CODE GLC 20
COURSE OUTLINE
Name of School: Brooklyn College
Principal: Amy Patel
Department: Career Studies
Course Developer/Teacher: Ms. Shugurova
Course Development Date: 11/28/2013
Course Reviser/Revision Date:
Course Title: Careers
Grade: 10
Course Type: Open
Ministry Course Code: GLC -20
Credit Value: 1
Name of Ministry Curriculum Policy Document(s): