SIS.06, SIS.09).
· Students’ ability to work independently, collect information and organize portfolio can be assessed for work habits using a process rubric or rating scale.
· If the student has an individual education plan (IEP), this activity can be modified to meet the needs as outlined in the plan.
· Students designated as ESL/ELD should have opportunities to demonstrate their learning by alternate means, e.g., spoken English, direct demonstration, and /or pictorial representation.
· For students with physical or learning impairments, classroom activities can be modified, where possible, to permit participation in activities. Peer assistance should be encouraged.
· For enrichment activities, students may use the Library/Resource Centre or the Internet to investigate their career in greater detail. Close collaboration between teacher and student is necessary to ensure appropriate choice of topics and enrichment opportunities, depending on the abilities of the student.
Brandon, P., et. al. Preplacement & Integration Curriculum Resource. Greater
Co-operative Education Association.1998.
Misener, Judi and Susan Butler. Expanding your Horizons.
Websites
Youth Network Resource of
Job Market and Career Planning Information - http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/pi-ip/career-carriere/english/index_e.shtml
Time: 100 minutes
Students use information collected throughout the year in their Workplace Portfolio (Activity 2), to create a resume. This should be completed towards the end of the course after the relevant information and material has been collected.
An Effective Communicator:
CGE 2b - reads, understands, and uses written materials effectively;
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE 2d - writes and speaks fluently one or both of
A Reflective and Creative Thinker:
CGE 3e - adopts a holistic approach to life by integrating learning from various subject areas and experience.
A Self-Directed, Responsible, Life Long Learner:
CGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
CGE 4b - demonstrates flexibility and adaptability;
CGE 4e - sets appropriate goals and priorities in school, work and personal life;
CGE 4f - applies effective communication, decision-making, problem solving, time and resource management skills;
CGE 4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities.
A Collaborative Contributor:
CGE 5b - thinks critically about the meaning and purpose of work;
CGE 5c - develops one’s God-given potential and makes a meaningful contribution to society;
CGE 5d - finds meaning, dignity, fulfillment and vocation in work, which contributes to the common good;
CGE 5h - applies skills for employability, self-employment, and entrepreneurship relative to Christian vocation.
A Responsible Citizen:
CGE 7b - accepts accountability for one’s own actions.
Overall Expectations
The following are Scientific Investigation Skills that should be developed throughout the course but more specifically in this unit:
SIS.04 - select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate scientific ideas, plans, and experimental results (e.g., write chemical formulae for some chemical substances);
SIS.05 - locate, select, analyse, and integrate information on topics under study, working independently and as part of a team, and using appropriate library and electronic research tools, including Internet sites;
SIS.06 - compile, organize, and interpret data, using appropriate formats and treatments, including tables, flow charts, graphs, and diagrams (e.g., in a table, present data on the beneficial effects of algae ponds, or of consumer reports on appliances);
SIS.09 - identify and collect information on science- and technology-based careers related to the subject areas under study (e.g., information, including the educational requirements, on a career as a firefighter or an electronic service technician).
Choices Into Action Competencies: (see note in Activity 1)
Career Development
· self-assessment
· exploring and obtaining information about education, training, and careers
· awareness of opportunities
· education and career decisions
· employability
· Have appropriate resources on resume writing available.
· Book time in the computer lab for the preparations of the resume.
· Make arrangements for students to visit the school Library/Resource Centre, and guidance office.
· Book guest speakers if appropriate.
· Prepare materials and equipment ahead of time, as required e.g., samples of resumes.
· Grade 10 Career Studies
The teacher:
·
copies and distributes templates for students to
follow when gathering their information
(Appendix 6 : Resume Template and Appendix 7: Cover Letter Format);
· reviews the proper protocol for use of the Library/Resource Centre and the computers;
· leads and organizes the Cover letter and resume writing by using a template design;
· provides sample resumes (Appendix 8);
· conferences with students as they write their cover letter and resumes.
Students:
· gather all of the information required from their portfolio that is on the checklist prepared by the teacher (Appendix 6: Resume Template and Appendix 7: Cover Letter Format);
· write a cover letter and resume based on the template provided by the teacher.
· Formative assessment may be done by conferencing using a checklist.
· Formative assessment may also be done by means roving observation.
· The completed resume with the Workplace Portfolio package may be used for summative assessment (SIS.04, SIS.05, SIS.06).
