Beruflich Dokumente
Kultur Dokumente
2008
Acknowledgements
Program Coordinator Lorna McPherson Guidance/At Risk Developers Sharon Aitken Jane Coughlan Project sponsored by TDSB Student Success
Credit Recovery Career Studies (GLC2O) 2008 Toronto District School Board Reproduction of this document for use by schools within the Toronto District School Board is encouraged. For anyone other than Toronto District School Board staff, no part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any other means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Toronto District School Board. This permission must be requested and obtained in writing from: Toronto District School Board Library and Learning Resources 3 Tippett Road Toronto, ON M3H 2V1 Tel: 416-397-2595 Fax: 416-395-5173 Email: curriculumdocs@tdsb.on.ca Every reasonable precaution has been taken to trace the owners of copyrighted material and to make due acknowledgement. Any omission will gladly be rectified in future printings. This document has been reviewed for equity.
Table of Contents
Page Introduction for Teachers Overview What Is Layered Curriculum? Assessment and Evaluation Using Layered Curriculum Accommodations Credit Recovery: Student Information Course Outline Culminating Activities Culminating Activity #1: Getting Ready for Work Culminating Activity #2: Exploring the World of Retail Culminating Activity #3: Career Lifeline Making It Your Own Course Modules Unit 1, Personal Management: Module 1 Handout 1.1: Multiple Intelligences What Are Yours? Handout 1.2: Learning Styles Handout 1.3: Graphic Organizer Handout 1.4: Emotional Intelligence Handout 1.5: Creating a Brochure Handout 1.6: Writing a Paragraph Handout 1.7: Outline for Writing an Essay Handout 1.8: Concept Map Handout 1.9 Getting Dramatic Generic Rubrics: Unit 1: Module 1, Layers C, B, A Unit 1, Personal Management: Module 2 Handout 2.1: How to Write a Report Generic Rubrics: Unit 1: Module 2, Layers C, B, A Unit 1, Personal Management: Module 3 Handout 3.1: How to Write a Summary Generic Rubrics: Unit 1: Module 3, Layers C, B, A Unit 2, Exploration of Opportunities: Module 4 Handout 4.1: Taking Good Notes Handout 4.2: Making a Flow Chart Generic Rubrics: Unit 2: Module 4, Layers C, B, A Unit 2, Exploration of Opportunities: Module 5 Generic Rubrics: Unit 2: Module 5, Layers C, B, A 1 1 2 3 4 5 6 11 12 16 20 24 24 28 32 34 35 37 38 40 41 42 43 46 50 51 54 58 59 62 66 67 69 72 76
_____________________________________________________________________________________________ 2008 Toronto District School Board -iCredit Recovery: Career Studies (GLC2O) Table of Contents
Unit 2, Exploration of Opportunities: Module 6 Handout 6.1: Learning Opportunities Handout 6.2: Business Letter Format Handout 6.3: Job-Shadowing Experience Handout 6.4: Creating a Poster or PowerPoint Presentation Handout 6.5: Poster Evaluation Rubric Handout 6.6: PowerPoint Evaluation Rubric Unit 3, Preparation for Transitions and Change: Module 7 Handout 7.1: Discover Your Interests Handout 7.2: Career Plan Vocabulary Handout 7.3: School Staff Survey Handout 7.4: Career/Life Planning Process Handout 7.5: My Secondary School Planning Chart Unit 3, Preparation for Transitions and Change: Module 8 Handout 8.1: My Community Handout 8.2: Youth Opportunities Ontario Handout 8.3: Monster Change and Transitions Handout 8.4: The Changing Workplace, Then and Now Questions Handout 8.5: The Changing Workplace, Then and Now Reflection Unit 3, Preparation for Transitions and Change: Module 9 Handout 9.1: Resum Information Sheet Handout 9.2: Resum Questionnaire Handout 9.3: Networking Contacts Handout 9.4: Choose Your Job Handout 9.5: Your Job Handout 9.6: Job Application Form Information Sheet Handout 9.7: Application for Employment Form Handout 9.8: Professional References Information Sheet Handout 9.9: Reference Page Template Handout 9.10: Resum Template Handout 9.11: Resum Sample 1 Handout 9.12: Resum Sample 2 Handout 9.13: Covering Letter Information Sheet Handout 9.14: Resum Evaluation Chart Handout 9.15: Covering Letter Evaluation Chart Handout 9.16: Interview Information Sheet Handout 9.17: Common Interview Questions Handout 9.18: Common Behavioural Questions Based on Situations
79 82 83 84 86 87 88 89 93 95 96 97 98 99 102 103 105 106 107 108 111 112 113 114 115 116 118 120 121 122 123 124 125 127 128 129 131 133
_____________________________________________________________________________________________ 2008 Toronto District School Board - ii Credit Recovery: Career Studies (GLC2O) Table of Contents
Course Resources Glossary Career/Life Planning Websites Career Paths Credit Recovery Profile Essential Skills (Student Copy) Essential Skills (Teacher Copy) Scavenger Hunt (Student Copy) Scavenger Hunt (Teacher Copy) Create a Learning Profile: How Do You Like to Learn? TDSB Download Pathways
134 135 137 141 144 146 147 148 149 150 151
_____________________________________________________________________________________________ 2008 Toronto District School Board - iii Credit Recovery: Career Studies (GLC2O) Table of Contents
_____________________________________________________________________________________________ 2008 Toronto District School Board - iv Credit Recovery: Career Studies (GLC2O) Table of Contents
_____________________________________________________________________________________________ 2008 Toronto District School Board -1Credit Recovery: Career Studies (GLC2O) Introduction
Three Keys to Layered Curriculum Offers students choice in the activities Encourages more complex thinking, such as problem solving Increases daily student accountability
Researching Skills and Critical Thinking Students learn how to research/locate information they need. Critical-thinking skills are used to develop, design, write, and construct various products.
Self-Esteem Students come to understand that they are unique and that everyone has abilities and gifts. Creativity is allowed to flourish.
_____________________________________________________________________________________________ 2008 Toronto District School Board -2Credit Recovery: Career Studies (GLC2O) Introduction
For More Information on Layered Curriculum and Differentiating Instruction Websites Nunley, Dr. Kathie F. Layered Curriculum. <www.help4teachers.com>. Website for educators. ---. Practical Classroom Applications of Current Brain Research. brains.org. <www.brains.org>. Books Marzano, Robert J., Debra Pickering, and Jane E. Pollock. Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development, 2001. Nunley, Kathie F. Differentiating the High School Classroom: Solution Strategies for 18 Common Obstacles. Thousand Oaks, CA: Corwin Press 2005. ---. Layered Curriculum. 2nd ed. Amherst, NH: Brains.Org., 2004. ---. A Students Brain: The Parent/Teacher Manual. Kearney, NE: Morris Publishing. 2003. Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development, 2001. Tomlinson, Carol Ann, and Jay McTighe. Integrating Differentiated Instruction & Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, 2006.
Note: Students complete only those modules where the overall expectations have not been met, and they must complete all the layers in that particular module(s). Students may achieve Levels 1 to 4 in any of the layers. (Fresh AER: Assessment, Evaluation, and Reporting in Secondary Schools, Toronto District School Board, 2006.)
_____________________________________________________________________________________________ 2008 Toronto District School Board -3Credit Recovery: Career Studies (GLC2O) Introduction
Assignment of Marks Seventy percent (70%) of the grade will be determined by either: the students performance in the Credit Recovery program or the merging of previous evaluations provided by the subject teacher for successful attainment of course expectations, as evidenced on the Credit Recovery Profile Thirty percent (30%) of the grade will be based on: a culminating activity/unit (three choices are available) Notes: The culminating activity/unit cannot be carried over from the original course failed. There is no limit placed on the final grade that a student receives. The grade is individually based upon achieved expectations.
Accommodations
Accommodations are still expected when various described teaching/learning strategies are not sufficient in conveying enduring understanding with students with exceptionalities, as well as English Language Learners (ELLs). Suggestions Incorporate the following basic strategies to encourage students to actively use the new language and vocabulary introduced by the lessons, and to help with concept clarification: Paired oral/aural activities Think/Pair/Share Demonstrating process for others teacher/peers Writing scaffolds, letter-writing, note taking Student development of their own literature glossaries that include use of the first language, symbols, graphic representations, arrays of visualizations, etc., may also be helpful.
Success Tips for All Students Carefully select assignment activities that fit with your learning style and intelligence. Stay on task so that you use class time well. Plan your time so that you get all your work done. Remember, the teacher is always there to help.
_____________________________________________________________________________________________ 2008 Toronto District School Board -4Credit Recovery: Career Studies (GLC2O) Introduction
_____________________________________________________________________________________________ 2008 Toronto District School Board -5Credit Recovery: Career Studies (GLC2O) Introduction
Course Outline
Description and Rationale This course teaches students how to develop and achieve personal goals for future learning, work, and community involvement. Student will assess their interests, skills, and characteristics and investigate current economic and workplace trends, work opportunities, and ways to search for work. The course explores post-secondary learning and career options, prepares students for managing work and life transitions, and helps students focus on their goals through the development of a career plan. Eligibility Students should have a mark of 35 percent (35%) and: want to be in the program on a voluntary basis be committed to attending the program be willing to develop the work habits and study skills that enable them to work successfully and independently not be engaged in behaviours that would compromise the Credit Recovery classroom environment Course Content The course content is organized into three distinct, but related, strands. The overall expectations describe the knowledge and skills that students are expected to demonstrate by the end of the course. Strands Personal Management Overall Expectations use a self-assessment process to develop a personal profile for use in career-development planning evaluate and apply the personal-management skills and characteristics needed for school success, document them in their portfolio, and demonstrate their use in a variety of settings demonstrate effective use of interpersonal skills within a variety of settings use a research process to locate and select relevant career information from a variety of sources for inclusion in a portfolio identify current trends in society and the economy, and describe their effect on work opportunities and work environments identify a broad range of options for present and future learning, work, and community involvement
Exploration of Opportunities
_____________________________________________________________________________________________ 2008 Toronto District School Board -6Credit Recovery: Career Studies (GLC2O) Introduction
Overall Expectations use appropriate decision-making and planning processes to set goals and develop a career plan analyze changes taking place in their personal lives, their community, and the economy, and identify strategies to facilitate smooth transitions during change demonstrate an understanding of, and the ability to prepare for, the job-search process
Assessment and Evaluation Assessment and evaluation methods for this course will reflect, whenever possible, authentic practices found in the working world. Assessment and evaluation will be based on provincial curriculum expectations and the achievement levels outlined in the secondary policy documents (Fresh AER: Assessment, Evaluation, and Reporting in Secondary Schools). Students will receive a percentage grade on the Provincial Report Card. Assessment and evaluation are divided into four categories of knowledge and skills in Career Studies: Knowledge/Understanding, Thinking, Communication, and Application.
COURSE WORK (70%)
Each course strand contains three separate modules (i.e., there is a total of nine course modules). A choice of activities and projects are indicated in each of the Layers C, B, A for each of the three course Strands. Note: Students complete only those modules where the overall expectations have not been met, and they must complete all the layers in that particular module(s). Students may achieve Levels 1 to 4 in any of the layers. (Fresh AER: Assessment, Evaluation, and Reporting in Secondary Schools, Toronto District School Board, 2006) Layer C B Indicator Indicates basic understanding of core concepts and skills Indicates an understanding of the core concepts/skills and a personal discovery through research or an application of the material Indicates students have mastered the concepts/skills and have included a critical analysis of current issues and/or a creative perspective related to the subject material
_____________________________________________________________________________________________ 2008 Toronto District School Board -7Credit Recovery: Career Studies (GLC2O) Introduction
Seventy percent (70%) of the grade will be determined by either: the students performance in the Credit Recovery program OR the merging of previous evaluations provided by the subject teacher for successful attainment of course expectations, as evidenced on the Credit Recovery Profile Thirty percent (30%) of the grade will be based on: a culminating activity/unit (three choices are available) Notes: The culminating activity/unit cannot be carried over from the original course failed. There is no limit placed on the final grade that a student receives. The grade is individually based upon achieved expectations. Teaching/Learning Strategies A wide variety of instructional strategies are used to provide learning opportunities to accommodate different learning styles, interests, and ability levels. These include: visual presentations research interviews multimedia presentations Learning Skills Students will be assessed on an ongoing basis in the following five areas and will be given a letter grade on the Provincial Report Card (E=Excellent, G= Good, S= Satisfactory, N= Needs Improvement). Works Independently Team Work Organization Work Habits Initiative For details on the above areas, see the Learning Skills Rubric. Policy for Absences Regular attendance and punctuality are essential if students are to receive maximum benefit from this course. If students are absent from class, they are responsible for the homework and assignments missed. When they return to class after an absence, they must present a note to explain the absence (date, reason, and signature). Students must call their school if they plan to be absent.
_____________________________________________________________________________________________ 2008 Toronto District School Board -8Credit Recovery: Career Studies (GLC2O) Introduction
Policy on Plagiarism Plagiarism is one form of academic dishonesty and is a serious offence. Students are expected to be academically honest by submitting their own original work, and the marks they receive are intended to reflect their own academic achievement. They are required to follow their schools plagiarism policy. Plagiarism could result in a mark of zero (0) on an assignment.
_____________________________________________________________________________________________ 2008 Toronto District School Board -9Credit Recovery: Career Studies (GLC2O) Introduction
Works Independently
Teamwork
- Rarely shares ideas - Rarely listens passively - Rarely brings required materials to class
- Usually shares ideas - Listens passively and actively most of the time - Usually brings required materials to class - Considerable organization - Usually uses resources - Completes most homework
- Almost always shares ideas - Listens passively and actively almost all of the time - Almost always brings required material to class - Effective organization - Almost always uses resources - Completes all homework
Organization
Work Habits
- Almost always submits work on time - Almost always makes up missed work - Almost always acts to solve problems - Almost always Recognizes what needs to be done and does it
- Rarely makes up missed work - Rarely acts to solve problems Initiative - Rarely recognizes what needs to be done and rarely takes appropriate steps
- Usually makes up missed work - Usually acts to solve problems - Usually recognizes what needs to be done and does it
_____________________________________________________________________________________________ 2008 Toronto District School Board - 10 Credit Recovery: Career Studies (GLC2O) Introduction
Culminating Activities
The Culminating Activity is worth 30 percent of your final mark. Each Culminating Activity addresses various overall expectations. The Evaluation Rubric accompanying each Culminating Activity will clearly show you which expectations you need to achieve.
Culminating Activity #1: Getting Ready for Work Use coursework such as a resum, cover lettering, and self-assessments; obtain references; and complete an application for a part-time job to create a professional portfolio. Culminating Activity #2: Exploring the World of Retail Conduct interviews with people you know, such as family or friends of different ages, who work in retail; compile questions and data; then complete a report, PowerPoint presentation, or web page. Culminating Activity #3: Career Lifeline Making It Your Own Choose occupations of interest and make a photo documentary using PhotoStory 3, Moviemaker, or PowerPoint.
_____________________________________________________________________________________________ 2008 Toronto District School Board - 11 Credit Recovery: Career Studies (GLC2O) Culminating Activities
Cover Page
Table of Contents Goals Minimum of three short-term goals Your plan on how you will achieve the goals Resum Covering Letter Job Application References (minimum of two)
(Minimum of seven items) Some ideas you might consider: Self-assessments (Career Studies) Journals (Career Studies) School assignments that you are proud of Report card transcripts that you are proud of Volunteer certificates Academic awards Sports achievements Artwork that you are proud of Participation recognition for out-of-school activities Letters of recommendation Badges, trophies, medals
_____________________________________________________________________________________________ 2008 Toronto District School Board - 12 Credit Recovery: Career Studies (GLC2O) Culminating Activities
SECTION C: REFLECTIONS
(Minimum of five) From the items you chose in Section B, choose five and write a reflection on each, answering the following questions: What is the item? Why have I chosen this item to be included in my portfolio? What is significant about this particular item? How does this item reflect the best of me? What have I learned about myself from what this item represents? What other information do you feel its important to include? Evaluation Criteria Your professional portfolio needs to be very presentable! This portfolio should be of the quality that you would be proud to take to a prospective employer or to any other meeting when you might need to highlight your values, skills, abilities, and interests. Getting Ready for Work Evaluation Rubric Make sure you review the Portfolio Evaluation Rubric to understand how you will be marked. Additional Criteria Presented in a 1-inch 3-ring binder Completeness (meets all requirements) Neatness Legibility (word-processed) Organization Thoughtful reflections Spelling and grammar Creativity Other - plastic page protectors - tabs or dividers used to separate sections
_____________________________________________________________________________________________ 2008 Toronto District School Board - 13 Credit Recovery: Career Studies (GLC2O) Culminating Activities
Category/Criteria KNOWLEDGE/ UNDERSTANDING - Major components of the portfolio are incomplete or are not included - Some aspects of the portfolio are incomplete and therefore distract from the final product. - Some aspects of the portfolio are incomplete, but these do not distract seriously from the final product. - All required pieces are included.
Completeness _ Cover page _ Table of contents _ Goals (min. of three) _ Resum _ Covering letter _ Job application _ References (min. of two) _ Seven items _ Five Reflections - The organization of the portfolio reflects a lack of planning and inappropriate selection. - The work has many spelling and grammar errors. - The work has many spelling and grammar errors. - Few selections demonstrate growth and learning over time (e.g., initial and revised responses to questions; first and revised written drafts). - The organization of the portfolio reflects some effort in planning and selection. - The organization of the portfolio reflects planning and appropriate selection. - The work has some spelling or grammar errors. - Several selections demonstrate growth and learning over time (e.g., initial and revised responses to questions; first and revised written drafts).
APPLICATION - The organization of the portfolio reflects thorough planning and appropriate selection. - The work is free of spelling and grammar errors. - Many selections clearly demonstrate growth and learning over time (e.g., initial and revised responses to questions; first and revised written drafts).
Organization Selections of work, organization of portfolio, neatness, and legibility of work, all demonstrate an understanding of the skills required in the workplace.
_____________________________________________________________________________________________ 2008 Toronto District School Board - 14 Credit Recovery: Career Studies (GLC2O) Culminating Activities - Selections demonstrate little evidence of growth and learning over time (e.g., initial and revised responses to questions: first and revised written drafts).
____/7
Category/Criteria COMMUNICATION - Portfolio lacks careful attention to neatness. - Shows a fair effort. - Shows considerable thought; work is neat and demonstrates considerable effort. - Container used is suitable and appropriate. - Headings, tabs, and/or other organizers are used effectively. - Most selections are categorized appropriately. - Completed reflection sheets accompany most items. - Most entries reflect an accurate assessment of the students skills. - Selections demonstrate a solid grasp of the portfolio process (i.e., purposeful collecting, selecting, and reflecting on pieces). - Selections demonstrate originality/ creativity. - Exceptionally neat and attractively presented.
Level 1
Level 2
Level 3
Level 4
Teacher Notes
Presentation, format, originality capture the essence of the learning in this course. - Container used lacks suitability or appropriateness. - Container used is suitable. - Headings, tabs, and/or other organizers are absent or used in a limited way. - Few selections are categorized. - Completed reflection sheets accompany few items. - Reflections do not relate to employability skills. - Selections demonstrate a limited grasp of the portlio process (i.e., purposeful collecting, selecting, and reflecting on pieces). - Selections demonstrate little originality/ creativity. - Selections demonstrate some grasp of the portfolio process (i.e., purposeful collecting, selecting, and reflecting on pieces). - Selections demonstrate some originality/ creativity. - Some choices are inappropriate. - Completed reflection sheets accompany some items. - Some selections are not categorized appropriately. - Headings, tabs, and/or other organizers are used inconsistently.
- Container used is suitable and appropriate. - Headings, tabs, and/or other organizers are highly effective. - All selections are categorized appropriately. - Completed reflection sheets accompany all items. - Reflections are complete and thoughtful. - Selections demonstrate a thorough grasp of the portfolio process (i.e., purposeful collecting, selecting, and reflecting on pieces). - Selections demonstrate a high degree of originality/creativity. ____/10 ____/30 ____/8
Appropriate container
THINKING
_____________________________________________________________________________________________ 2008 Toronto District School Board - 15 Credit Recovery: Career Studies (GLC2O) Culminating Activities
TOTAL POINTS
_____________________________________________________________________________________________ 2008 Toronto District School Board - 16 Credit Recovery: Career Studies (GLC2O) Culminating Activities
Retailers invest over $70 billion into the economy annually One-third of all retail employees are between 15 and 24 years old (compared with just 15 percent economy-wide) (Canadian Statistics from The Graff Retail Group, 2007) Tasks You need to do all of the following. Read all six items twice before you begin. Consider the choices within each task. 1. Before you begin these tasks, look at the Evaluation Rubric on the following page to see exactly what is expected. 2. Look at James, Keisha, and Anns career paths again. Draw each of their Career Lifelines on a separate mathematical number line (0 to 10). Create your own number chart as a guide for all three number lines; do not worry about being exact with time. You may guesstimate the time periods from the information given in the three short biographies. List one important transferable skill you think each person has learned. Why has retail been a good choice for each of them? 3. Select three to five people who you know are working in the retail industry. Try to find people who are in different retail jobs with different numbers of years of experience. Some examples are: sales clerk, part of the store management team, buying and merchandising manager, marketing and advertising assistant, store designer, product developer, accountant/bookkeeper, Information Technology-computer network specialist, franchise owner or entrepreneur. These are just a few suggestions. 4. Design 10 to 15 questions to ask these people. You might consider some of the following topics: education level, hiring policies, hours, training, flexibility, opportunities for achievement in the company, benefits, salaries, job tasks, employees rights, safety policies, ways to increase pay, and vacation time. Refer back to the lessons you have done in previous modules to give you some main ideas to set up your questions. Read your questions over to your teacher or a classmate. Type them. You will need three to five copies. 5. Observe and discuss informally the following areas with your three to five people. What transferable skills (those skills he or she can take to other jobs) has the person you are interviewing learned on his or her current job? How does this job fit into his or her life balance? Is this person working every weekend? Does he or she have time for family and hobbies? 6. Take the answers from your 10 to 15 questions and decide how you would like to present them. First, put some of your findings into a pie graph or a bar graph. Use your questions that have numbers in the answers. Ask your math teacher or look at your math textbook for examples of the graphs.
_____________________________________________________________________________________________ 2008 Toronto District School Board - 17 Credit Recovery: Career Studies (GLC2O) Culminating Activities
Second, put the rest of your answers into a short report, a PowerPoint presentation, or a small web page for teens. Consider how much time you have available and discuss your ideas with your teacher.
7. As your conclusion, select the most successful retail job/occupation you have discovered through your interviews. Explain how this one retail job might be one that you would like to try after hearing from the people you have interviewed. Provide four or five reasons as to why this job might be a fit for you.
_____________________________________________________________________________________________ 2008 Toronto District School Board - 18 Credit Recovery: Career Studies (GLC2O) Culminating Activities
Expectations Use a self-assessment process to develop a personal profile for use in career-development planning; Identify current trends in society and the economy, and describe their effect on work opportunities and work environments; Demonstrate effective use of interpersonal skills within a variety of settings; Use a research process to locate and select relevant career information from a variety of sources.
Level 1 Level 2 Level 3 Level 4 Points
Category/Criteria
Knowledge of content - Demonstrates limited knowledge and understanding - Uses planning and processing skills with limited effectiveness - Demonstrates some knowledge and understanding - Uses planning and processing skills with some effectiveness - Demonstrates considerable knowledge and understanding - Uses planning and processing skills with considerable effectiveness - Uses critical-thinking skills with some effectiveness - Expresses and organizes ideas and information with some effectiveness - Applies knowledge and skills with some effectiveness - Uses critical-thinking skills with limited effectiveness - Expresses and organizes ideas and information with limited effectiveness - Applies knowledge and skills with limited effectiveness
- Demonstrates thorough knowledge and understanding - Uses planning and processing skills with a high degree of effectiveness
/5
/7
Use of critical-thinking skills (reading, research, problem solving) Expression and organization of ideas and information in oral, visual, and written forms Application of knowledge and skills (interpersonal skills)
- Uses critical-thinking skills with considerable effectiveness - Expresses and organizes ideas and information with considerable effectiveness - Applies knowledge and skills with considerable effectiveness
- Uses critical-thinking skills with a high degree of effectiveness - Expresses and organizes ideas and information with a high degree of effectiveness - Applies knowledge and skills with a high degree of effectiveness
/8
Transfer of knowledge and skills to new contexts - Makes connections with limited effectiveness
- Transfers knowledge and skills to new contexts with some effectiveness - Makes connections with some effectiveness
- Transfers knowledge and skills with considerable effectiveness - Makes connections with considerable effectiveness
- Transfers knowledge and skills with a high degree of effectiveness - Makes connections with a high degree of effectiveness
/10
Making connections within and between various contexts (different jobs in the workplace)
_____________________________________________________________________________________________ 2008 Toronto District School Board - 19 Credit Recovery: Career Studies (GLC2O) Culminating Activities
Total Points
/30
your future goals, and salary. Look at your results. Are there any similarities among your choices? 3. Now you need to make a storyboard using these ten areas of work. Think about what photo you could take that illustrates what you love about each job and how the specific occupation relates to who you are and where you are going. See the Storyboard Template on the following page. 4. Using the ideas in your storyboard, take ten photos with the digital camera. When you have your ten photos, upload them onto the desktop of the computer. Then, use either Photostory3 or Moviemaker to make a photo movie. Note: If it is not possible to access these programs, you and your teacher will find an alternative way to use technology to show your career interests and future goals. 5. Write one sentence describing each photo, then present your final product to your classmates.
_____________________________________________________________________________________________ 2008 Toronto District School Board - 21 Credit Recovery: Career Studies (GLC2O) Culminating Activities
Storyboard Template
Movie Title: _____________________________________ Students Name: _________________________________ Complete one storyboard template for each of your ten photos. Each photo will represent one of the occupations you have chosen. Decide which image would best describe why you are interested in this occupation. Once you have finished your ten storyboard templates, take the ten photos. Use your templates as your guide. When you have all ten photos, bring each to life when you place them collectively into one of the software programs to create your living Career Lifeline. Sketch what the scene and shot will look like.
Describe the shot (close-up, mid-shot, long shot, etc.), and describe the camera angle (low, normal, high). Do a brief search on the Internet to explain camera shots and angles; you may use new ones you discover in your research as well.
Describe the kind of music and write specific text to support the occupation chosen.
_____________________________________________________________________________________________ 2008 Toronto District School Board - 22 Credit Recovery: Career Studies (GLC2O) Culminating Activities
Expectations Use a self-assessment process to develop a personal profile for use in career-development planning; Identify current trends in society and the economy, and describe their effect on work opportunities and work environments; Demonstrate effective use of interpersonal skills within a variety of settings; Use appropriate decision-making and planning processes to set goals and develop a career plan.
Points
/5
Level 1 - Demonstrates limited knowledge and understanding - Uses planning and processing skills with limited effectiveness - Uses critical-thinking skills with limited effectiveness - Expresses and organizes ideas and information with limited effectiveness - Applies knowledge and skills with limited effectiveness - Transfers knowledge and skills to new contexts with limited effectiveness - Makes connections with limited effectiveness - Applies knowledge and skills with some effectiveness - Transfers knowledge and skills to new contexts with some effectiveness - Makes connections with some effectiveness - Uses critical-thinking skills with some effectiveness - Expresses and organizes ideas and information with some effectiveness
Level 2 - Demonstrates some knowledge and understanding - Uses planning and processing skills with some effectiveness
Level 3 - Demonstrates considerable knowledge and understanding - Uses planning and processing skills with considerable effectiveness
Level 4 - Demonstrates thorough knowledge and understanding - Uses planning and processing skills with a high degree of effectiveness
/7
Use of critical-thinking skills (reading, research, decision making) Expression and organization of ideas and information in oral, visual, and written forms Application of knowledge and skills (learning, technology)
- Uses critical-thinking skills with considerable effectiveness - Expresses and organizes ideas and information with considerable effectiveness - Applies knowledge and skills with considerable effectiveness - Transfers knowledge and skills with considerable effectiveness - Makes connections with considerable effectiveness
- Uses critical-thinking skills with a high degree of effectiveness - Expresses and organizes ideas and information with a high degree of effectiveness - Applies knowledge and skills with a high degree of effectiveness - Transfers knowledge and skills with a high degree of effectiveness - Makes connections with a high degree of effectiveness
/8
/10
Making connections within and between various contexts (different jobs in the workplace)
_____________________________________________________________________________________________ 2008 Toronto District School Board - 23 Credit Recovery: Career Studies (GLC2O) Culminating Activities
Total Points
/30
UNIT 1: MODULE 1:
PERSONAL MANAGEMENT Use a self-assessment process to develop a personal profile for use in career development planning.
NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end of this module for your assessment and evaluation. C Tasks (Choose one.) C1 Multiple Intelligences, or different kinds of smarts, created by Howard Gardner, tell you about the eight different ways you can demonstrate your intelligence. Complete Handout 1.1: Multiple Intelligences What Are Yours? Decide your top three intelligences. Write out typical activities you would do around these three intelligences. How would you make one of your weaker intelligences stronger? C2 Learning Styles involve taking knowledge in through your eyes (visual), ears (auditory), and body (bodily/kinesthetic). Complete Handout 1.2: Learning Styles. Identify whether you are mostly visual, auditory, or bodily/kinesthetic. Research your preferred learning style and discover five to eight strategies that benefit you in the classroom and five to eight strategies that may benefit you in your future work. C3 Look at some of the self-assessments that you have done in a previous course, preferably from your original Career Studies course. Include three to five of the self-assessments, or more if you choose, and compare what they tell you about your interests, your top multiple intelligences, learning styles, and preferred work environments. Create a chart to organize your results and then compile them into a one-page summary response. For help with this task, see Handout 1.3: Graphic Organizer and Handout 3.1: How to Write a Summary in Unit 1, Module 3. Points 20 Choice ()
20
20
_____________________________________________________________________________________________ 2008 Toronto District School Board - 25 Credit Recovery: Career Studies (GLC2O) Module 1
B Tasks (Choose two.) B1 Research Emotional Intelligence by Daniel Goleman. Prepare a short PowerPoint presentation outlining the main ideas of Emotional Intelligence and how it is important in your friendships, your personal life, and the world of work. Share your work with your teacher and classmates. For background information, you may research the Internet or Handout 1.4: Emotional Intelligence. B2 Dream about your possible future careers. If you could place yourself into one of these careers for a few moments, what would your life look, sound, and feel like. Walk backwards to discover what steps you would have taken to get your dream career. What qualities, skills, and values that you have now and/or are developing now have put you into this future career? You may use your Multiple Intelligence and Learning Style quiz results, if you like. Write a short report with your information. For help with this task, see Handout 2.1: How to Write a Report. B3 Create a brochure about yourself. In it, include your top three strengths, top three abilities, top three interests, top three values, and top three future plans. Use your self-assessments and the Internet to give you examples of each of these categories and look at the Glossary included with this course. Include some photos and drawings too! For help with this task, see Handout 1.5: Creating a Brochure. B4 Your life as a student. Collect four or five of your report cards from your previous schools. Use both secondary and elementary report cards. Your teacher can access copies of your previous report cards if need be from your Ontario Student Record (OSR), which is located in Guidance. Look over the comments and marks, and recall your memories of these schools. Write a student autobiography. Rediscover your strengths, as highlighted in your report cards. What similarities or differences do you see between your report cards and who you are as a student today? You may write an autobiography or a summary. For a model of an autobiography, see an English textbook or do research on the Internet. For help with a summary, see Handout 3.1: How to Write a Summary. B5 Answer these four questions: What do you value? What are you good at? What talents do you have? What are your interests? You may ask a classmate to help you complete your answers. Now ask a close friend, teacher, and/or family friend to answer the same four questions, also about you. Compare your answers with that persons. Write in point form a few similarities and differences between the two sets of answers. Then write one paragraph explaining three similarities and one paragraph explaining three differences between your answers and the other persons. For help with this task, see Handout 1.6: Writing a Paragraph. Points 25 Choice ()
25
25
25
25
_____________________________________________________________________________________________ 2008 Toronto District School Board - 26 Credit Recovery: Career Studies (GLC2O) Module 1
B6 Choose three successes you have achieved in difficult situations (e.g., giving a classroom presentation or speech, mastering a layup, learning to swim). What qualities kept you going? What external influences, such as family, friends, and teachers, encouraged you to continue in these three difficult situations and not give up? Create a paragraph for each situation in which you answer these questions. For help with this task, see Handout 1.6: Writing a Paragraph. A Tasks (Choose one.)
Choice Points () 25
A1 What is the best way for you to plan and choose your career direction? How would you include the talents, abilities, skills, and interests you have learned about yourself in this module? Consider your influences, such as school, family, and friends. What life experiences would help you plan? Write a five-paragraph essay to explain your thoughts. Your thesis could be: The best way to plan and then choose my career direction is to consider my top interests, top skills, and familys opinions. Or, your three body paragraphs could explain your talents, abilities, and life experiences insteadyou decide! For help with this task, see Handout 1.8: Concept Map and Handout 1.7: Outline for Writing an Essay. A2 Observe and talk to friends, family, and classmates who you think are successful in school and in life. What methods for achieving success are working for them? Now add their methods to methods for success that have worked for you. Comparing all of the methods, decide on a Top 10 List. Then, take your data and write a short dramatic monologue, or a song, in the style of your choice, with you or someone else as the main character. Choose a title for your presentation. Your title might be: Makin It, or create a title of your own. For help with this task, see Handout 1.8: Getting Dramatic. A3 Create a career counselling session as a dialogue between a teen who wants to drop out of school and a career/guidance counsellor. In your dialogue, include the students report cards, self-assessment tests, his or her dream jobs, personal data, and any information you want to create that you think would be relevant. Give the teen tips and strategies to help him or her not only stay in school, but also find some ways to enjoy school. Read your dialogue to your teacher and classmates. Remember that when you are creating a dialogue, you change lines every time the speaker changes. Check out how to write a dialogue from your English text as well.
Choice Points ()
30
30
30
_____________________________________________________________________________________________ 2008 Toronto District School Board - 27 Credit Recovery: Career Studies (GLC2O) Module 1
_____________________________________________________________________________________________ 2008 Toronto District School Board - 28 Credit Recovery: Career Studies (GLC2O) Module 1
Part 2 1. I like math and math problems. _____ 2. I prefer planning out my work before actually doing it. _____ 3. Im very interested in science and experiments. _____ 4. I like to ask questions and I enjoy reasoning out the answers. _____ 5. I like doing research and solving complex problems. _____ Part 3 1. I like colour and design. _____ 2. I have a good sense of direction and can read maps and charts well. _____ 3. I remember things I have seen well more than things I have heard. _____ 4. I enjoy drawing, building, and visualizing. _____ 5. Art is a favourite class of mine, as I understand form, shape, texture, and colour well. _____ Part 4 1. I get along well with others and enjoy spending time talking. _____ 2. I enjoy team sports more than individual sports. _____ 3. I enjoy listening to other peoples stories and empathizing with their feelings. _____ 4. I like being the leader of a group who listens to other members ideas. _____ 5. People are energizing for me; parties, visiting, and making new friends is fun. _____ Part 5 1. I am relaxed and am able to re-energize when Im alone. _____ 2. I prefer a small group of friends, not big crowds of people. _____ 3. I know who I am and how I feel about things most of the time. _____ 4. I enjoy thinking on my own about values and beliefs. _____ 5. I understand my areas of strength and weakness. _____
_____________________________________________________________________________________________ 2008 Toronto District School Board - 29 Credit Recovery: Career Studies (GLC2O) Module 1
Part 6 1. I enjoy moving around instead of sitting. _____ 2. I tend to tap and move my feet or hands when Im in class. _____ 3. I learn best when it is a hands-on project, such as building or creating something. _____ 4. I am good at sports, as I have good coordination. _____ 5. I like to get up and take an active part in most activities. _____ Part 7 1. I would listen to my music all day if I could. _____ 2. I often hear songs and melodies in my head. _____ 3. I can follow the rhythm in music easily and I like dancing. _____ 4. I play or would like to play a musical instrument. _____ 5. I listen well and can distinguish which instrument is playing in a band or an orchestra. _____ Part 8 1. One of my favourite things to do is be outside. ______ 2. I like hiking in parks and observing plants, insects, and animals. _____ 3. I learn a lot when I go on a field trip and explore nature. _____ 4. I recycle always and read up on environmental issues. _____ 5. Im interested in taking care of animals or marine life. _____ Identifying Your Top Three Intelligences 1. Add up your score for each of the above eight parts, and write it down in the space provided below. 2. Identify the three parts that have the highest scores. These are your top three Intelligences. Are you surprised? Write them down below, in the last line of this handout. 3. Do some additional research to find out more about what possible jobs might fit best with your top three Intelligences, then complete the following chart.