· If a student has an individual education plan (IEP), this activity can be modified to meet the needs as outlined in the plan.
· Students designated as ESL/ELD should have opportunities to demonstrate their learning by alternate means, e.g., spoken English, direct demonstration, and/or pictorial representation.
· For students with physical or learning impairments, classroom and laboratory activities can be modified, where possible, to permit participation in activities. Peer assistance should be encouraged.
· For enrichment activities, students may use the Library/Resource Centre or the Internet to investigate topics in greater detail. Close collaboration between teacher and student is necessary to ensure appropriate choice of topics and enrichment opportunities, depending on the abilities of the student.
Berton-Hunter, Beth, C. DiDonato, and B. Loree,
eds. Options: Science & Technology
Career Book. A Joint Initiative of The Halton District School Board, The
Halton Catholic District School Board, and The Halton Industry Education
Council.
Careers The Next Generation. The Next. 1410
Ministry of Education. Work and Employability Skills Program. Ministry of Education,
Secondary School Project of the Ministry of
Education.
Wallace, Lee. Career
Studies 10.
Websites
Human Resources Development
HRDC National Job Bank - http://jb-ge.hrdc-drhc.gc.ca
Electronic Labour Exchange - http://www.ele-spe.org
Career Edge - A National Youth Internship Program - http://www.careeredge.org/
Youth Resources Network of
Career Planning for Students - http://www.realgame.com
Career Web - http://cweb.com/
Job Find - http://www.jobfind2000.com
SchoolNet - http://ngr.schoolnet.ca
SchoolNet – Worklink - http://ngr.schoolnet.ca/worklink
Ministry of Education - Career Gateway - http://www.edu.gov.on.ca/eng/career
Time: 300 minutes
Students use the knowledge and skills gained over the course of the semester or year from compiling their Workplace Portfolio to prepare for a mock interview.
An Effective Communicator:
CGE 2b - reads, understands, and uses written materials effectively;
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others;
CGE 2d - writes and speaks
fluently one or both of
A Reflective and Creative Thinker:
CGE 3e - adopts a holistic approach to life by integrating learning from various subject areas and experience.
A Self-Directed, Responsible, Life Long Learner:
CGE 4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;
CGE 4b - demonstrates flexibility and adaptability;
CGE 4e - sets appropriate goals and priorities in school, work, and personal life;
CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills;
CGE 4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities.
A Collaborative Contributor:
CGE 5b - thinks critically about the meaning and purpose of work;
CGE 5c - develops one’s God-given potential and makes a meaningful contribution to society;
CGE 5d - finds meaning, dignity, fulfillment and vocation in work, which contributes to the common good;
CGE 5h - applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.
A Responsible Citizen:
CGE 7b - accepts accountability for one’s own actions.
Overall Expectations
The following are Scientific Investigation Skills that should be developed throughout the course but more specifically in this unit:
SIS.04 - select and use appropriate numeric, symbolic, graphical, and linguistic modes of representation to communicate scientific ideas, plans, and experimental results (e.g., write chemical formulae for some chemical substances);
SIS.06 - compile, organize, and interpret data, using appropriate formats and treatments, including tables, flow charts, graphs, and diagrams (e.g., in a table, present data on the beneficial effects of algae ponds, or of consumer reports on appliances);
SIS.07 - communicate the procedures and results of laboratory investigations and research for specific purposes, using data tables and laboratory reports (e.g., describe in a laboratory report the procedures used to investigate the behaviour of bacteria);
SIS.09 - identify and collect information on science- and technology-based careers related to the subject areas under study (e.g., information, including the educational requirements, on a career as a firefighter or an electronic service technician).
Choices Into Action: Guidance
and Career Education Program Policy for
“Students must learn and develop skills at school that will help them become more independent and responsible individuals. They must be able to apply what they learned in school to other areas of their lives.” To provide students with these opportunities in science, the competencies from Choices Into Action were used as part of the framework for the development of the following activities:
Choices Into Action Competencies:
Student development
· lifelong learning
Interpersonal development
· self-management
Career Development
· self-assessment
· exploring and obtaining information about education, training, and careers
· awareness of opportunities
· education and career decisions
· employability
· Have appropriate resources on interview skills and behaviors available.
· Book guest speakers, if appropriate.