_____________________________________________________________________________________________ 2008 Toronto District School Board - 30 Credit Recovery: Career Studies (GLC2O) Module 1
TOTAL SCORES
1. Verbal/Linguistic (Word Smart) __________ 2. Logical/Mathematical (Logic Smart) __________ 3. Visual/Spatial (Image Smart) __________ 4. Interpersonal (People Smart) __________ 5. Intrapersonal (Self Smart) __________ 6. Bodily/Kinesthetic (Body Smart) __________ 7. Musical (Music Smart) __________ 8. Naturalist (Nature Smart) __________ My top three Intelligences are ____________________, ____________________, ____________________. Possible jobs to best fit my top three Intelligences: Type of Intelligence Best Job Fits for This Intelligence
_____________________________________________________________________________________________ 2008 Toronto District School Board - 31 Credit Recovery: Career Studies (GLC2O) Module 1
Date: ____________________
1. You prefer the written copy of an assignment from your teacher. 2. Although you dont mind working in groups, you prefer to take notes and then go on your own to complete the work in a written format. 3. You like essays and written reports rather than building assignments. 4. When you are in a classroom, you read the writing on the wall posters, as well as look at the pictures. 5. In addition to your textbooks, you read labels, magazines, and articles on the Internet as part of your typical day.
PART B
1. You remember better if someone tells you something or reads it to you. 2. You learn languages easily and prefer speaking rather than writing. 3. You love classroom discussions and you easily follow the main ideas discussed. 4. Using an audiotape version of information you need to learn makes it easier for you to remember the details. 5. You would prefer to do your tests by telling your teacher the answers rather than writing them down.
_____________________________________________________________________________________________ 2008 Toronto District School Board - 32 Credit Recovery: Career Studies (GLC2O) Module 1
PART C
1. If the classroom has an area for art supplies, you feel comfortable and eager to get to work. 2. You like constructing or building a project as your class work. 3. If the work has a part that is written and a part where you design or construct something, you usually begin the designing and constructing part first. 4. In science or math class, you enjoy getting up and walking around to do measurements and calculations and then build a construct from them. 5. In class, you like to have materials or information you can manipulate into some arrangement first and then begin to write about it.
(Your preferred Learning Style is PART A Visual , PART B Auditory, PART C Tactile/Kinesthetic, or a combination of PARTS A, B, or C.) Research your preferred Learning Style. See other examples of how you learn best! You can also find out what ways you can strengthen your non-preferred Learning Style.
_____________________________________________________________________________________________ 2008 Toronto District School Board - 33 Credit Recovery: Career Studies (GLC2O) Module 1
________________
__________________
___________________
___________________________
Use one copy of this organizer for each self-assessment. For example, if you complete Handout 1.1 and Handout 1.2, you will use two copies of this handout. Put the name of the quiz, such as Learning Styles, in the middle of the hexagon, and the specific details on the lines near the arrows. Add more detail lines and arrows if you like.
_____________________________________________________________________________________________ 2008 Toronto District School Board - 34 Credit Recovery: Career Studies (GLC2O) Module 1
_____________________________________________________________________________________________ 2008 Toronto District School Board - 35 Credit Recovery: Career Studies (GLC2O) Module 1
5. Handling relationships: The art of relationships is, in large part, the skill of managing the emotions of others. The skills necessary to develop your social competence are your ability to evaluate, negotiate, and compromise. These abilities also develop popularity, leadership, and how well you get along in groups. People who excel in these skills also read non-verbal communication, such as body language and facial expressions, very well. People differ in their abilities in each of the five domains. Some people are better at handling their own anxiety, but not as adept at handling the upsets of others. Emotional Intelligence can be learned and definitely developed if you begin to understand the five domains and how they work in your life. DANIEL GOLEMAN, Ph. D., wrote about the behavioural and brain sciences for The New York Times for 12 years and is co-director of the Consortium for Research on Emotional Intelligence in Organizations at Rutgers University. He has taught at Harvard, where he went to university, and as a consultant, he addresses groups and businesses around the world. He is also the author of Primal Leadership and co-author of Destructive Emotions. (Ideas are taken from Emotional Intelligence by Daniel Goleman, Toronto, Bantam Books, 2005.)
_____________________________________________________________________________________________ 2008 Toronto District School Board - 36 Credit Recovery: Career Studies (GLC2O) Module 1
How do you create a brochure? 1. Use a graphic organizer or concept map to get you started. You can begin by brainstorming the 5Ws: who, what, where, when, and why. See Handouts 1.3 and 1.8. 2. Research your topic and decide on the message and purpose of your brochure. 3. Think of your audience. Who will read your brochure and why? 4. Think of the language you will use. Will it be formal (Standard English), informal (conversational), or slang (text messaging, street talk)? 5. Think of the types of fonts, use of space, and choices of colour on the brochure. Which would appeal most to your audience and help them understand your message clearly. 6. If appropriate for your message, purpose, and audience, you may include images, graphs, short phrases, short paragraphs, lists, and other features. 7. Brainstorm ideas around a topic, write the ideas and represent some of them visually with pictures and diagrams, edit your brochure with your teacher, and then put the written and visual pieces into a layout that creatively matches or supports your topic. 8. Quote your research at the end of your brochure if you have used ideas or exact text from other sources. 9. Decide on your cover. How will you make it appealing and revealing of your topic?
_____________________________________________________________________________________________ 2008 Toronto District School Board - 37 Credit Recovery: Career Studies (GLC2O) Module 1
_____________________________________________________________________________________________ 2008 Toronto District School Board - 38 Credit Recovery: Career Studies (GLC2O) Module 1
6. Support Sentence 7. Support Sentence 8. Support Sentence 9. Support Sentence 10. Support Sentence 11. Concluding Sentence
give the second specific support (SEEDA) explain the second specific support transition word + present the third main point give the third specific support (SEEDA) explain the third specific support a concluding sentence restates and emphasizes the main idea of the whole paragraph
Transition Words, or T-Words, help the reader follow the direction of the writers thoughts. For example, if the writer wants to add a new idea, he or she will use an Addition T-Word. Here are a few examples for you: Addition T-Words: first of all, second, third, in addition, moreover, furthermore Illustration or Example T-Words: for example, for instance, such as Time T-Words: first, next, before, during, last, while Conclusion T-Words: therefore, as a result, to conclude, in conclusion, finally Comparison T-Words: like, similarly, in the same way, compared to Contrast T-Words: but, however, instead, yet, nevertheless, on the contrary
_____________________________________________________________________________________________ 2008 Toronto District School Board - 39 Credit Recovery: Career Studies (GLC2O) Module 1
Date: ____________
Specic Detail
Specic detail
Specic Detail
Specic detail
TOPIC
Specic detail
_____________________________________________________________________________________________ 2008 Toronto District School Board - 41 Credit Recovery: Career Studies (GLC2O) Module 1
Date: ____________________
Expectation Use a self-assessment process to develop a personal profile for use in career-development planning.
Level 1 - Demonstrates limited knowledge and understanding - Uses planning and processing skills with limited effectiveness - Uses planning and processing skills with some effectiveness - Uses planning and processing skills with considerable effectiveness Level 2 - Demonstrates some knowledge and understanding Level 3 - Demonstrates considerable knowledge and understanding Level 4 - Demonstrates thorough knowledge and understanding - Uses planning and processing skills with a high degree of effectiveness - Uses critical-thinking skills with a high degree of effectiveness - Expresses and organizes ideas and information with a high degree of effectiveness /7 Points /5
Use of critical-thinking skills (reading, research, decision making) Expression and organization of ideas and information in oral, visual, and written forms - Uses critical-thinking skills with limited effectiveness - Expresses and organizes ideas and information with limited effectiveness - Uses critical-thinking skills with some effectiveness - Expresses and organizes ideas and information with some effectiveness
- Uses critical-thinking skills with considerable effectiveness - Expresses and organizes ideas and information with considerable effectiveness
/8
_____________________________________________________________________________________________ 2008 Toronto District School Board - 43 Credit Recovery: Career Studies (GLC2O) /20
Total Points
Expectation Use a self-assessment process to develop a personal profile for use in career-development planning.
Points /5
Level 1 - Demonstrates limited knowledge and understanding - Uses planning and processing skills with limited effectiveness - Uses critical-thinking skills with limited effectiveness - Expresses and organizes ideas and information with limited effectiveness - Uses critical-thinking skills with some effectiveness - Expresses and organizes ideas and information with some effectiveness - Applies knowledge and skills with some effectiveness - Transfers knowledge and skills to new contexts with some effectiveness - Makes connections with some effectiveness - Applies knowledge and skills with limited effectiveness - Transfers knowledge and skills to new contexts with limited effectiveness - Makes connections with limited effectiveness
Level 2 - Demonstrates some knowledge and understanding - Uses planning and processing skills with some effectiveness
Level 3 - Demonstrates considerable knowledge and understanding - Uses planning and processing skills with considerable effectiveness
Level 4 - Demonstrates thorough knowledge and understanding - Uses planning and processing skills with a high degree of effectiveness
/5
Use of critical-thinking skills (reading, research, decision making) Expression and organization of ideas and information in oral, visual, and written forms Application of knowledge and skills (learning, technology)
- Uses critical-thinking skills with considerable effectiveness - Expresses and organizes ideas and information with considerable effectiveness - Applies knowledge and skills with considerable effectiveness - Transfers knowledge and skills with considerable effectiveness - Makes connections with considerable effectiveness
- Uses critical-thinking skills with a high degree of effectiveness - Expresses and organizes ideas and information with a high degree of effectiveness - Applies knowledge and skills with a high degree of effectiveness - Transfers knowledge and skills with a high degree of effectiveness - Makes connections with a high degree of effectiveness
/5
/10
Making connections within and between various contexts (different jobs in the workplace)
_____________________________________________________________________________________________ 2008 Toronto District School Board - 44 Credit Recovery: Career Studies (GLC2O) /25
Total Points
Expectation Use a self-assessment process to develop a personal profile for use in career-development planning.
Points /4
Level 1 - Demonstrates limited knowledge and understanding - Uses planning and processing skills with limited effectiveness - Uses critical-thinking skills with limited effectiveness - Expresses and organizes ideas and information with limited effectiveness - Uses conventions (e.g., appropriate style and format) and appropriate vocabulary with some effectiveness - Applies knowledge and skills with some effectiveness - Transfers knowledge and skills to new contexts with some effectiveness - Makes connections with some effectiveness - Uses conventions (e.g., appropriate style and format) and appropriate vocabulary with considerable effectiveness - Applies knowledge and skills with considerable effectiveness - Transfers knowledge and skills with considerable effectiveness - Makes connections with considerable effectiveness - Uses critical-thinking skills with some effectiveness - Expresses and organizes ideas and information with some effectiveness - Uses critical-thinking skills with considerable effectiveness - Expresses and organizes ideas and information with considerable effectiveness
Level 2 - Demonstrates some knowledge and understanding - Uses planning and processing skills with some effectiveness
Level 3 - Demonstrates considerable knowledge and understanding - Uses planning and processing skills with considerable effectiveness
Level 4 - Demonstrates thorough knowledge and understanding - Uses planning and processing skills with a high degree of effectiveness - Uses critical-thinking skills with a high degree of effectiveness - Expresses and organizes ideas and information with a high degree of effectiveness
Use of critical-thinking skills (reading, research, decision making) Expression and organization of ideas and information in oral, visual, and written forms
/8
Use of conventions (e.g., appropriate style and format) and appropriate vocabulary
- Uses conventions (e.g., appropriate style and format) and appropriate vocabulary with a high degree of effectiveness - Applies knowledge and skills with a high degree of effectiveness - Transfers knowledge and skills with a high degree of effectiveness - Makes connections with a high degree of effectiveness
/8
Application of knowledge and skills (learning, technology) - Transfers knowledge and skills to new contexts with limited effectiveness - Makes connections with limited effectiveness
- Uses conventions (e.g., appropriate style and format) and appropriate vocabulary with limited effectiveness - Applies knowledge and skills with limited effectiveness
/10
Making connections within and between various contexts (different jobs in the workplace)
_____________________________________________________________________________________________ 2008 Toronto District School Board - 45 Credit Recovery: Career Studies (GLC2O) /30
Total Points
UNIT 1: MODULE 2:
PERSONAL MANAGEMENT Evaluate and apply the personalmanagement skills and characteristics needed to school success, document them in a portfolio, and demonstrate their use in a variety of settings.
NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end of this module for your assessment and evaluation. C Tasks (Choose one.) C1 The Canadian Government and other world agencies decided on the fundamental skills needed to succeed in the workplace anywhere in the world. Research and identify the nine Essential Skills. Give an example of when you use each of these skills in the classroom and in your personal life. Go to Canadian Government website <www.hrsdc.gc.ca> to research the nine Essential Skills. Create a graphic organizer or concept map to represent your information visually. For help with this task, see Handouts 1.3 and 1.8. C2 Keep it? Chuck it? Will you need it later? Organization seems boring, but believe it or not, being organized helps reduces stress. Choose one area of your life that needs a lot of organizing. Create a visual representation of the area you need to put in order and write out a To-Do List. Now draw where you would put what so that you can put this area of your life into order using your To-Do List. Some examples you need to organize could be your school notes, locker, or bedroom. C3 Find your school agenda, or create a new one. Over the next week or two, write your assignment due dates, your study schedule, and your personal life plans in your agenda. You may use the Internet for examples of how to make an agenda and ways to problem-solve your time issues. Decide what is important to include. Use this agenda for the following weeks as well. Points 20 Choice ()
20
20
_____________________________________________________________________________________________ 2008 Toronto District School Board - 47 Credit Recovery: Career Studies (GLC2O) Module 2
B Tasks (Choose two.) B1 Choose three occupations that interest you. Research which of the nine Essential Skills relate to each occupation. Which Skills are common to all three? List ways that you can develop these skills in your current life and school work. Include your answers in your Portfolio. B2 What does it take to be successful? Collect 1520 opinions from friends, family, classmates, and teachers to answer this question. Some examples could be positive thinker and persistent. Apply at least three of these opinions to a success you have had in school. Explain why you chose these three by giving specific examples. B3 Communication skills you hear about commonly are listening, speaking, reading, and writing. Which of these four is your strongest? Your weakest? How do you know? Communication skills can also be nonverbal, which means communicating without words. Look around your classroom. What messages are your classmates communicating through their facial expressions, body language, and gestures? Interpret ten different non-verbal messages. What is being communicated? Write a short non-verbal dialogue using actions that communicate a typical school frustration. And remember, it will be your actions in the dialogue and not the words you use that communicate your typical school frustration. You can act it out to your teacher and your classmates. See if they can guess the frustration. B4 Top job skills in this fast-paced labour market are flexibility and adaptability. What do these terms mean? Think of people you know who demonstrate these skills well. Write their names into your notes. Write beside their names some of the actions these people do to demonstrate flexibility and adaptability. What advice could you give teenagers who want to develop their flexibility and adaptability? You may also do research on the Internet and elsewhere to help you formulate your response. Adapt your advice into a teen column similar to one used on your favourite teen website, your schools web page, or your schools yearbook. B5 You have been on teams since you were young: school, community sports, and class projects teams. Teams have members and leaders, or players and captains. Why do you need both? Think back to two successful teams in which you have participated. Using the 5WsWho, What, Where, When, Why, and Howwrite a short report that explains how teamwork has worked for you on your past teams. For help with this task, see Handout 2.1: How to Write a Report. Points 25 Choice ()
25
25
25
25
_____________________________________________________________________________________________ 2008 Toronto District School Board - 48 Credit Recovery: Career Studies (GLC2O) Module 2
B6 Brainstorm some difficult tasks you have completed. They could be making a sports team, passing a difficult course, or building a website or a deck. Choose one task and describe it. Calculate the number of hours it took, the number of times you wanted to give up, but didnt, and your thoughts about the people who encouraged you. Pat yourself on the back; you didnt quit. Write the word perseverance vertically down the side of a piece of paper. Write one word for each letter, using the information you have collected. A Tasks (Choose one.)
Choice Points () 25
Read the following description on portfolios carefully before completing one of the A tasks. A Career Studies Portfolio is a collection of your work that, when looked at together, gives you some clear connections, or pathways, to your future. Your portfolio tracks your interests, including your career interests, as well as abilities and skills you have learned. You will use a combination of a paper and an electronic portfolio (sometimes known as an e-folio). Note that portfolios are not static, but change, just as you do. Check the Internet for examples of both paper and e-folios. Your search will give you plenty of examples of how to set up and organize your work.As well, you will make a list of what contents you wish to include, such as your best assignments, your resum, and covering letter, your Multiple Intelligences Quiz results, and a list of dream jobs you have gathered, to mention a few. You decide. Choose one or two examples to begin with and then modify to create your own version of the portfolio and e-folio. Points 30 Choice ()
A1 Collect your interest surveys, career information, and skills and abilities tests from your previous Career Studies class. Choose which ones best describe you now and include them in your portfolio. You may convert some into e-files. Write a letter to yourself ten years down the road. Where are you? What career are you successfully enjoying? How did you get there? Make a portfolio folder that represents you. A2 Go through your Career Studies material. Select which assignments and research are closest to who you are today, as well as your career interests. Use your organizing and problem-solving skills to create a portfolio system that has the ability to incorporate your past, present, and future portfolio materials. Use your word-processing skills and your creativity to make your portfolio unique and appealing. A3 Research portfolios on the Internet and/or look at models from your teacher. Select the important pieces to include from your assignments and projects thus far in Career Studies. As you organize your portfolio, you may also collect assignments/projects from such settings as other school classes, the community, and the workplace. You will build the amount of material you include in each section of your portfolio as you work through the Career Studies course and other Grade 10, 11, and 12 classes you will take in the semesters to follow.
30
30
_____________________________________________________________________________________________ 2008 Toronto District School Board - 49 Credit Recovery: Career Studies (GLC2O) Module 2
Date: ______________
Expectation Evaluate and apply the personal-management skills and characteristics needed for school success, document them in their portfolio, and demonstrate their use in a variety of settings.