· Prepare materials and equipment ahead of time as required.
· Prepare a timetable or schedule of times for student interviews near the end of the course.
· Grade 10 Career Studies (recommended)
The teacher:
· copies, distributes, and explains information on “How to conduct yourself in an interview” for students to follow when preparing for their interview (Appendix 9);
· copies, distributes and explains the evaluation checklist that will be used during the interview (Appendix 10);
· demonstrates proper interviewing techniques or shows an appropriate video to illustrate them if available;
· discusses and explains the video emphasizing the proper behaviours for an interview;
· leads and organizes the interview schedule;
· formulates questions that apply to each student being interviewed. Examples of general questions are:
· Why do you wish to join our company? What are your future career plans? How do you spend your spare time? Show me at least one item from your Workplace Portfolio that relates to this job How do you think this item relates to your job? Tell me about yourself. (You can refer to your resume);
· copies and distributes the questions that will be asked at the interview;
· conducts an interview with each student as per a pre-defined schedule and provides feedback on how the student conducted themselves;
· instructs students to write a follow-up “Thank-you letter “ which could include:
· Express their thanks for the time and consideration shown by the interviewer
· Stress their interest in the job and their ability to do it well
· Add anything of importance that they may have overlooked in the interview
(This can be done while another student is being interviewed);
· distributes a self-assessment to students after the interview (Appendix 11)
· gives feedback on their interview using a checklist.
Students:
· gather all of the information required from their Workplace Portfolio for the interview, including the resume;
· view the video of an interview, if available, and identify appropriate behaviours to model;
· prepare answers for the interview to possible questions;
· review proper preparation for an interview (Appendix 9) and checklist of evaluation that takes place at interview (Appendix 10);
· participate in a mock interview for their summative assessment;
· write a follow-up letter for the interview;
· complete a self-evaluation after the interview.
· Conferencing as a formative assessment of the students’ Knowledge/Understanding of mock interviews (SIS.06).
· Mock interview can be a summative assessment of students’ Knowledge, Communication and Making Connections using either a checklist or rubric (SIS.07).
· If a student has an individual education plan (IEP), this activity can be modified to meet the students’ needs as outlined in the plan.
· Students designated as ESL/ELD should have opportunities to demonstrate their learning by alternate means, e.g., spoken English, direct demonstration, and/or pictorial representation.
· For students with physical or learning impairments, classroom and laboratory activities can be modified, where possible, to permit participation in activities. Peer assistance should be encouraged.
· For students who find it difficult to participate in an interview with the teacher, a peer could interview the student and the interview could be video taped for assessment purposes.
· For enrichment activities, students could go to an employer for an actual interview with their portfolio.
Wallace, Lee. Career
Studies 10.
Websites
Additional references may be found in the Unit Overview.
Appendix 1 – Career Template - Student Worksheet
Appendix 2 – Career Checklist -Teacher Marking Sheet
Appendix 3 – Employability Profile
Appendix 4 – Employability Checklist
Appendix 5 – Portfolio Table of Contents
Appendix 6 – Resume Template
Appendix 7 –Format of a Covering Letter
Appendix 8 – Sample Resumes
Appendix 9 – How to Conduct Yourself in an Interview?
Appendix 10 – Teacher’s Checklist Evaluation Form for the Mock Interview
Appendix 11 – Student Self-Assessment After Interview
Student Worksheet
Name:
|
Criteria |
Student Information |
|
1. Career Title |
|
|
2. Career Description |
|
|
3. Education Requirements - Secondary School |
·
·
·
|
|
4. Education Requirements - Post Secondary (if any) |
·
·
·
|
|
5. Science Skills Required |
·
·
·
|
|
6. Other Interesting Information such as outreach possibilities; social and environmental commitment |
|
Teacher Marking Sheet
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Criteria |
Completion |
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yes |
no |
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1. Career Title |
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2. Career Description |
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3. Education Requirements - Secondary School |
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4. Education Requirements - Post Secondary (if any) |
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5. Science Skills Required |
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6. Other Interesting Information such as outreach possibilities; social and environmental commitment |
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An employer would like an employee to possess certain skills. These skills are summarized in this profile of a good employee. Throughout the course, students collect samples of their work (at least one per unit) that reflects their growth in skills listed below. By the end of the course, students will have collected work for each of the categories that will be used in the mock interview in Activity 4.