Level 1 - Demonstrates limited knowledge and understanding - Uses planning and processing skills with limited effectiveness - Uses planning and processing skills with some effectiveness - Uses planning and processing skills with considerable effectiveness Level 2 - Demonstrates some knowledge and understanding Level 3 - Demonstrates considerable knowledge and understanding Level 4 - Demonstrates thorough knowledge and understanding - Uses planning and processing skills with a high degree of effectiveness - Uses critical-thinking skills with a high degree of effectiveness - Expresses and organizes ideas and information with a high degree of effectiveness /7 Points /5
Use of critical-thinking skills (reading, research, decision making) Expression and organization of ideas and information in oral, visual, and written forms - Uses critical-thinking skills with limited effectiveness - Expresses and organizes ideas and information with limited effectiveness - Uses critical-thinking skills with some effectiveness - Expresses and organizes ideas and information with some effectiveness
- Uses critical-thinking skills with considerable effectiveness - Expresses and organizes ideas and information with considerable effectiveness
/8
_____________________________________________________________________________________________ 2008 Toronto District School Board - 51 Credit Recovery: Career Studies (GLC2O) Module 2 /20
Total Points
Expectation Evaluate and apply the personal-management skills and characteristics needed for school success, document them in their portfolio, and demonstrate their use in a variety of settings.
Points /5
Level 1 - Demonstrates limited knowledge and understanding - Uses planning and processing skills with limited effectiveness - Uses critical-thinking skills with limited effectiveness - Expresses and organizes ideas and information with limited effectiveness - Applies knowledge and skills with limited effectiveness
Level 2 - Demonstrates some knowledge and understanding - Uses planning and processing skills with some effectiveness
Level 3 - Demonstrates considerable knowledge and understanding - Uses planning and processing skills with considerable effectiveness
Level 4 - Demonstrates thorough knowledge and understanding - Uses planning and processing skills with a high degree of effectiveness
Use of critical-thinking skills (reading, research, decision making) Expression and organization of ideas and information in oral, visual, and written forms
/5
- Uses critical-thinking skills with some effectiveness - Expresses and organizes ideas and information with some effectiveness - Applies knowledge and skills with some effectiveness
- Uses critical-thinking skills with considerable effectiveness - Expresses and organizes ideas and information with considerable effectiveness - Applies knowledge and skills with considerable effectiveness
- Uses critical-thinking skills with a high degree of effectiveness - Expresses and organizes ideas and information with a high degree of effectiveness - Applies knowledge and skills with a high degree of effectiveness
/5
Transfer of knowledge and skills to new contexts - Transfers knowledge and skills to new contexts with limited effectiveness - Makes connections with limited effectiveness
- Transfers knowledge and skills to new contexts with some effectiveness - Makes connections with some effectiveness
- Transfers knowledge and skills with considerable effectiveness - Makes connections with considerable effectiveness
- Transfers knowledge and skills with a high degree of effectiveness - Makes connections with a high degree of effectiveness
/10
Making connections within and between various contexts (different jobs in the workplace)
_____________________________________________________________________________________________ 2008 Toronto District School Board - 52 Credit Recovery: Career Studies (GLC2O) Module 2 /25
Total Points
Expectation Evaluate and apply the personal-management skills and characteristics needed for school success, document them in their portfolio, and demonstrate their use in a variety of settings.
Points /4
Level 1 - Demonstrates limited knowledge and understanding - Uses planning and processing skills with limited effectiveness - Uses critical-thinking skills with limited effectiveness - Expresses and organizes ideas and information with limited effectiveness - Uses critical-thinking skills with some effectiveness - Expresses and organizes ideas and information with some effectiveness - Uses critical-thinking skills with considerable effectiveness - Expresses and organizes ideas and information with considerable effectiveness
Level 2 - Demonstrates some knowledge and understanding - Uses planning and processing skills with some effectiveness
Level 3 - Demonstrates considerable knowledge and understanding - Uses planning and processing skills with considerable effectiveness
Level 4 - Demonstrates thorough knowledge and understanding - Uses planning and processing skills with a high degree of effectiveness - Uses critical-thinking skills with a high degree of effectiveness - Expresses and organizes ideas and information with a high degree of effectiveness
Use of critical-thinking skills (reading, research, decision making) Expression and organization of ideas and information in oral, visual, and written forms
/8
Use of conventions (e.g., appropriate style and format) and appropriate vocabulary
/8
Application of knowledge and skills (learning, technology) - Transfers knowledge and skills to new contexts with limited effectiveness - Makes connections with limited effectiveness
- Uses conventions (e.g., appropriate style and format) and appropriate vocabulary with limited effectiveness - Applies knowledge and skills with limited effectiveness - Transfers knowledge and skills to new contexts with some effectiveness - Makes connections with some effectiveness
- Uses conventions (e.g., appropriate style and format) and appropriate vocabulary with some effectiveness - Applies knowledge and skills with some effectiveness
- Uses conventions (e.g., appropriate style and format) and appropriate vocabulary with considerable effectiveness - Applies knowledge and skills with considerable effectiveness - Transfers knowledge and skills with considerable effectiveness - Makes connections with considerable effectiveness
- Uses conventions (e.g., appropriate style and format) and appropriate vocabulary with a high degree of effectiveness - Applies knowledge and skills with a high degree of effectiveness - Transfers knowledge and skills with a high degree of effectiveness - Makes connections with a high degree of effectiveness
_____________________________________________________________________________________________ 2008 Toronto District School Board - 53 Credit Recovery: Career Studies (GLC2O) Module 2
Making connections within and between various contexts (different jobs in the workplace) Total Points
/10
/30
UNIT 1: MODULE 3:
PERSONAL MANAGEMENT Demonstrate effective use of interpersonal skills within a variety of settings.
NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end of this module for your assessment and evaluation. C Tasks (Choose one.) C1 Define the terms people smart and networking and then list ten reasons why they are important to finding a job. In what two ways is each of these terms important in school, family, and the community? Remember always that interpersonal skills can also be non-verbal. How, for example, would you express frustration and contentment to your teacher without saying or writing a word. C2 Read an article on Emotional Intelligence. You may use your library or the Internet to find your article, and/or read Handout 1.4: Emotional Intelligence. After reading the article(s), give a two-minute oral summary to your teacher. Remember to show your article to your teacher. For help with this task, see Handout 3.1: How to Write a Summary. Instead of writing a summary, however, you will present your outline orally to your teacher. C3 Think of your favourite team. What five qualities make a great team and what 5 qualities make a great leader? What skills do the team and the leader need to have in order to work well together? You may discuss your ideas with your classmates. Use a graphic organizer or another visual representation, such as a concept map, to organize and display the qualities and skills that you have decided are important. For help with this task, see Handouts 1.3 and 1.8. Points 20 Choice ()
20
20
_____________________________________________________________________________________________ 2008 Toronto District School Board - 55 Credit Recovery: Career Studies (GLC2O) Module 3
B Tasks (Choose two.) B1 Demonstrate, by acting out for your teacher and/or your class, a short 20- to 30-line role play, where facial expressions and body language relate a stressful, but successful, achievement. Some examples might be a job interview, asking for help, or inviting someone new to go out. Remember to plan and practise first. B2 Active listening involves your eyes and ears. When you listen actively, you are present, which means that instead of thinking about what you are going to say next while the other person is talking, you listen carefully to the words and messages he or she is telling you. Think of a past situation where you used active listening, and one situation where you didnt. Analyze how your words and body language were different. How do you think both situations affected the person who was speaking to you. Write down your thoughts in a paragraph or two. For help with this task, see Handout 1.6: Writing a Paragraph. B3 Choose a topic that is important to you as a teenager. Outline your main ideas about this topic. Now, consider this topic from the perspective of a teenager at your school who is from a culture different from yours. Examine the two viewpoints. How are the viewpoints similar and how are they different? Check out your ideas by asking a teenager of this culture in your school. Explain your findings in a short report. For help, see Handout 2.1: How to Write a Report. B4 In a successful workplace, people work together as a team. Some areas important to achieving this success include: attention to understanding the task, managing the task, and learning about others strengths and interests. After carefully considering the preceding statements, write out or use a graphic organizer to explain what occurs at a fast-food restaurant to serve you, and many other customers, your hamburger, or salad, quickly and with a smile. For help with this task, see Handouts 1.3 and 1.8. B5 Read these two viewpoints: 1. All students should go into college, university, or an apprenticeship after high school. 2. All students should work for a year or two before post-secondary school study. Write five pros and five cons for each viewpoint. As your conclusion, write in one or two sentences which viewpoint you support and why. Put all of your information into a summary. For help with this task, see Handout 3.1: How to Write a Summary. Points 25 Choice ()
25
25
25
25
_____________________________________________________________________________________________ 2008 Toronto District School Board - 56 Credit Recovery: Career Studies (GLC2O) Module 3
B6 Conflict sometimes needs a mediator to find consensus between two parties. Define the three terms in italics in the preceding sentence. Now, write a dialogue that resolves a conflict between two classmates. You may use a conflict you have experienced yourself, or one you have seen at your school. Reach an agreement between the two parties. Use the Internet to find examples of mediation skills, and think of examples of mediation you have observed as well. Remember when writing a dialogue you will begin a new line when the speaker changes. Use your English textbook to check up on the punctuation and examples of the dialogue.
Choice Points () 25
A Tasks (Choose one.) Choice Points () A1 Is finding consensus among team members always necessary? Defend your 30 opinion and write a four-paragraph essay to persuade your teacher. Use specific examples to support the main ideas in your two body paragraphs. For help with this task, see Handout 1.8: Concept Map and Handout 1.7: Outline for Writing an Essay. A2 Research some of the top leaders in Canada today. Choose one male and one female who have character traits and work skills that you admire and find 30 interesting. Create a two-page conversation between them, where they discuss their lives, their career pathways, and their dreams. See an English grammar text for examples of proper punctuation and set up of a dialogue or conversation. A3 Investigate what people mean by respecting diversity in our communities. Discuss your ideas with your teacher or classmate. Then, design a teen program 30 that includes its own mission statement, to support and raise awareness about respecting diversity in schools, communities, and workplaces. Research models of mission statements on the Internet. What information is most important to include?
_____________________________________________________________________________________________ 2008 Toronto District School Board - 57 Credit Recovery: Career Studies (GLC2O) Module 3
Date: _______________
Use of critical-thinking skills (reading, research, decision making) Expression and organization of ideas and information in oral, visual, and written forms - Uses critical-thinking skills with limited effectiveness - Expresses and organizes ideas and information with limited effectiveness - Uses critical-thinking skills with some effectiveness - Expresses and organizes ideas and information with some effectiveness
- Uses critical-thinking skills with considerable effectiveness - Expresses and organizes ideas and information with considerable effectiveness
/8
_____________________________________________________________________________________________ 2008 Toronto District School Board - 59 Credit Recovery: Career Studies (GLC2O) Module 3 /20
Total Points
Level 1 - Demonstrates limited knowledge and understanding - Uses planning and processing skills with limited effectiveness - Uses critical-thinking skills with limited effectiveness - Expresses and organizes ideas and information with limited effectiveness - Uses critical-thinking skills with some effectiveness - Expresses and organizes ideas and information with some effectiveness - Applies knowledge and skills with some effectiveness - Transfers knowledge and skills to new contexts with some effectiveness - Makes connections with some effectiveness - Applies knowledge and skills with limited effectiveness - Transfers knowledge and skills to new contexts with limited effectiveness - Makes connections with limited effectiveness
Level 2 - Demonstrates some knowledge and understanding - Uses planning and processing skills with some effectiveness
Level 3 - Demonstrates considerable knowledge and understanding - Uses planning and processing skills with considerable effectiveness
Level 4 - Demonstrates thorough knowledge and understanding - Uses planning and processing skills with a high degree of effectiveness
/5
Use of critical-thinking skills (reading, research, decision making) Expression and organization of ideas and information in oral, visual, and written forms Application of knowledge and skills (learning, technology)
- Uses critical-thinking skills with considerable effectiveness - Expresses and organizes ideas and information with considerable effectiveness - Applies knowledge and skills with considerable effectiveness - Transfers knowledge and skills with considerable effectiveness - Makes connections with considerable effectiveness
- Uses critical-thinking skills with a high degree of effectiveness - Expresses and organizes ideas and information with a high degree of effectiveness - Applies knowledge and skills with a high degree of effectiveness - Transfers knowledge and skills with a high degree of effectiveness - Makes connections with a high degree of effectiveness
/5
Making connections within and between various contexts (different jobs in the workplace)
/10
_____________________________________________________________________________________________ 2008 Toronto District School Board - 60Credit Recovery: Career Studies (GLC2O) Module 3
Total Points
/25
Level 1 - Demonstrates limited knowledge and understanding - Uses planning and processing skills with limited effectiveness - Uses critical-thinking skills with limited effectiveness - Expresses and organizes ideas and information with limited effectiveness - Uses critical-thinking skills with some effectiveness - Expresses and organizes ideas and information with some effectiveness - Uses critical-thinking skills with considerable effectiveness - Expresses and organizes ideas and information with considerable effectiveness
Level 2 - Demonstrates some knowledge and understanding - Uses planning and processing skills with some effectiveness
Level 3 - Demonstrates considerable knowledge and understanding - Uses planning and processing skills with considerable effectiveness
Level 4 - Demonstrates thorough knowledge and understanding - Uses planning and processing skills with a high degree of effectiveness - Uses critical-thinking skills with a high degree of effectiveness - Expresses and organizes ideas and information with a high degree of effectiveness
Use of critical-thinking skills (reading, research, decision making) Expression and organization of ideas and information in oral, visual, and written forms
/8
Use of conventions (e.g., appropriate style and format) and appropriate vocabulary - Uses conventions (e.g., appropriate style and format) and appropriate vocabulary with limited effectiveness - Applies knowledge and skills with limited effectiveness - Transfers knowledge and skills to new contexts with limited effectiveness - Makes connections with limited effectiveness - Transfers knowledge and skills to new contexts with some effectiveness - Makes connections with some effectiveness - Uses conventions (e.g., appropriate style and format) and appropriate vocabulary with some effectiveness - Applies knowledge and skills with some effectiveness
/8
- Uses conventions (e.g., appropriate style and format) and appropriate vocabulary with considerable effectiveness - Applies knowledge and skills with considerable effectiveness - Transfers knowledge and skills with considerable effectiveness - Makes connections with considerable effectiveness
- Uses conventions (e.g., appropriate style and format) and appropriate vocabulary with a high degree of effectiveness - Applies knowledge and skills with a high degree of effectiveness - Transfers knowledge and skills with a high degree of effectiveness - Makes connections with a high degree of effectiveness
/10
_____________________________________________________________________________________________ 2008 Toronto District School Board - 61Credit Recovery: Career Studies (GLC2O) Module 3
Making connections within and between various contexts (different jobs in the workplace) Total Points
/30
UNIT 2: MODULE 4:
EXPLORATION OF OPPORTUNITIES
Use a research process to locate and select relevant career information from a variety of sources for inclusion in a portfolio
NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end of this module for your assessment and evaluation. C Tasks (Choose one.) C1 <www.careercruising .com> is an amazing tool to answer your careerrelated questions. Use your schools password and research four possible career pathways of interest. Take notes and put the information you discover into your portfolio. If you have a problem with the password, call the TDSB Career Centre West or East for support. Your teacher will get you the number. For help with this task, see Handout 4.1: Taking Good Notes. C2 <www.careercruising .com> will also give you a chance to look up your four dream jobs. Dream big! Check out years of school needed, salaries, work environments, and future prospects, if possible. Take notes and put your findings into your portfolio. For help with this task, see Handout 4.1: Taking Good Notes. C3 <www.careercruising .com> has careers that require post-secondary education and some that allow you to go straight to the workplace from high school. Research a career from each of the four pathways: apprenticeship, school to work, university, and college. Take notes and include in your portfolio the information you discover. For help with this task, see Handout 4.1: Taking Good Notes. Points 20 Choice ()
20
20
_____________________________________________________________________________________________ 2008 Toronto District School Board - 63 Credit Recovery: Career Studies (GLC2O) Module 4
B Tasks (Choose two.) B1 The TDSB has a Virtual Career Centre. It is a one-stop shopping site for career information. See what more information you can discover about two of the four occupations you looked into in Layer C. Decide which one is your favourite at this time. Give reasons to explain your answer. Use your notes to create a short brochure to promote this occupation, using all the reasons and data that have made it your favourite. For help with this task, see Handout 1.5: Creating a Brochure. B2 Ontario Prospects is an annual career guide for high school students. It has stories of work experiences and career possibilities that youll find interesting. Explore the pages of the current guide at <www.ontarioprospects.info>, or just search Ontario Prospects. Use your interests, skills, and abilities when doing your search. Take notes on the articles that you find of interest and discuss your findings with your teacher. For help with this task, see Handout 4.1: Taking Good Notes. B3 How might gender affect your career decisions? Does it really matter in the twenty-first century? Make a list of ten traditional and ten non-traditional occupations for women. What are the possibilities for women in plumbing, law, or acting? Use the Internet to help you in your search. For help with this task, see Handout 4.1: Taking Good Notes. Put your notes into a short summary. See Handout 3.1: How to Write a Summary. B4 Who is Generation Y? Research this demographic, or age group. What kind of work do they want to do? List five different work environments and five different types of work preferred by Generation Y. Write down any similarities between your interests and those of Generation Y. Create a short report. For help with this task, see Handout 2.1: How to Write a Report. B5 The more interests and skills you have, the more opportunities you have to find occupations you would enjoy anywhere in Canada. Go to <www.labourmarketinformation.ca> to check out the wages and salaries in three different areas of Canada. Search three different occupations and the details for each, available on the website. Create a short oral presentation for your teacher to promote the three occupations and three different areas you have chosen to research. Check the Internet for five important tips to consider when giving a short oral presentation (e.g., showing enthusiasm about your subject so that others become enthusiastic and interested too). Points 25 Choice ()
25
25
25
25
_____________________________________________________________________________________________ 2008 Toronto District School Board - 64 Credit Recovery: Career Studies (GLC2O) Module 4
B6 Fashion, fine art, theatre, cookingI want to create! What do I need to do to create one of my career choices? Search Ontario colleges and universities for details. Where is it possible to study these occupations? How many years of study are needed? What are the costs, education, and skills required to apply? Create a profile for two different occupations, and think of a creative way to promote occupations you are interested in to other students. Make a short, threeto five-minute presentation of your findings to one or two students in your class who love the idea of working in a creative occupation. A Tasks (Choose one.) A1 Talk to an entrepreneur. What was his or her business idea? How did this entrepreneur get started? When does he or she take holidays? Discuss his or her business-building process step by step. Take a business idea of yours. Using your example entrepreneurs information, write out your own step-by-step business plan. Search the website <www.bsa.canadabusiness.ca> for business plans ideas. For help with this task, see Handout 4.2: Making a Flow Chart. A2 <www.jobfutures.org> has up-to-date provincial labour-market resources. It also gives you information on current trends and future outlook for 163 occupations common to Ontario. Judge five of the best options available for Ali or Victoria, two teenagers who have just graduated from high school and who want to explore future options. They are both willing to work full-time now and are willing to relocate. Put your results for one of the teens into a summary. For help with this task, see Handout 3.1: How to Write a Summary. A3 Canadians living with disabilities are working at all levels of society. Anne Jarry, Executive Director for the CNIB (Canadian National Institute for the Blind), lost her eyesight in 1986. What support services are available for job seekers with disabilities? Begin your search with <www.hrsdc.gc.ca/en/disability_issues/funding_programs/opportunities_fund/ index.shtml>, or the Office for Disability Issues in Canada. Compile a list of services and write out areas of interest for jobs for teenagers with a disability. Put your information into a brochure for these teens to read. For help with this task, see Handout 1.5: Creating a Brochure. See Brochure Handout 1.5. Your title could be, Abilities Happen When Working Together, or create a title of your own. Note: Remember to include your research and data in your portfolio.