|
Employability Profile |
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Student
Development Employers need a
person who has skills in: |
Interpersonal
Development Employable skills
involve: |
|
Communication |
Positive Attitude and Behaviours |
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· read, comprehend, use written materials |
· self -esteem and confidence |
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· write effectively |
· positive attitude toward learning and growth |
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e.g., the consumer reports prepared in the Electricity unit (Unit 3) |
e.g., video tape of the student demonstrating a specific skill for their chosen career |
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Reasoning |
Personal Responsibility |
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· understand and solve problems |
· accountability for actions taken |
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· use technology, instruments, tools and information systems effectively |
· ability to set goals and priorities in work |
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e.g., planning an investigation to test the reactivity of metals in an acid (Unit 2) |
e.g., safety; the use of WHMIS and personal safety practices in the workplace (Unit 2) |
|
Specific Science Workplace Skills |
Social Responsibility |
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· research relationships between science and career chosen |
· recognition of and respect for peoples diversity and individual differences creativity |
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e.g., the making of yogurt or baking of leavened bread (Unit 4) |
e.g., connection into the environment considering Catholic values; reflection focusing on the wise and ethical uses of resources in the environment (Unit 6) |
For each submission into the Workplace Portfolio check the skill category it most clearly addresses. At the end of the course, all skill categories should have been equally covered.
Name:
Career
|
Employability Profile Checklist |
|||||||
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Units |
C |
R |
SW |
PAB |
PR |
SR |
Teacher Comments |
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Materials and Safety |
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Electrical Circuits |
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Micro-organisms |
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The Immune System and Human Health |
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Human Impact on the Environment |
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C - Communication
R - Reasoning
SW - Specific Workplace Skill
PAB - Positive Attitudes and Behaviours
PR - Personal Responsibility
SR - Social Responsibility
Note: See Unit 1 Appendix 3 for possible examples of these skill categories.
This is a checklist to be included at the front of the Workplace Portfolio, all items will be completed by the end of the course.
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Table of Contents |
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Items |
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Teacher Comments |
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The Folder or Box |
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Table of Contents |
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Career Search |
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Resume |
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Mock Interview Questions |
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Unit 2 - Materials and Safety |
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Unit 3 - Electrical Circuits |
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Unit 4 - Micro-organisms |
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Unit 5 - The Immune System and Human Health |
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Unit 6 - Human Impact on the Environment |
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Extra Work |
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Resume
Information Needed
a) Personal Information: Name, Address, Phone number
b) Career objectives: What do you want to do?
c) Education: List places you have attended and diplomas, and certificates you have received.
d) Work experience: List anything that you have done that would help you get a job.
e) Activities and Interests: What other things do you do that make you a well rounded person?
f) References: If asked for these might be helpful. Your permission is required for an employer to contact any referees. These are people that you can trust to be honest about you and your skills. Make sure that you have asked them for their permission to use them as a reference.
Physical Appearance of the Resume
a) length: Should be 1 - 2 pages long.
b) kind and size of paper used: Use good quality paper - 8 ½ by 11.
c) the arrangement and layout of pages: There are many different styles, pick the one you like
d) typing of the resume: Very important for clarity and neatness; remember that there must be no spelling mistakes.