Choice Points () 25
Points 30
Choice ()
30
30
_____________________________________________________________________________________________ 2008 Toronto District School Board - 65 Credit Recovery: Career Studies (GLC2O) Module 4
How do you take good class notes? Listen for and write down the main ideas. Classroom lessons, or lectures, are like paragraphs. The main topic is usually presented first, and then the details to support it follow. Write keywords from what is said. Dont worry about spelling in your notesjust get the main content down on paper. Teachers usually will say, This is important, or Dont forget this section. These are cues your teachers are giving you. Are you listening? Put big ideas and small important details into your own words. Youll usually remember your own words when you study more than you will remember the words of your teacher! Sit where you can see and hear, away from the visiting section of the class. Listening to others and your teacher at the same time doesnt make for great note taking, nor for great memory retention later either. Create a system to keep main ideas and specific, but important details separate. You might use a highlighter for the main ideas, and bullets for the details. You decide what method will help you keep your points organized and understandable weeks later. Keep a separate space at the bottom of each page, or at the left or right side of the page, where you can interject your note taking with insights or questions that you may have. Parentheses ( ) work too!
_____________________________________________________________________________________________ 2008 Toronto District School Board - 66 Credit Recovery: Career Studies (GLC2O) Module 4
Choice
Questions
_____________________________________________________________________________________________ 2008 Toronto District School Board - 67 Credit Recovery: Career Studies (GLC2O) Module 4
Still thinking
Action
2. Keep your descriptions of the steps in your process short. Use short phrases and single words mostly when you are creating your flow chart. 3. The main direction of the process in your flow chart moves from the top to the bottom on the page. Look for examples of flow charts in science, geography, business, or math textbooks. You could also browse on the Internet for examples. 4. Try to keep your flow chart to one page.
_____________________________________________________________________________________________ 2008 Toronto District School Board - 68 Credit Recovery: Career Studies (GLC2O) Module 4
Expectation Use a research process to locate and select relevant career information from a variety of sources for inclusion in a portfolio.
Level 1 - Demonstrates limited knowledge and understanding - Uses planning and processing skills with limited effectiveness - Uses planning and processing skills with some effectiveness - Uses planning and processing skills with considerable effectiveness Level 2 - Demonstrates some knowledge and understanding Level 3 - Demonstrates considerable knowledge and understanding Level 4 - Demonstrates thorough knowledge and understanding - Uses planning and processing skills with a high degree of effectiveness - Uses critical-thinking skills with a high degree of effectiveness - Expresses and organizes ideas and information with a high degree of effectiveness /7 Points /5
Use of critical-thinking skills (reading, research, decision making) Expression and organization of ideas and information in oral, visual, and written forms - Uses critical-thinking skills with limited effectiveness - Expresses and organizes ideas and information with limited effectiveness - Uses critical-thinking skills with some effectiveness - Expresses and organizes ideas and information with some effectiveness
- Uses critical-thinking skills with considerable effectiveness - Expresses and organizes ideas and information with considerable effectiveness
/8
_____________________________________________________________________________________________ 2008 Toronto District School Board - 69 Credit Recovery: Career Studies (GLC2O) Module 4 /20
Total Points
Expectation Use a research process to locate and select relevant career information from a variety of sources for inclusion in a portfolio.
Points /5
Level 1 - Demonstrates limited knowledge and understanding - Uses planning and processing skills with limited effectiveness - Uses critical-thinking skills with limited effectiveness - Expresses and organizes ideas and information with limited effectiveness - Uses critical-thinking skills with some effectiveness - Expresses and organizes ideas and information with some effectiveness - Applies knowledge and skills with some effectiveness - Transfers knowledge and skills to new contexts with some effectiveness - Makes connections with some effectiveness - Applies knowledge and skills with limited effectiveness - Transfers knowledge and skills to new contexts with limited effectiveness - Makes connections with limited effectiveness
Level 2 - Demonstrates some knowledge and understanding - Uses planning and processing skills with some effectiveness
Level 3 - Demonstrates considerable knowledge and understanding - Uses planning and processing skills with considerable effectiveness
Level 4 - Demonstrates thorough knowledge and understanding - Uses planning and processing skills with a high degree of effectiveness
/5
Use of critical-thinking skills (reading, research, decision making) Expression and organization of ideas and information in oral, visual, and written forms Application of knowledge and skills (learning, technology)
- Uses critical-thinking skills with considerable effectiveness - Expresses and organizes ideas and information with considerable effectiveness - Applies knowledge and skills with considerable effectiveness - Transfers knowledge and skills with considerable effectiveness - Makes connections with considerable effectiveness
- Uses critical-thinking skills with a high degree of effectiveness - Expresses and organizes ideas and information with a high degree of effectiveness - Applies knowledge and skills with a high degree of effectiveness - Transfers knowledge and skills with a high degree of effectiveness - Makes connections with a high degree of effectiveness
/5
Making connections within and between various contexts (different jobs in the workplace)
/10
_____________________________________________________________________________________________ 2008 Toronto District School Board - 70 Credit Recovery: Career Studies (GLC2O) Module 4
Total Points
/25
Expectation Use a research process to locate and select relevant career information from a variety of sources for inclusion in a portfolio.
Points /4
Level 1 - Demonstrates limited knowledge and understanding - Uses planning and processing skills with limited effectiveness - Uses critical-thinking skills with limited effectiveness - Expresses and organizes ideas and information with limited effectiveness - Uses critical-thinking skills with some effectiveness - Expresses and organizes ideas and information with some effectiveness - Uses critical-thinking skills with considerable effectiveness - Expresses and organizes ideas and information with considerable effectiveness
Level 2 - Demonstrates some knowledge and understanding - Uses planning and processing skills with some effectiveness
Level 3 - Demonstrates considerable knowledge and understanding - Uses planning and processing skills with considerable effectiveness
Level 4 - Demonstrates thorough knowledge and understanding - Uses planning and processing skills with a high degree of effectiveness - Uses critical-thinking skills with a high degree of effectiveness - Expresses and organizes ideas and information with a high degree of effectiveness
Use of critical-thinking skills (reading, research, decision making) Expression and organization of ideas and information in oral, visual, and written forms
/8
Use of conventions (e.g., appropriate style and format) and appropriate vocabulary
/8
- Uses conventions (e.g., appropriate style and format) and appropriate vocabulary with limited effectiveness - Applies knowledge and skills with limited effectiveness
- Uses conventions (e.g., appropriate style and format) and appropriate vocabulary with some effectiveness - Applies knowledge and skills with some effectiveness
- Uses conventions (e.g., appropriate style and format) and appropriate vocabulary with considerable effectiveness - Applies knowledge and skills with considerable effectiveness
- Uses conventions (e.g., appropriate style and format) and appropriate vocabulary with a high degree of effectiveness - Applies knowledge and skills with a high degree of effectiveness
Transfer of knowledge and skills to new contexts - Makes connections with limited effectiveness
- Transfers knowledge and skills to new contexts with some effectiveness - Makes connections with some effectiveness
- Transfers knowledge and skills with considerable effectiveness - Makes connections with considerable effectiveness
- Transfers knowledge and skills with a high degree of effectiveness - Makes connections with a high degree of effectiveness
/10
Making connections within and between various contexts (different jobs in the workplace)
_____________________________________________________________________________________________ 2008 Toronto District School Board - 71 Credit Recovery: Career Studies (GLC2O) Module 4
Total Points
/30
UNIT 2: MODULE 5:
EXPLORATION OF OPPORTUNITIES
Identify current trends in society and the community economy, and describe their effect on work opportunities and work environments.
NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end of this module for your assessment and evaluation. C Tasks (Choose one.) C1 Define new occupation, emerging occupation, and evolving occupation. Give some examples of occupations for each group. Research Canadas labour market and list some examples for each group. Use the TDSB Career Centre resource called Labour Market Snapshot. Go to <www.tdsb.on.ca> Program, Teaching and Learning > Guidance > Career Centre Resources > Labour Market Snapshot. There are four or more Labour Market Snapshots available, so you must read on to find your information. Write a summary of your findings. For help with this task, see Handout 3.1: How to Write a Summary. C2 Look up the meaning of Canadian demographic. Where and how do you fit? Where do your parents, guardians, and grandparents fit into the Canadian demographic? Look up the needs and wants for each group. Write a summary of your findings. For help with this task, see Handout 3.1: How to Write a Summary. C3 What are the advantages of speaking another language? What language(s) do you speak? Research immigration in Canada. List ten factors why people from other countries come to Canada. What areas of Canada are the top destinations for work? Why do you think these are the top destinations? Create a dialogue between you and a newcomer to Canada. Include the information you discovered here. See your English grammar text to see the conventions of writing the dialogue. Points 20 Choice ()
20
20
_____________________________________________________________________________________________ 2008 Toronto District School Board - 73 Credit Recovery: Career Studies (GLC2O) Module 5
B Tasks (Choose two.) B1 Why are Calgary and Edmonton strong current and future areas for work in Canada? List five factors as to why these areas are so strong. You may consider their industry as one factor. How does Ontario compare with Alberta in the five factors you have chosen? Use a graphic organizer such as a concept map to present your data. For an example of a graphic organizer, see Handout 1.8: Concept Map. B2 Whats happening in the auto industry? We hear about layoffs and great deals on buying cars. Research the Canadian auto industry to see where the industry is now and where it will be in a few years. Write a paragraph that could be used in a newspaper. For help with this task, see Handout 1.6: Writing a Paragraph. B3 One of the emerging job markets is the environment. What are some of the current and future occupations related to the environment? What areas of Canada are hot now, and why? Create an eco-friendly brochure to present your datacurrent and future occupations and the areas of Canada where you will find them. For help with this task, see Handout 1.5: Creating a Brochure. B4 Define biotechnology. How does science fit into this future work market? What are some of the occupations emerging in this industry? What skills are in demand? What high school math do you need to have for biotechnology occupations? Put your information into a summary. For help with this task, see Handout 3.1: How to Write a Summary. B5 Aerospace is not on the radar screen of most students who are looking for future opportunities. Using some of the previous websites, such as Human Resources Skills Development Canada, research emerging occupations the aerospace sector. Take notes on your research. For help with this task, see Handout 4.1: Taking Good Notes. B6 Multimedia is where its at for many teens. Multimedia includes the Internet, digital cameras for video and film, blogs, and video games. What skills are required for jobs in these areas? What education do you need? What advice would you give someone who is interested in this field of work. Write a short report. For help with this task, see Handout 2.1: How to Write a Report. Points 25 Choice ()
25
25
25
25
25
_____________________________________________________________________________________________ 2008 Toronto District School Board - 74 Credit Recovery: Career Studies (GLC2O) Module 5
A Tasks (Choose one.) A1 About 70 percent of all new jobs created over the next five years are expected to require some sort of post-secondary education. Lifelong learning is a reality for the workforce today. How will this affect you? Evaluate your future plans. Develop a plan for the next three years. Write out your plan in a form of your choice, but leave room to update the same plan for the three years that follow. A2 Choose one of the emerging industries from Layer B. Research five occupations in that sector that you would like to know more about. Look into education, wages, and future growth areas in Canada. Again, use the websites presented in previous tasks, including Career Cruising and HRSDC, if you like. Create an overview report with details to put into your portfolio. For help with this task, see Handout 2.1: How to Write a Report. A3 New industries mean safety issues, new skill requirements, job security and benefits, and emerging work-style alternatives. How will all of these influence job opportunities and work environments for you? If you could create your ideal new job, what would it look like and feel like overall? Describe it, design it, and then present it in a creative way to your teacher and classmates. Points 30 Choice ()
30
30
_____________________________________________________________________________________________ 2008 Toronto District School Board - 75 Credit Recovery: Career Studies (GLC2O) Module 5
Expectation Identify current trends in society and the economy, and describe their effect on work opportunities and work environments.
Level 1 - Demonstrates limited knowledge and understanding - Uses planning and processing skills with limited effectiveness - Uses planning and processing skills with some effectiveness - Uses planning and processing skills with considerable effectiveness Level 2 - Demonstrates some knowledge and understanding Level 3 - Demonstrates considerable knowledge and understanding Level 4 - Demonstrates thorough knowledge and understanding - Uses planning and processing skills with a high degree of effectiveness - Uses critical-thinking skills with a high degree of effectiveness - Expresses and organizes ideas and information with a high degree of effectiveness /7 Points /5
Use of critical-thinking skills (reading, research, decision making) Expression and organization of ideas and information in oral, visual, and written forms - Uses critical-thinking skills with limited effectiveness - Expresses and organizes ideas and information with limited effectiveness - Uses critical-thinking skills with some effectiveness - Expresses and organizes ideas and information with some effectiveness
- Uses critical-thinking skills with considerable effectiveness - Expresses and organizes ideas and information with considerable effectiveness
/8
_____________________________________________________________________________________________ 2008 Toronto District School Board - 76 Credit Recovery: Career Studies (GLC2O) Module 5 /20
Total Points
Expectation Identify current trends in society and the economy, and describe their effect on work opportunities and work environments.
Points /5
Level 1 - Demonstrates limited knowledge and understanding - Uses planning and processing skills with limited effectiveness - Uses critical-thinking skills with limited effectiveness - Expresses and organizes ideas and information with limited effectiveness - Uses critical-thinking skills with some effectiveness - Expresses and organizes ideas and information with some effectiveness - Applies knowledge and skills with some effectiveness - Transfers knowledge and skills to new contexts with some effectiveness - Makes connections with some effectiveness - Applies knowledge and skills with limited effectiveness - Transfers knowledge and skills to new contexts with limited effectiveness - Makes connections with limited effectiveness
Level 2 - Demonstrates some knowledge and understanding - Uses planning and processing skills with some effectiveness
Level 3 - Demonstrates considerable knowledge and understanding - Uses planning and processing skills with considerable effectiveness
Level 4 - Demonstrates thorough knowledge and understanding - Uses planning and processing skills with a high degree of effectiveness
/5
Use of critical-thinking skills (reading, research, decision making) Expression and organization of ideas and information in oral, visual, and written forms Application of knowledge and skills (learning, technology)
- Uses critical-thinking skills with considerable effectiveness - Expresses and organizes ideas and information with considerable effectiveness - Applies knowledge and skills with considerable effectiveness - Transfers knowledge and skills with considerable effectiveness - Makes connections with considerable effectiveness
- Uses critical-thinking skills with a high degree of effectiveness - Expresses and organizes ideas and information with a high degree of effectiveness - Applies knowledge and skills with a high degree of effectiveness - Transfers knowledge and skills with a high degree of effectiveness - Makes connections with a high degree of effectiveness
/5
/10
Making connections within and between various contexts (different jobs in the workplace)
_____________________________________________________________________________________________ 2008 Toronto District School Board - 77 Credit Recovery: Career Studies (GLC2O) Module 5
Total Points
/25
Expectation Identify current trends in society and the economy, and describe their effect on work opportunities and work environments.
Points /4
Understanding of process Use of planning and processing skills - Uses critical-thinking skills with limited effectiveness - Expresses and organizes ideas and information with limited effectiveness - Uses critical-thinking skills with some effectiveness - Expresses and organizes ideas and information with some effectiveness - Uses critical-thinking skills with considerable effectiveness - Expresses and organizes ideas and information with considerable effectiveness
Level 1 - Demonstrates limited knowledge and understanding - Uses planning and processing skills with limited effectiveness
Level 2 - Demonstrates some knowledge and understanding - Uses planning and processing skills with some effectiveness
Level 3 - Demonstrates considerable knowledge and understanding - Uses planning and processing skills with considerable effectiveness
Level 4 - Demonstrates thorough knowledge and understanding - Uses planning and processing skills with a high degree of effectiveness - Uses critical-thinking skills with a high degree of effectiveness - Expresses and organizes ideas and information with a high degree of effectiveness
Use of critical-thinking skills (reading, research, decision making) Expression and organization of ideas and information in oral, visual, and written forms
/8
Use of conventions (e.g., appropriate style and format) and appropriate vocabulary - Uses conventions (e.g., appropriate style and format) and appropriate vocabulary with limited effectiveness - Applies knowledge and skills with limited effectiveness - Transfers knowledge and skills to new contexts with limited effectiveness - Makes connections with limited effectiveness - Transfers knowledge and skills to new contexts with some effectiveness - Makes connections with some effectiveness
/8
- Uses conventions (e.g., appropriate style and format) and appropriate vocabulary with some effectiveness - Applies knowledge and skills with some effectiveness
- Uses conventions (e.g., appropriate style and format) and appropriate vocabulary with considerable effectiveness - Applies knowledge and skills with considerable effectiveness - Transfers knowledge and skills with considerable effectiveness - Makes connections with considerable effectiveness
- Uses conventions (e.g., appropriate style and format) and appropriate vocabulary with a high degree of effectiveness - Applies knowledge and skills with a high degree of effectiveness - Transfers knowledge and skills with a high degree of effectiveness - Makes connections with a high degree of effectiveness
/10
Making connections within and between various contexts (different jobs in the workplace)
_____________________________________________________________________________________________ 2008 Toronto District School Board - 78 Credit Recovery: Career Studies (GLC2O) Module 5 /30
Total Points
UNIT 2: MODULE 6:
EXPLORATION OF OPPORTUNITIES
Identify a broad range of options for present and future learning, work, and community involvement.
NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end of this module for your assessment and evaluation. C Tasks (Choose one) C1 Make vocabulary cards for key terms listed on Handout 6.1: Learning Opportunities. C2 List ten volunteer opportunities available in your school and/or your community. Include the name of the contact person(s) and the telephone number(s) for each of these opportunities. C3 Make a three-column table. List three people in your life who have offered career advice. Describe what career advice they have given you and what you think of their advice. Use the following headings for your table: Name of Person, Advice Given, and Your Opinion of the Advice. B Tasks (Choose one) B1 Write a one-page letter to a new student who has recently moved to your school, in which you describe the volunteer opportunities available in your school and/or community. Include the contact information (e.g., name of the person, department, location, address, telephone number). Use proper business letter format. For help with this task, see Handout 6.2: Business Letter Format B2 Make a poster advertising the volunteer opportunities available in your school and/or your community. Include the contact information (e.g., name of the person, department, location, address, telephone number). For help with this task, see Handout 6.4: Creating a Poster/PowerPoint Presentation and Handout6.5: Poster Evaluation Rubric Points 50 Choice () Choice Points () 20 20
20
50
_____________________________________________________________________________________________ 2008 Toronto District School Board - 80 Credit Recovery: Career Studies (GLC2O) Module 6
B3 Make a chart and describe the advantages and disadvantages of each of the four post-secondary learning options (e.g., apprenticeships, community college, university, on-the-job training). Based on your personal interests, competencies, and aspirations, identify which option is best suited for you and why. A Tasks (Choose one.) A1 Complete five hours of Volunteer Work. Obtain the Community Involvement Passport from your Guidance Department. Make sure the volunteer activity is an approved activity. When you have finished your volunteer work, complete the Community Involvement Passport and submit to your teacher and Guidance Department so that the hours can be added to your school record. For help with this activity, see <www.volunteertoronto.ca> and <www.tdsb.on.ca/summerdestinations>. A2 Complete five hours of a job-shadowing experience. Then complete Handout 6.3: Job-Shadowing Experience. A3 Make a poster or a PowerPoint presentation advertising the Co-op Education opportunities available in your school. The presentation must include the following: What is Co-op? Why take Co-op? Who is eligible for co-op/ Placement opportunities available through your schools Co-op Education Department How do you sign up for Co-op? You will need to meet with a Co-op teacher in your school to research the information for the poster/presentation. For help with this task, see Handout 6.4: Creating a Poster or PowerPoint Presentation, Handout 6.5: Poster Evaluation Rubric, and Handout 6.6: PowerPoint Evaluation Rubric.
Choice Points () 50
Choice Points ()
30
30
30
_____________________________________________________________________________________________ 2008 Toronto District School Board - 81 Credit Recovery: Career Studies (GLC2O) Module 6
Part A Make separate vocabulary cards, complete with definitions, for the following key terms: Co-operative Education Job Shadowing Job Twinning Volunteer Work Part-time Work On-the-job Training Apprenticeship Community College University Bachelors Degree Trade Diploma
Part B Write a sentence for each word above as it pertains to your interest in that area.
_____________________________________________________________________________________________ 2008 Toronto District School Board - 82 Credit Recovery: Career Studies (GLC2O) Module 6
THE OUTSIDE ADDRESS: This is your address. THE DATE: Use date letter written. THE INSIDE ADDRESS: This is the name and address of the person to whom
Do not forget to sign your letter, in pen, in the space above your name.
ENCLOSURES: List only the items (if any) included with the letter.
_____________________________________________________________________________________________ 2008 Toronto District School Board - 83 Credit Recovery: Career Studies (GLC2O) Module 6
_____________________________________________________________________________________________ 2008 Toronto District School Board - 84 Credit Recovery: Career Studies (GLC2O) Module 6
_____________________________________________________________________________________________ 2008 Toronto District School Board - 85 Credit Recovery: Career Studies (GLC2O) Module 6
Note: Read Handout 6.5: Poster Evaluation Rubric or Handout 6.6: PowerPoint Rubric to understand more fully what is expected for this task.
_____________________________________________________________________________________________ 2008 Toronto District School Board - 86 Credit Recovery: Career Studies (GLC2O) Module 6
Criteria Knowledge/ Understanding Effective use of colour, symbols, and graphics - Colour and/or symbols and graphics are unclear and do not support the theme of the poster - Colours and/or symbols and graphics minimally support the theme of the poster - Colours and/or symbols and graphics effectively support the theme of poster - Colours and/or symbols and graphics are very effectively used, making the message or purpose obvious to the targeted audience - Demonstrates evidence of considerable research in text and symbols (e.g., in sourcing of imagery) - Provides support for a clear message, using persuasive detail Level 1 Level 2 Level 3 Level 4
Thinking Evidence of research - Demonstrates little evidence of research - Demonstrates some evidence of research in text and/or symbols (e.g., in sourcing of imagery) - Demonstrates some evidence of a clear message, but it is sometimes unclear - Communicates important information, but without a clear theme, message, or overall structure - Text and captions are clearly displayed, but do not support the message - Demonstrates clear evidence of research in text and symbols (e.g., in sourcing of imagery) - Demonstrates a clear message
Communication Clear expression of ideas and presentation of a point of view - Communicates information as isolated pieces in a random fashion - Clearly communicates the theme, message, or point of view to the targeted audience - Text and captions support the message - Clearly and effectively communicates the theme, message, or point of view to the targeted audience - Text and captions deliver the message with impact
- Text and captions are poorly displayed, and the message is unclear
Application - Demonstrates - Visuals and texts - Demonstrates - Demonstrates a limited effort in are clear, though clear effort and powerful presentation; text their connection thoughtful combination of and visuals do not may not be obvious; preparation, with visuals and text in complement each design may show a elements of an eye-catching other; limited hint of the unusual creativity in the text design creativity and or creative or in the visual appeal to the eye components _____________________________________________________________________________________________ 2008 Toronto District School Board - 87 Credit Recovery: Career Studies (GLC2O) Module 6 Overall impact and creativity
Thinking
Communication
- Contains more that two grammatical and/ or spelling errors Application - Demonstrates limited effort in preparation and minimal creativity - Several graphics/ font size and formatting are unattractive and detract from the content and/or are hard to read
_____________________________________________________________________________________________ 2008 Toronto District School Board - 88 Credit Recovery: Career Studies (GLC2O) Module 6
UNIT 3: MODULE 7:
Use appropriate decision-making and planning processes to set goals and develop a career plan.
NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end of this module for your assessment and evaluation. C Tasks (Choose one.) C1 Complete Handout 7.1: Discover Your Interests. Choose five of your favourite subjects in school. For each subject, list five occupations that are related to that subject. Define the term goal then list two goals you want to achieve in the next three years. C2 Complete Handout 7.1: Discover Your Interests and Handout 7.2: CareerPlan Vocabulary. List two goals you want to achieve in the next three years. C3 Complete Handout 7.1: Discover Your Interests. Define short-term goals and long-term goals and give three examples of each. Ask a friend what their short-term and long-term goals are. Points 20 Choice ()
20
20
_____________________________________________________________________________________________ 2008 Toronto District School Board - 90 Credit Recovery: Career Studies (GLC2O) Module 7
B Tasks (Choose one.) B1 Develop a list of five criteria that you would use to evaluate an occupation and why each of the criteria are useful when researching an occupation. For help with this task, see <www.nextsteps.org>. B2 What is the best way to make a career decision? Research several websites and make a list of five websites that are designed to help teenagers make choices about occupations. Prepare a summary description for each website. From your research, indicate in a short written report which advice you like and write on how this advice will help you achieve your career goal. The report can be typed or handwritten in legible writing. For help with this task, see Handout 3.1: How to Write a Summary and Handout 2.1: How to Write a Report. B3 Survey five school staff members (e.g., teachers, secretaries, caretakers, cafeteria workers, principal, vice-principals, social worker, and educational assistants). Complete Handout 7.3: School Staff Survey. A Tasks (Choose one.) A1 Steps to achieving your career goals are organized into a Career Plan. Using the information you have learned about yourself from this module and/or previous lessons, produce a career plan that includes the following information needed to achieve your career goals: secondary school courses activities in the school and community post-secondary options Your plan can be in the form of a poster or PowerPoint presentation or written report. For help with this activity, see Handout 7.4: Career/Life Planning Process, Handout 1.7: Outline for Writing an Essay, Handout 1.6: Writing a Paragraph, Handout 6.5: Poster Evaluation Rubric, and Handout 6.6: PowerPoint Evaluation Rubric. A2 Using the information you have learned about yourself from this module and/or previous lessons, list your three career goals. Also identify three potential barriers that could interfere with the achievement of your career goals. List decisions or solutions that you could use to overcome each barrier. Points 30 Choice () Points 50 Choice ()
50
50
30
_____________________________________________________________________________________________ 2008 Toronto District School Board - 91 Credit Recovery: Career Studies (GLC2O) Module 7
A3 Obtain your Credit Counselling Summary from your Guidance Department (this summary lists all the courses you have taken, are currently taking, and your credits). Using your Credit Counselling Summary as a guide, complete Handout 7.5: My Secondary School Planning Chart. For all the courses you have successfully completed, name each course and its course code. For all the courses you are currently taking, name the course and the course code. Record the number of community involvement hours you have completed. Indicate whether or not you have successfully completed the provincial literacy (EQAO) requirements. Complete your plan for high school courses you will need to take in order to graduate from high school. Include any missing requirements, such as 40 hours of community involvement and EQAO. Note: You may need help completing the planning chart; so consult your teacher and/or your schools guidance counsellor.
Choice Points () 30
_____________________________________________________________________________________________ 2008 Toronto District School Board - 92 Credit Recovery: Career Studies (GLC2O) Module 7
For each symbol below, write your answer at the appropriate area.
I dream of
_____________________________________________________________________________________________ 2008 Toronto District School Board - 93 Credit Recovery: Career Studies (GLC2O) Module 7
_____________________________________________________________________________________________ 2008 Toronto District School Board - 94 Credit Recovery: Career Studies (GLC2O) Module 7
Job Occupation Career Post-secondary Career Centre Career Cluster Career Plan Attitude OSSD Career Goal Skill Transferable Skill Barrier Personal Profile
_____________________________________________________________________________________________ 2008 Toronto District School Board - 95 Credit Recovery: Career Studies (GLC2O) Module 7
STAFF MEMBER SCHOOL POSITION FIRST PAID JOB HOW MUCH HE/SHE WAS PAID LIST ONE TRANSFERABLE SKILL HE/SHE LEARNED
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
List three things you have learned from doing this survey that can help you with your career planning:
_____________________________________________________________________________________________ 2008 Toronto District School Board - 96 Credit Recovery: Career Studies (GLC2O) Module 7
Goals
Ac tio n!
Goals Goals
Source: School-to-Work Connections (Grades 912), Toronto District School Board, 2004.
_____________________________________________________________________________________________ 2008 Toronto District School Board - 97 Credit Recovery: Career Studies (GLC2O) Module 7
ProvincialLiteracyrequirement YESNO
4 3 2 1 1 1 1 1 0.5 0.5
Plusoneadditionalcreditfromeachofthefollowinggroups:
GROUP1:AdditionalcreditinEnglishORFrenchasaSecondLanguageORNativeLanguageORaClassicalorInternationalLanguagesOR SocialSciencesandTheHumanitiesORCanadianandWorldStudiesORGuidanceandCareerEducationORCooperativeEducation** 1
GROUP2:AdditionalcreditinHealthandPhysicalEducationORtheArtsORBusinessStudiesORCooperativeEducation** 1
GROUP3:AdditionalcreditinScienceORTechnologyEducationORCooperativeEducation** 1 PLUS 12
OPTIONALCREDITS
_____________________________________________________________________________________________ 2008 Toronto District School Board - 98 Credit Recovery: Career Studies (GLC2O) Module 7
UNIT 3: MODULE 8:
Analyze changes taking place in their personal lives, community, and the economy, and identify strategies to facilitate smooth transitions during change.
NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end of this module for your assessment and evaluation. C Tasks (Choose one.) C1 Complete Handout 8.1: My Community. C2 Go to <www.youthjobs.gov.on.ca>. Choose five different links and complete Handout 8.2: Youth Opportunities Ontario. C3 Go to <www.monster.ca>. Under Career Centre, click on SelfAssessment, then on Monster Quizzes and Tools. Click on Workstyle Quizzes. Complete the following two Quizzes: Are you cut out for teamwork? Whats your work style? Now complete Handout 8.3: Monster Change and Transitions. B Tasks (Choose one.) B1 Go to <www.servicecanada.gc.ca>. In the centre of the page under Programs and Services for You, All Canadians, click on Social Insurance Number (SIN). Read who is eligible and what documents are required. Download the application form, complete it, and submit it online or to your teacher. When you get your SIN card, show it to your teacher. If you already have a SIN card, show it to your teacher. Points 50 Choice () Points 20 20 20 Choice ()
_____________________________________________________________________________________________ 2008 Toronto District School Board - 100 Credit Recovery: Career Studies (GLC2O) Module 8
B2 Interview a person on the topic of dealing with change and transition. To complete the assignment, use Handout 8.4: The Changing Workplace, Then and Now Questions and Handout 8.5: The Changing Workplace, Then and Now Reflection. B3 Use magazines, newspapers, and brochures to construct a collage entitled The Impact of Technology on Future Life and Work. Include 15 to 20 visuals, and then write a one-sentence descriptor for each visual as it relates to the topic. A Tasks (Choose one.) A1 Canadas workplace has spent much of the last decade or so transforming itself into what called a knowledge-based economy. Write a one-page essay (double-spaced), describing what this statement means to you and how will it change the type of work you will do in the future. For help with this task, see Handout 1.7: Outline for Writing an Essay, Handout 1.8: Concept Map, and <www.cbc.ca/news/work/disappearingjobs>. A2 Define the following terms: Job Sharing, Contract Work, Full- Time Permanent Work, Flex Time, Self-Employed, Shift Work, Part-Time Work. Choose two ways in which how people work has changed over the last ten years. Write a one-page essay (double-spaced), describing what these changes are and how have they impacted current work and personal life. For help with this task, see Handout 1.7: Outline for Writing an Essay and Handout 1.8: Concept Map. A3 Recall a situation in your life where you had to deal with change. Write a one-page essay (double-spaced), in which you describe the situation and identify five positive ways you dealt with transition and change and how it was beneficial in your personal life. For help with this task, see Handout 1.7: Outline for Writing an Essay and Handout 1.8: Concept Map.
Choice Points () 50 50
Points 30
Choice ()
30
30
_____________________________________________________________________________________________ 2008 Toronto District School Board - 101 Credit Recovery: Career Studies (GLC2O) Module 8
sentence explaining what type of job you would like to get there and why.
_________ Name
_____________________________________________________________________________________________ 2008 Toronto District School Board - 102 Credit Recovery: Career Studies (GLC2O) Module 8
SITE
INFORMATION
_____________________________________________________________________________________________ 2008 Toronto District School Board - 103 Credit Recovery: Career Studies (GLC2O) Module 8
SITE
INFORMATION
_____________________________________________________________________________________________ 2008 Toronto District School Board - 104 Credit Recovery: Career Studies (GLC2O) Module 8
1. 2. 3. 4.
Go to <www.monster.ca>. Under Career Centre, click on Self-Assessment. Then click on Monster Quizzes and Tools. Finally, click on Workstyle Quizzes and complete the following two Quizzes: Are you cut out for teamwork? (Score________) Whats your work style? (Score________)
5.
Write two paragraphs describing what you have learned by completing the two quizzes, and identify some of the personal and work-related transitions you may need to consider and/or develop. For help with this, see Handout 1.6: Writing a Paragraph.
_____________________________________________________________________________________________ 2008 Toronto District School Board - 105 Credit Recovery: Career Studies (GLC2O) Module 8
Questions
Students Name: ___________________________ Date of Interview: __________ Interviewees Name: ________________________ Relationship: ______________ 1. 2. 3. 4. 5. 6. 7. 8. Describe your present job (responsibilities, salary, benefits, typical day). What education and preparation is required for your present job? What was your first job? How did you find it? What influenced you in your selection of jobs? Who influenced you in your job selection? What are the most important skills for success in your present work? Do you work as a team member and/or as an individual? Explain in what situations you do so. What changes have taken place in your workplace in the last five to ten years? What has caused these changes? What advice would you give to a young person entering your career area?
9.
10. How did you find your present work? 11. How is finding work different today compared to ten years ago? 12. What is the future outlook for potential employment in your present career area?
_____________________________________________________________________________________________ 2008 Toronto District School Board - 106 Credit Recovery: Career Studies (GLC2O) Module 8
Students Name: ___________________________ Date of Interview: __________ Interviewees Name: ________________________ Relationship: ______________ 1. How does the work experience of the adult you interviewed reflect the trends in employment?
2. How effectively do you think the interviewee is managing his or her career?
3. List the examples of lifelong learning that you heard from the interviewee.
4. Do you receive any good advice or new ideas about searching for work?
5. To what extent have factors like the use of technology, globalization of the economy, or concern for the environment impacted on the workplace of the person you interviewed?
_____________________________________________________________________________________________ 2008 Toronto District School Board - 107 Credit Recovery: Career Studies (GLC2O) Module 8
UNIT 3: MODULE 9:
Demonstrate an understanding of, and the ability to prepare for, the job search.
TOTAL:
NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end of this module for your assessment and evaluation. C Tasks (Choose one.) C1 Read Handout 9.1: Resum Information Sheet. Then complete Handout 9.2: Resum Questionnaire. C2 Create a list of people and /or agencies to help you identify jobs in the community. Complete Handout 9.3: Networking Contacts. C4 Read Handout 9.4: Choose Your Job. After you have chosen your job, write one paragraph on why you picked it. Provide evidence that you have read this job ad by highlighting the job requirements noted in the posting. For help with this task, see Handout 9.5: Your Job and Handout 1.6: Writing a Paragraph. B Tasks (Choose one.) B1 Read Handout 9.6: Job Application Form Information Sheet. Then obtain a real application form from a company you may want to work for (e.g., a fastfood chain, an amusement park, a library, a video store, a grocery store, a retail store). Complete the real application form and return it to your teacher. (For practice, complete Handout 9.7: Application for Employment Form.) Read Handout 9.8: Professional References Information Sheet. Ask two or three responsible adults you know well for permission to use them as references. Complete Handout 9.9: Reference Page Template.
_____________________________________________________________________________________________ 2008 Toronto District School Board - 109 Credit Recovery: Career Studies (GLC2O) Module 9
Points 20 20 20
Choice ()
Points 50
Choice ()
B2 Refer back to your job choice as indicated on Handout 9.4: Choose Your Job. Write a rough draft of your resum. For help with this task, see Handout 9.1: The Resum Information Sheet, Handout 9.10: Resum Template, Handout 9.11: Resum Sample 1, Handout 9.12: Resum Sample 2, <www.mazemaster.on.ca>, and <www.nextsteps.org>. Have two people review your resum for content suggestions and editing. B3 Refer back to your job choice as indicated on Handout 9.4: Choose Your Job. Write a rough draft of your covering letter. For help with this task, see Handout 9.13: Covering Letter Information Sheet, <www.mazemaster.on.ca> and <www.nextsteps.org>. Have two people review your covering letter for content suggestions and editing. A Tasks (Choose one.) A1 Complete a final copy of your resum. Include Handout 9.14: Resum Evaluation Chart with your resum. A2 Complete a final copy of your covering letter, using word-processing software and appropriate formatting, vocabulary, and conventions. Include Handout 9.15: Covering Letter Evaluation Chart with your covering letter. A3 Read Handout 9.16: Interview Information Sheet. Choose your research method (e.g., websites, videos or DVDs, books) and record your method on this handout. Record your answers on Handout 9.17: Common Interview Questions and Handout 9.18: Common Behavioural Questions Based on Situations.
Choice Points ()
50
50
Choice Points () 30 30 30
_____________________________________________________________________________________________ 2008 Toronto District School Board - 110 Credit Recovery: Career Studies (GLC2O) Module 9
1.
2.
3.
4.
5.
6.
7.
8.
9.
11. Which resum type do you think is best for you? Why?
_____________________________________________________________________________________________ 2008 Toronto District School Board - 112 Credit Recovery: Career Studies (GLC2O) Module 9
List all the people that you know who qualify as your personal network, including their positions and contact information. Example: Jamil Smith, Co-op teacher, 416-394-3456, jamil.smith@tdsb.on.ca [OK to add a fictitious e-mail?] Note: Dont forget to put your networking contacts list in your portfolio file. If you need a reference in the future, you can contact one of your networking contacts. Remember you cannot use relatives, parents/guardians, or friends as a reference.
Your School Staff Connections (Teachers, Coaches, Guidance Counsellors, Librarian, Support Staff [Caretakers, Secretaries]) ______________________________ ______________________________ ______________________________
Outside-School Connections (Club members, doctor, dentist, religious leader, coaches) ______________________________ ______________________________ ______________________________
_____________________________________________________________________________________________ 2008 Toronto District School Board - 113 Credit Recovery: Career Studies (GLC2O) Module 9
Classified Job Ad #2 You found the following job on the Internet website of The Toronto Star, Classified Ad Section. You saw the ad today, so use todays date when corresponding with the employer.
Canadas Wacky Theme Park is currently seeking part-time employees for the summer. Positions available: Ride Operator, Park Security, Food Vendors. Interested candidates must be energetic, friendly, motivated to provide good customer service, and willing to learn. No previous experience is needed. Second language is an asset. Indicate the position applying for and quote Job #W123 when applying for the job. Applicants should submit a covering letter and resum to: Mr. John Brown, Human Resources Canadas Wacky Theme Park Corporation Central Operations 268 Burns Road Maple, ON H7T 4R9
Classified Job Ad #3 Find your own classified job ad from The Toronto Star newspaper or online at <www.torontostar.ca>. Attach your classified job ad to Handout 9.5: Your Job. Use todays date when corresponding with the employer.
_____________________________________________________________________________________________ 2008 Toronto District School Board - 114 Credit Recovery: Career Studies (GLC2O) Module 9
1. Record which job you are applying for: Classified Job Ad #1 Which position? ___________________________ Classified Job Ad #2 Which position? ___________________________ Classified Job Ad #3 Which position? ___________________________ Remember to attach a copy of the Classified Job Ad.
2. Write a paragraph to cover each of the following. Use correct spelling and grammar. The job requirements in the posting Reason(s) for picking this job posting The educational qualifications and work experiences needed for the job Personal qualifications needed for the job Life, volunteer, or work experience you would bring to this position A concluding paragraph, stating how the skills and abilities you develop in this job may be of help in your future career path
For help with this activity, see Handout 1.6: Writing a Paragraph.
_____________________________________________________________________________________________ 2008 Toronto District School Board - 115 Credit Recovery: Career Studies (GLC2O) Module 9
On the Form Print clearly. Use block letters. Make sure all information is truthful and complete as possible. Record all information accurately. Include dates and postal codes. Be specific when stating the position you are applying for. Do not write anything available. If you are applying for a summer or part-time position, make sure to state this on the application. For Expected Wages, write to be discussed. Never write a dollar amount. For Available to Start Date, do not write anytime. Give a specific date on which you would be able to start working. Do not leave any areas blank. Try to respond to all the questions. If it does not apply to you, simply write N/A (not applicable) in the space. List your most recent work or volunteer work first, then the work you did before that. List all your jobs, paid or unpaid. This includes any volunteer activities, Co-op, and work experience. Do not attach copies of your marks or letters of recommendation. Fill in the Additional Comments section if there is one. This is the place where you can expand on your personal skills, strengths, and reasons for being interested in the job.
_____________________________________________________________________________________________ 2008 Toronto District School Board - 116 Credit Recovery: Career Studies (GLC2O) Module 9
Some terms to know: Bondable: If you are working in a job where you are handling valuables, your employer will buy insurance against the loss or theft of these valuables. You must be 18 years old to be bonded. Dependent: People you help support with money you earn Employee: The worker Employer: The company you work for Former: Things/jobs you have done in the past Maiden name: Womans name before marriage Supervisor: Your boss, the person who tells you what to do on the job Traffic Violations: Driving in a way thats against the law, and getting a traffic ticket for it. Parking tickets are not traffic violations.
Before You Submit the Application Form Make sure there are no spelling or grammatical errors. Remember to sign and date your form. Return your application form uncreaseddo not fold it. Attach a copy of your resum and covering letter when you return your form. If you are filling the form out at the company location, attach your resum.
_____________________________________________________________________________________________ 2008 Toronto District School Board - 117 Credit Recovery: Career Studies (GLC2O) Module 9
POSITION APPLIED FOR WAGES EXPECTED DATE AVAILABLE SOCIAL INSURANCE NUMBER
FIRST
MIDDLE APT.
PROVINCE WORK: ( )
FIRST OTHER:
If you have worked for our company before, state when, at which location, and the reason for leaving: Name employed under (if now different):
PLEASE INDICATE THE HOURS YOU ARE AVAILABLE TO WORK EACH DAY DAY EARLIEST LATEST TIME TIME Monday Tuesday Wednesday Thursday Friday Saturday Sunday
DAY
EARLIEST TIME
LATEST TIME
ARE YOU LEGALLY ELIGIBLE TO WORK IN CANADA? YES EDUCATION AND TRAINING SCHOOL GRADE COMPLETED
NO
COURSES STUDIED
WORK EXPERIENCE LIST YOUR PREVIOUS EXPERIENCE, BEGINNING WITH YOUR MOST RECENT EMPLOYER EMPLOYER STARTING POSITION STARTING WAGES STREET ADDRESS SUPERVISOR REASONS FOR LEAVING CITY POSTAL CODE TITLE LAST POSITION DUTIES/RESPONSIBILITIES DATES OF EMPLOYMENT LAST WAGES
_____________________________________________________________________________________________ 2008 Toronto District School Board - 118 Credit Recovery: Career Studies (GLC2O) Module 9
NO
REFERENCES List two (2) people (no relatives) whom we may contact for reference, if necessary.
Name and Title Name of Business or Occupation Phone Number Street City Name and Title Name of Business or Occupation Phone Number Street City
ADDITIONAL INFORMATION List any hobbies, activities, or professional associations. ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ Please enter any other data you feel would add to your qualifications for the position you seek with this company. ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ ___________________________________________________________________________________________________________ ALL OF THE INFORMATION THAT I HAVE PROVIDED IN THIS APPLICATION IS TRUE AND COMPLETE. IF EMPLOYED, I AM AWARE THAT ANY FALSE INFORMATION COULD RESULT IN MY IMMEDIATE DISCHARGE.
Province
Province
Things to Remember Select two or three people who can act as references for you. Do not use family or friends. You must get each references permission first. Let the person know your plans. Obtain the correct spelling of your references names and job titles, and make sure that you have their correct addresses, including email and telephone and fax numbers. List your references on a separate page with your personal letterhead (the same as on your resumname, address, telephone number, etc.) at the top of the page. For help with this, see Handout 9.9: Reference Page Template. When you go to a job interview, take your Reference Page with you. Letters of reference may be submitted with your resum only if requested by the potential employer.
_____________________________________________________________________________________________ 2008 Toronto District School Board - 120 Credit Recovery: Career Studies (GLC2O) Module 9
Copy contact information from your resum and paste at the top of the page. References
1. _______________________________________________ (Full name and title of person) _______________________________________________ (Name of business, if appropriate) _______________________________________________ (Full address) _______________________________________________ (Contact information: telephone, fax, email, etc.) 2. _______________________________________________ (Full name and title of person) _______________________________________________ (Name of business, if appropriate) _______________________________________________ (Full address) _______________________________________________ (Contact information: telephone, fax, email, etc.)
_____________________________________________________________________________________________ 2008 Toronto District School Board - 121 Credit Recovery: Career Studies (GLC2O) Module 9
FIRSTNAMELASTNAME StreetNumber,StreetName,ApartmentNumber(ifapplicable) City,Province,PostalCode TelephoneNumber EmailAddress OBJECTIVE: _____________________________________________________ Thisisoptionalandcouldbeusedifapplyingforaspecificjob. SUMMARYOFQUALIFICATIONS: ______________________________________ ______________________________________ ______________________________________ WORKEXPERIENCE JobTitle Year(dates) CompanyName City,province _______________________________________ _______________________________________ _______________________________________ VOLUNTEEREXPERIENCE JobTitle Year(dates) City,province CompanyName _______________________________________ _______________________________________ _______________________________________ EDUCATION: SchoolName City,province Lastgradecompletedorpresentlytaking AWARDS/ACHIEVEMENTS/SCHOOLINVOLVEMENT ________________________________________ Year ________________________________________ Year ________________________________________ Year INTERESTS/HOBBIES: ______________________________________________ Inoneline,indicatehobbies,clubs,recreationalactivities.
_____________________________________________________________________________________________ 2008 Toronto District School Board - 122 Credit Recovery: Career Studies (GLC2O) Module 9
To obtain a position in which I will be able to make good use of my experience, skills, and knowledge as a member of an organized team.
SUMMARY OF QUALIFICATIONS Computer user: Microsoft Office (Word, PowerPoint, Access, Excel), Internet and email, Adobe Photoshop, Website Design, Windows Media Player Fluent in English; also speak French and Cantonese Detail-oriented, enthusiastic, friendly, helpful EDUCATION Etobicoke Collegiate Institute, Toronto, ON will receive OSSD in June 2010 peer educator working with Grade 9 math students 2006present
CO-CURRICULAR INVOLVEMENT Student Council Grade 9 Class Rep Etobicoke Collegiate Institute assisted with organizing school events involved in the campaign to raise money for community charities 20062007
Community Involvement
Norseman Community Centre Summer 2005 supervised children's activities: arts and crafts, reading earned 15 community service hours toward diploma requirements Bronze Medallion, Central Arena Summer 2007 2006
ACHIEVEMENTS
Grade 8 School Citizenship Award, Islington Middle School WORK EXPERIENCE Child Care Provider Neighbourhood Families cared for children ages infant to 8 years of age planned meals and meaningful activities Swimming, Walking on Trails, Skiing, Hockey Computer Club Member and Internet User REFERENCESAVAILABLEUPONREQUEST
Ongoing
SPECIAL INTERESTS
_____________________________________________________________________________________________ 2008 Toronto District School Board - 123 Credit Recovery: Career Studies (GLC2O) Module 9
Career Objective
Seeking a position in Information Technology and Website Design. Intermediate-Level Computer Competencies: Internet and email, Microsoft Office 2003 (Access, Excel, PowerPoint, Word), Photoshop, Website Design Fluent in English and speak Korean Diligent, Enthusiastic, Friendly, Punctual Pay Attention to Detail, Focus on Tasks, and Meet Deadlines
Summary of Qualifications
Etobicoke Collegiate Institute, Toronto, ON 2005present Will receive OSSD in June 2008 Honour Roll Standing, Grades 911; Passed Literacy Test 2007 Specialty Courses: Career Studies, Introduction to Business Dramatic Arts, Fashion Arts, Videography Grade 9 International Languages Award of Merit Bronze Medallion, Central Area, Toronto ON Most Valuable Player, Boys Junior Volleyball 2005 2004 2003
Achievements
Community Involvement
Completed a total of 22 hours for Diploma Requirements as of January 2008: Assist neighbour with child care once or twice a week Ongoing Assist school librarian 3 hours a week. Etobicoke Collegiate 2007present Food Basics Grocery Store, Toronto, ON Shelving and Stock Inventory Clerk Unpack and stock groceries and sundries Maintain inventory records and data using e-scanners Assumed extra responsibilities in training new employees Swimming, Walking on Trails, Skiing, Hockey Computer Club Member and Internet User Summer 2006
Work Experience
Special Interests
_____________________________________________________________________________________________ 2008 Toronto District School Board - 125 Credit Recovery: Career Studies (GLC2O) Module 9
TheOutsideAddress:Thisisyouraddress.HINT:Highlightandcopythetopofyourresumand thenpasteatthetopofyourcoveringletter. TheDate:Usetodaysdate TheInsideAddress:Thisisthenameandaddressofthepersontowhomyouaresendingthe letter. Salutation:Dear________________: BodyoftheLetter:Lettershouldincludethreeparagraphs: Paragraph1:Statethepositionyouareapplyingforandwhereyouheardaboutitincludingthe jobpostingnumber,iffromajobadvertisement.Ifyouheardaboutthejobfromsomeone,give thenameofthatperson. Paragraph2:Refertoyourresume,highlightingyouracademicqualifications,skillsandabilities thatmatchthejobwithevidencefromyourexperiences.Refertothespecificsofthejobad. Paragraph3:Requestaninterviewandprovideyourcontactinformation. ComplimentaryClosing:UseYourstruly,orSincerely, Leavefourorfivespacesandthen Typeyourname:Donotforgettosignyourname,inpen,inthespaceaboveyourname. Enclosures:Resum
_____________________________________________________________________________________________ 2008 Toronto District School Board - 126 Credit Recovery: Career Studies (GLC2O) Module 9
Comments
10
3. FORMATTING
- spacing between sections, headings - bullets, type and size, consistency - aligning of bullets - font selection, size, and style
4. DESIGN
- use of lines, shading, etc. - section headings - placement on page - legible, easy to read
5. ACCURACY
- spelling/grammar/word usage - personal information and dates - abbreviations properly noted
TOTAL
/40marks
_____________________________________________________________________________________________ 2008 Toronto District School Board - 127 Credit Recovery: Career Studies (GLC2O) Module 9
Paragraph 1
- clearly state the reason you are writing - specify how you found out about this job - can include a creative approach to draw immediate interest
Paragraph 2
- highlight your academic qualifications, skills, and abilities that match the job, with evidence from your life experience - state your interest in this position; be specific
10
Paragraph 3
- request an interview and make it as easy as possible for you to be contacted by phone, email, etc. - thank the reader for his or her time and consideration in reading your letter 3. FORMATTING AND DESIGN - spacing between letter parts and paragraphs - placement on page - font size, selection, and style - punctuation as required - your signature included 4. ACCURACY spelling of all names and words grammar and sentence structure complete names with titles complete addresses with postal code abbreviations properly noted
TOTAL
/40marks
_____________________________________________________________________________________________ 2008 Toronto District School Board - 128 Credit Recovery: Career Studies (GLC2O) Module 9
_____________________________________________________________________________________________ 2008 Toronto District School Board - 129 Credit Recovery: Career Studies (GLC2O) Module 9
Wallace, Lee. Career Studies 10. Toronto: Thomson Nelson, 2001. The 256-page, full-colour student text models, instructs and engages students in the career development process. Five thematic units focus on questions essential to that process: Unit 1: Why Am I Doing This?; Unit 2: Who Am I?; Unit 3: What Is Out There for Me?; Unit 4: How Do I Get Where I Want to Go?; and Unit 5: How Far Have I Come? The text includes a variety of activities, including fictional stories, profiles, case studies, role plays, interviews, research, and collaborative projects. Links to useful external resources are frequently made, and related activities are available on the Career Studies 10 website. Each unit ends with summary questions organized according to the Achievement Chart categories outlined in the curriculum. Other Sources Your school library Your School Guidance Department
Record your method(s) of research below and hand this in to your teacher. Students name: _______________________________________________________________ Information obtained from: _____________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Date completed: _____________________________________
_____________________________________________________________________________________________ 2008 Toronto District School Board - 130 Credit Recovery: Career Studies (GLC2O) Module 9
Why do you want this job? __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________ __________________________________________________
What are your favourite subjects at school? Why? What are your interests and __________________________________________________ strong points? __________________________________________________ __________________________________________________ __________________________________________________ What are your major strengths? How well do you manage __________________________________________________ yourself? __________________________________________________ How well do you work with others?
_____________________________________________________________________________________________ 2008 Toronto District School Board - 131 Credit Recovery: Career Studies (GLC2O) Module 9
When the employer asks: Can you identify one weakness you have and tell me what you are doing to overcome it? __________________________________________________ __________________________________________________ __________________________________________________ What four words best describe you? ________________________ _______________________ ________________________ _______________________ Can you give me an example of how you have shown initiative? _________________________________________________ _________________________________________________
He or she is really asking: How have you improved yourself in a weak area? How would you like to grow personally?