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Your street number and street City, Province Postal Code Month, day, year |
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Name of Employer or contact person Title or position Name of Company Street number and street City, Province Postal Code |
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Dear Mr./Mrs./Ms (Be sure to use his or her name) |
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Opening Paragraph · State why you are writing · State position you are applying for · State how you heard of this opening |
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Paragraph 2 · Indicate what you have to offer · Show how your skills and interests fit the job requirements · State your education and other relevant training · Highlight any other experiences, e.g., volunteer work · Refer to your attached resume |
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Closing Paragraph · Explain why you are interested in this company · “Sell” yourself - be positive! · Indicate that you are interested in an interview and let employer know where and when you can be reached. Include your phone number. |
|
Yours truly, (Your Signature) Type your name |
Chronological Resume
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David Major Phone: (905) 632-XXXX CAREER OBJECTIVE To exceed each client’s expectation through strong communication and inspiring designs. EDUCATION Graphic Design Production, Northwest Bachelor of Arts (French Major, Fine Arts Minor) WORK EXPERIENCE 1998-99 Graphic Design Production, Updated
the program’s student placement contact list; produced showcase 1998-99 Designed,
illustrated, wrote copy for colouring page “10 Fire Safety Rules for 1998 Business Sector, Northwest 1995-97 Film, Television, and Theatre 1996-1997 Canpar COMPUTER SKILLS · Quark XPress 3.31, 3.32 and 4 · Adobe Illustrator 6.0 and 7.0 · Adobe Photoshop 4.0.1 and 5.0 ·
Microsoft
PowerPoint |
Skill-Based Resume
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Sarah Noakes N3R 6X7 (519) 752-XXXX |
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CAREER OBJECTIVE: |
|
A full time position in social work or in the child care field where I can use my people skills helping clients |
|
|
PERSONAL PROFILE: |
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· Enthusiastic and reliable |
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· A good communicator and team member |
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· Willing to work overtime and to “sub” for last-minute staff cancellations |
|
|
EMPLOYMENT BACKGROUND |
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·
Assistant manager at Suzy Clothes, |
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·
Part time helper at Big Brothers, |
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JOB SKILLS |
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· Worked shifts alone, demonstrated responsibility and earned the confidence of my supervisors and fellow employees by showing cooperation and teamwork |
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· Served customers with courtesy, patience, and a smile |
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· Balanced cash which often exceeded $2,000 in a single shift |
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· Processed orders for customers accurately and within “service” times |
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|
EDUCATION |
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·
Secondary School Diploma, |
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·
Enrolled full time in Social Work Program, |
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· First Aid and injury Prevention course, Brantford Family Y |
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·
Introduction to Microcomputers course, |
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VOLUNTEER WORK |
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·
Big Brothers |
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·
John Nobel Home, |
Combination Resume
|
RANDY JAMIESON (905) 632 XXXX |
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|
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OBJECTIVE |
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· To work as a mechanic trainee leading to an apprenticeship position. |
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|
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RELATED SKILLS |
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· Know how to use most automotive hand and shop tools. |
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· Ability to troubleshoot most engine problems. |
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· Keep cars in working order for family and friends. |
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· Assisted friend in preparing car for painting. |
|
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|
WORK EXPERIENCE |
|
Gas Station
Attendant - Petro Ontario Station, |
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· Handled cash and completed credit card transactions accurately. |
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· Assisted in performing tune-ups and tire changes - checked and changed plugs, belts, oil, water and tires. |
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· Worked well as team member. |
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Service Attendant
- Marie’s Gas Station, |
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· Maintained a clean, neat, and well-stocked gas station. |
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· Praised by boss for effective handling of cash and customer service. |
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· Worked long, late hours regularly. |
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· Balanced and closed cash at end of shift. |
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· Worked well independently. |
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Delivery Person
- Joe’s Pizza, |
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Clerk - Foods
Unlimited, |
|
|
|
EDUCATION |
|
3-year
concentration in Auto Mechanics; courses in Metalwork, Woodworking, Drafting |
|
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HOBBIES |
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· Working on cars, riding dirt bike, baseball, skiing. |
Skills Specific Resume
|
Michelyne Hibbert |
|
|
|
|
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G8P 3G6 |
|
|
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Phone: (418) 293-XXXX |
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|
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Skills |
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· Fluent in Cree, English, and French |
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· Bookkeeping and finance experience |
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· Excellent administrative skills and knowledge of current office technology |
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· Accurate keyboarding skills – 70 wpm |
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· Knowledgeable computer user (PC and Macintosh) |
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· Strong organizational skills |
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· Ability to multi-task |
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· Proficient user of Microsoft Word and WordPerfect 6.1/8.0 |
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· A co-operative colleague and productive team member |
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|
Work Experience |
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1998-1999 Cree Indian Centre of Chibougamau Inc., filing; assisted with bookkeeping and data entry. |
|
1995-1998 Cree-Naskapi
Commission, bookkeeping. Part time while attending school. |
|
1994-1995 Native
Friendship Centre of |
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|
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Education |
|
1995-1998 Carlton
University, |
|
Course of Study: Business Administration |
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1990-1994 Maclean
Memorial School, |
|
Secondary Five Graduation Diploma |
|
|
|
Volunteer Work |
|
Native Friendship Centre of Organized social activities, including a drop-in centre; led traditional teaching workshops. |
Part A: What is a Job Interview?
Teacher Notes
Stress that the interview is an opportunity to create a lasting good impression; preparation is extremely important. The following questions may be useful in leading a discussion to prepare your students for the interview:
· What is a job interview?
· How many of you have taken part in a job interview?
· What preparations did you make in advance?
· If you were to do it again, what might you do differently?
Part B: Purpose of Interview
Teacher Notes
1. Introduce the interview as an opportunity for the interviewer to learn something about the applicant’s:
· personality
· education and training
· work experience
2. Identify the four basic questions that the interviewer will have in mind. Ask your students to prepare appropriate answers to these questions:
· What position is the candidate interested in?
· What kind of person is the candidate?
· What can the candidate offer me?
· How much will the candidate cost me?
Part C: Your Strengths and Weaknesses
In preparation for the interview, ask your students to evaluate their strengths and weaknesses using the following checklist:
|
Traits |
Below Average |
Average |
Good |
Outstanding |
Unknown |
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Enthusiasm for work |
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School achievement |
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Punctuality |
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Health |
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Ability to take on responsibility |
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Leadership |
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Initiative |
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Willingness to follow directions |
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Self-confidence |
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Ability to get along with people |
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Job-related skills |
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Ability to handle conflict |
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Part D: Before the Interview
Teacher Notes
These are some suggestions to assist your students to prepare for an interview:
Ask each student to:
· Research the company/organization before the interview.
· Bring their resume.
· Dress in an appropriate manner.
· Be well groomed.
· Be punctual.
· Anticipate the interviewer’s questions.
· Prepare their own questions.
· Identify and be prepared to highlight their strengths.
Part E: At the Interview.
Here are some hints to help your students perform well at an interview
|
Dos |
Don’ts |
|
Read the company literature beforehand |
Don’t be late for your interview |
|
Dress neatly and act naturally |
Don’t come unprepared |
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Present all relevant credentials |
Don’t chew gum or smoke |
|
Be prepared to discuss weaknesses |
Don’t lounge in your chair |
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Be honest, serious, and sincere |
Don’t misrepresent yourself |
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Be courteous |
Don’t blame others for your weaknesses |
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Be specific |
Don’t criticize yourself |
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Try to relax |
Don’t become impatient or emotional |
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Look directly at the interviewer |
Don’t talk too much or too little |
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Speak clearly |
Don’t unduly emphasize starting salary |
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Appear interested in each employer |
Don’t over sell your case |
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Emphasize potential strengths |
Don’t overextend the interview |
|
Focus on the job |
Don’t make hasty decisions |
Teacher Notes
Complete this form during the interview. You may wish to provide copies for students before hand.
Name of Student: ________________
Time of Interview: _______________
Date of Interview: _______________
|
Teacher’s Checklist Evaluation Form for
the Mock Interview |
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Trait |
Item |
Checklist |
Comments |
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|
Excellent |
Good |
Unacceptable |
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Preparation |
Resume |
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Employability Portfolio |
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Arrival |
Punctuality |
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First impression |
|||||
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Handshake |
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Manner |
Appearance |
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Eye contact |
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Posture |
|||||
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Friendliness |
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Maturity |
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Communication skills |
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Personal Characteristics |
Alertness, enthusiasm |
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Directness |
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Attitude |
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Manners |
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Ability to “sell” oneself |
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Sense of responsibility |
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Main Part of the Interview |
Ability to maintain eye contact |
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Enunciation |
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Level and correctness of language |
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Manner of answering questions (directly) |
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Knowledge of portfolio |
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Knowledge of relationship of portfolio with career |
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Asks appropriate questions |
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Concluding the Interview |
Ability to conclude interview in appropriate manner (friendly, polite) |
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Last impression (Are you still interested in this career?) |
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Overall Comments: |
|||||
Students should review their performance after the interview as it will help them to avoid some common mistakes in the next job interview.
|
Student Self-Evaluation After Interview |
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During interview |
Checklist |
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Excellent |
Good |
Fair |
Needs Work |
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Punctuality |
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Posture |
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Handshake |
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Appearance |
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Attitude |
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Composure |
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Personality for the job |
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Conversational Ability |
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Understanding of Questions |
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Relating Portfolio |
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Relating resume |
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Experience |
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Job Interest |
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Job Potential |
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|
Course Overview | Unit 2
| Unit 3 | Unit 4 | Unit 5 | Unit 6 |
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