Do you know yourself? How would you describe your work habits?
_____________________________________________________________________________________________ 2008 Toronto District School Board - 132 Credit Recovery: Career Studies (GLC2O) Module 9
_____________________________________________________________________________________________ 2008 Toronto District School Board - 133 Credit Recovery: Career Studies (GLC2O) Module 9
Course Resources
_____________________________________________________________________________________________ 2008 Toronto District School Board - 134 Credit Recovery: Career Studies (GLC2O) Resources
Glossary
Ability Application Form Apprenticeship Barrier Career College Conflict Consensus Covering Letter Diversity E-Folio Goal Interests Job A quality that permits or facilitates achievement or accomplishment: a skill, talent, aptitude. A form used by employers to enable a job candidate to supply information about his or her qualifications and skills. A form of education that includes both classroom and on-the-job training, and that leads to certification in a specific trade. An obstacle; something that separates you from achieving your career goals. A career is your life path or life story in progress. It includes learning, work (paid and unpaid), family life, and community and leisure activities. A post-secondary institution offering instruction in professional and technical subjects. An open clash between two opposing groups or individuals. An opinion or position reached by a group as a whole. A document sent with your resum to a potential employer to provide additional information on your skills and experience. In reference to a society, the variety of groups of people who share a range of commonly recognized physical, cultural, or social characteristics. An electronic version of a paper portfolio. Something that a person wants to achieve, or a statement of intent. An area of personal enjoyment, curiosity, and ability. A job is the position a person holds doing specific duties. For example, consider the occupation of a doctor. The doctors job is working at Toronto General Hospital. People usually change jobs more often than they change occupations. A meeting between an employer and a job applicant, in which the employer assesses the job applicant to determine if he or she is suitable for the position. An activity in which a student observes a worker performing a job in order to gather information to assist the students own career planning.
Job Interview
Job Shadowing
_____________________________________________________________________________________________ 2008 Toronto District School Board - 135 Credit Recovery: Career Studies (GLC2O) Resources
Job Twinning
An opportunity for a student (usually in Grades 7 to 10) to be paired with a Cooperative Education student for a period of time, usually one day. The supply of labour considered with reference to the demand on it. A negotiator who acts as a link between parties to reconcile differences. The process of connecting with other people, often for the purpose of information exchange and support when searching for work. Similar work for which people usually have similar responsibilities and develop a common set of skills and knowledge. A collection of relevant knowledge and learning experiences for evaluation, decision-making, or work-obtaining purposes. Essential or distinguishing attributes of something or someone. A person who comments on another persons character and qualifications for a job. A written document that lists your work/volunteer experience, skills, and educational background. A process by which a person engages in a systematic review of his or her needs, values, skills, and interests to raise self-awareness when making career decisions. Social Insurance Number. Your SIN is obtained from the federal government, and the SIN number is required to work at most jobs. Acquired abilities or capacities that can be improved with experience, practice, and training. An attribute or quality of particular worth; an asset. Natural abilities or qualities. People who perform a particular kind of skilled work. A post-secondary institution with teaching and research facilities, offering bachelor, masters, and doctorate degrees. Beliefs that hold a particular importance for a person (private, moral, social, political, and spiritual concepts). A person who performs unpaid work.
Labour Market Mediator Networking Occupation Portfolio Qualities Reference Resum Self-Assessment
SIN Skills
_____________________________________________________________________________________________ 2008 Toronto District School Board - 136 Credit Recovery: Career Studies (GLC2O) Resources
Career Knowledge (Occupational Information, LMI, Health and Safety) Website Apprenticesearch.com Career Cruising Independent Learning Centre Career Matters Ontario Ministry of Labour What Young Workers Should Know Ontario Ministry of Labour WorkSmart Ontario Description Click on Start Searching, then on About Trades at the top of the screen. Occupational information is available by individual title, school subject, or field of work. 513 occupations are profiled, listed alphabetically and by field of work. Employment Standards What Young Workers Should Know Fact Sheet Employment standards and Health and Safety in the workplace URL <www.apprenticesearch.com> <www.careercruising.com> <www.careermatters.ca> <www.labour.gov.on.ca/english/es/f actsheets/fs_young.html> <www.WorkSmartOntario.gov.on .ca>
_____________________________________________________________________________________________ 2008 Toronto District School Board - 137 Credit Recovery: Career Studies (GLC2O) Resources
Website Ontario Ministry of Training, Colleges and Universities Ontario Ministry of Training, Colleges and Universities Apprenticeship Ontario Ministry of Training, Colleges and Universities Ontario Job Futures Ontario Ministry of Training, Colleges and Universities Ontario Skills Passport Passport to Safety Service Canada Labour Market Information Toronto Catholic District School Board MazeMaster UFCW Canada Unions Workplace Safety & Insurance Board Young Worker Awareness Program
Description Occupational Descriptions Canadian and American sources Information on certification, loans, (Ontario Youth Apprenticeship Program (OYAP), websites, etc. Overview of Ontarios Employment Patterns Essential skills and work habits for the workplace To obtain Password and Pin number for your students
<www.passporttosafety.com/ TeacherZone.php> <www.passporttosafety.com> Information about jobs, skills, and the <www.labourmarketinformation.ca> availability of workers in areas across Canada Click on Job Seeker and Labour <www.mazemaster.on.ca> Market Information for local, provincial, and national information and resources. Click on Youth and Talking <www.ufcw.ca> Union for information on speakers to educate students on their rights at work. Online Health and Safety Quiz, <ywap.ca> seven things youd better know, free posters, flyers, CD
_____________________________________________________________________________________________ 2008 Toronto District School Board - 138 Credit Recovery: Career Studies (GLC2O) Resources
Volunteering (Community Involvement) Website Volunteer Now Volunteer Toronto Description A site specifically for TDSB students to help meet the 40-hour community service requirement Here you can browse opportunities by activity type, type of organization, type of group being served, or by location. URL <www.volunteernow.ca> < www.volunteertoronto.ca>
Planning and Action Education/Training Website Ontario Ministry of Education Learning in Ontario Ontario Student Assistance Program (OSAP) Scholarships Canada SchoolFinder.com Toronto Catholic District School Board MazeMaster Description Information about all levels of education in Ontario The official website for OSAP URL <www.edu.gov.on.ca> <osap.gov.on.ca/>
A website that contains information <www.scholarshipscanada.com/> about scholarships throughout Canada A website that contains information on <www.schoolfinder.com/> universities, colleges, and career colleges throughout Canada Click on Jobseeker and then <www.mazemaster.on.ca> Training and Education section.
Planning and Action Work Search Website Ontario Ministry of Training, Colleges and Universities Job Search Skills Toronto Catholic District School Board MazeMaster Description URL This site provides resources and <www.edu.gov.on.ca/eng/career/ websites on topics such as resum jsearch.html> writing, job interviews, and job-search techniques. Click on Jobseeker and then the sub- <www.mazemaster.on.ca> headings Resum, Job Search Techniques, Job Board, and Labour Market Information.
_____________________________________________________________________________________________ 2008 Toronto District School Board - 139 Credit Recovery: Career Studies (GLC2O) Resources
Other Websites of Interest Website The Learning Partnership WOW! Words on Work Ontario Ministry of Education Ontario Educational Resource Bank (OERB) Possibilities Project Torontos Online Employment Resource Centre Toronto District School Board Key to Learn Description Directory of women speakers from a variety of career backgrounds for classroom career visits Online resources for teachers and students, from Kindergarten to Grade 12, at no cost. There are thousands of teacher-shared resources, including lesson plans, activities, maps, and interactive multimedia. Information, tools, and resources regarding job search and employment in Toronto TDSB teachers sign up for Career Development workshops and other professional development activities. Look under the heading Guidance. Information, classroom materials and resources. Click on Services, then on Program, Teaching and Learning and Guidance Program and Services The one-stop shopping site for career information and resources. Under Programs, click on Guidance, then on Virtual Career Centre. Information for all stages of career/ life-planning process URL <www.wordsonwork.ca> <www.elearningontario.ca/eng/ bank/Default.aspx>
<www.poss.ca/index.asp>
Toronto District School Board Program, Teaching, and Learning Toronto District School Board Virtual Career Centre Toronto Public Library Career Bookmarks
<www.tdsb.on.ca>
<careerbookmarks.tpl.toronto.on .ca>
For TDSB technical support, call 416-395-HELP (4537). For further assistance with career information resources, contact the Career Information Specialists at the TDSB Career Centres: Susan Bloom, Career Centre West Maureen Wallace, Career Centre East 416-394-2158 416-395-4889 susan.bloom@tdsb.on.ca maureen.wallace@tdsb.on.ca
_____________________________________________________________________________________________ 2008 Toronto District School Board - 140 Credit Recovery: Career Studies (GLC2O) Resources
Career Paths
Note: The URLs for websites were verified prior to publication. However, given the frequency with which these designations change, teachers should verify websites before assigning them for student use.
Summer Destinations 2008 Summer Destinations 2008 Students' Guide Summer Destinations 2008 Teachers' Guide Careers and Occupations Alberta Occupational Profiles apprenticetrades.ca Canadian Apprenticeship Forum Canadian Womens Business Network Career Cruising Career Index (SchoolFinder.com) Career Paths Online (B.C.) Career Voyages Videos (U.S. Dept. of Labor) IndustryLink JobProfiles.org Labour Market Information Mentors, Ventures & Plans monemploi.com : 1500 mtiers et professions National Occupational Classification Occupational Descriptions Skills Connect Work Destinations General Sites and Portals Aboriginal Youth Network Alliance of Sector Councils Canadian Women in Science & Tech. CanadianCareers.com Career Bookmarks (TPL) Career Gateway CareerDiscovery.ca CareerKey.com CareerMatters (TVO) class2careers.com EnableLink Essential Skills Toolkit Job Futures JobsEtc. Made with the Trades <www.tdsb.on.ca/libraries/library_files/Summer%20D-08-Part%202.pdf> <www.tdsb.on.ca/libraries/library_files/Summer%20D-08.pdf>
<alis.gov.ab.ca/occinfo/Content/RequestAction.asp?format=html&aspAction=G etHomePage&Page=Home> <www.apprenticetrades.ca/en/> <www.caf-fca.org/english/index.asp> <www.cdnbizwomen.com/> <www.careercruising.com/default.asp> <www.schoolfinder.com/careers/careerindex.asp> <careerpathsonline.com/contents.cfm> <www.careervoyages.gov/hospitality-videos.cfm> <www.industrylink.com/> <jobprofiles.org/art.htm> <www.labourmarketinformation.ca/standard.asp?pcode=lmiv_main&lcode=e> <www.mvp.cfee.org/en/> <www.monemploi.com/ma_formation/default.html> <www23.hrdc-drhc.gc.ca/2001/e/generic/welcome.shtml> <www.edu.gov.on.ca/eng/career/descrip.html> <www.edu.gov.on.ca/eng/training/apprenticeship/Skills/main.html> <www.workdestinations.org/home.jsp?lang=en>
<www.ayn.ca/AYNHome.aspx> <www.councils.org/tasc/nav.cfm?l=e> <www.harbour.sfu.ca/scwist/> <canadiancareers.com/jobsearchtech.html> <careerbookmarks.tpl.toronto.on.ca> <www.edu.gov.on.ca/eng/career/jsearch.html> <careerdiscovery.ca/youth.cfm> <www.careerkey.com/> <www.ilc.org/cfmx/CM/index.cfm?Menu_ID_Sel=200&Lang_Sel=1> <www.class2careers.com/home.html> <www.enablelink.org/employment/emp_view_links.php?showemployment=1> <srv108.services.gc.ca/english/general/toolkit.shtml> <jobfutures.ca/en/home.shtml> <www.jobsetc.ca/> <www.madewiththetrades.com/index.html>
_____________________________________________________________________________________________ 2008 Toronto District School Board - 141 Credit Recovery: Career Studies (GLC2O) Resources
Ministry of Ed. Apprenticeship Portal NextSteps.org Ontario School Counsellors' Association Ontario WorkinfoNET Skilled Trades Skills Canada Youth StudentJobs Training and Jobs Virtual Career Centre (TDSB) Young Workers Zone (Health and Safety) Youth Opportunities Ontario youth.gc.ca Work Safety Workplace Safety Portal (WSIB) Young Workers Safety Portal (WSIB) Jobs and Employment Canada Job Bank Exchanges Canada Job Connect Job Toolkit for Aboriginal Youth Jobpostings.ca LinkUp Employment Services MazeMaster Monster.ca Jobsearch Ontario Summer Jobs Possibilities: Torontos Virtual Resources Student Work Abroad Program Summer Work Student Exchange The Job Bus Tojobs.com (Toronto Jobs) WorkopolisCampus.com Young Canada Works Youth Employment Strategy Programs
<www.edu.gov.on.ca/eng/training/apprenticeship/appren.html> <nextsteps.org/> <www.osca.ca/> <onwin.ca/english/index.cfm?CFID=637764&CFTOKEN=89196653> <skilledtrades.ca/> <www.skillscanada.com/en/youth/> <studentjobs.com/> <www.edu.gov.on.ca/eng/training/training.html> <www.tdsbvirtualschool.com/vcc/> <www.ccohs.ca/youngworkers/> <youthjobs.gov.on.ca/eng.html> <youth.gc.ca/yohome.jsp?&lang=en&flash=1>
<prevent-it.ca/> <www.youngworker.ca/en/>
<www.jobbank.gc.ca/Intro_en.aspx> <www.exchanges.gc.ca/TwoWayExchanges.asp?Language=0&MenuID=2> <www.edu.gov.on.ca/eng/training/cepp/aboutjc.html> <www.ainc-inac.gc.ca/ps/ys/toolkt_e.html> <jobpostings.ca/> <www.linkup.ca/> <www.mazemaster.on.ca/newcov.cgi> <jobsearch.monster.ca/> <www.edu.gov.on.ca/eng/document/brochure/summejbe.html> <www.poss.ca/index.html> <www.swap.ca/> <www.emplois-ete.com/en/frames/fr_program.html> <www.jobbus.com/> <www.tojobs.com/> <campusen.workopolis.com/campusen.aspx?action=Transfer&View=Content/ Common/CampusLoginView&lang=EN&OldUrl=> <www.pch.gc.ca/ycw-jct/html/welcome_e.htm> <www.hrsdc.gc.ca/en/epb/yi/yep/newprog/yesprograms.shtml>
Planning and Applications Association of Universities and <www.aucc.ca/index_e.html> Colleges CanLearn <www.canlearn.ca/eng/index.shtml> Career-College.com <career-college.com/> CareerMatters Student Planner (ILC) <www.ilc.org/cfmx/CM/Planner/index.cfm?Menu_ID_Sel=200&Lang_Sel=1> DestinEducation.Ca (Studying Abroad) <www.destineducation.ca/intro_e.htm> Independent Learning Centre <ilc.edu.gov.on.ca/index2.html> Ontario College Application Services <www.ontariocolleges.ca/portal/page/portal/ONTCOL/Home> Ontario Prospects Guide to Career <www.edu.gov.on.ca/eng/prospects/> Planning Ontario Student Assistance Program <osap.gov.on.ca/> _____________________________________________________________________________________________ 2008 Toronto District School Board - 142 Credit Recovery: Career Studies (GLC2O) Resources
Ontario Universities Application Centre Ontario Youth Apprenticeship Program Salaries in Canada ScholarshipsCanada.com UC411.com Quizzes and Tests Career and Learning Style Quizzes Career Interests Game Choices Into Action WebQuest Humanmetrics: Jung Typology Test PersonalityType.com Resources and Tools Career Development eManual Career Resources Online Handouts Cover Letters Informational Interviewing Informational Interviewing Tutorial Job-Interview.net Marketing Yourself Tips Online Resum Generator Volunteerism and Internships Career Edge Internships CharityVillage Natural Resources Canada Internships Volunteer Canada Volunteer Toronto Volunteering (CanadianCareers.com)
_____________________________________________________________________________________________ 2008 Toronto District School Board - 143 Credit Recovery: Career Studies (GLC2O) Resources
_____________________________________________________________________________________________ 2008 Toronto District School Board - 144 Credit Recovery: Career Studies (GLC2O) Resources
All overall expectations for which the student has not demonstrated Level 1 or above must be covered through the Credit Recovery Program. Please describe the specific learning needs of the student that will assist the Credit Recovery Teacher in developing a Credit Recovery Learning Plan:
Date:
_____________________________________________________________________________________________ 2008 Toronto District School Board - 145 Credit Recovery: Career Studies (GLC2O) Resources
Essential Skill
_____________________________________________________________________________________________ 2008 Toronto District School Board - 146 Credit Recovery: Career Studies (GLC2O) Resources
_____________________________________________________________________________________________ 2008 Toronto District School Board - 147 Credit Recovery: Career Studies (GLC2O) Resources
_____________________________________________________________________________________________ 2008 Toronto District School Board - 148 Credit Recovery: Career Studies (GLC2O) Resources
3. How many Overall Expectations do you need to complete? How do you find out? Depends on the students Credit Recovery Profile, which states the number 4. What are the two main types of assessment and evaluation? What is the percentage for each? Coursework 70% and Course-Culminating Activity Evaluation 30% 5. Learning Skills are important for success. Which one of the five is most important for your success this semester? Works Independently, Teamwork, Organization, Work Habits, Initiative 6. What is the policy for absences and lates? Responsible for missing work and for bringing a note 7. In all Credit Recovery courses, the Culminating Activity/Unit can be carried over from the original course failed. FALSE 8. Layered Curriculum has three layers of coursework. When you apply the core concepts and skills, you are working in Layer C. FALSE 9. Seventy percent of your grade is based on Coursework/Modules. 10. Your course has been written with a methodology of Layered Curriculum. If you study the basic concepts of the course in Layer C, and you apply what you have learned in Layer B, what two types of work do you do in Layer A? Critical analysis and/or creative perspective
_____________________________________________________________________________________________ 2008 Toronto District School Board - 149 Credit Recovery: Career Studies (GLC2O) Resources
_____________________________________________________________________________________________ 2008 Toronto District School Board - 150 Credit Recovery: Career Studies (GLC2O) Resources
_____________________________________________________________________________________________ 2008 Toronto District School Board - 151 Credit Recovery: Career Studies (GLC2O) Resources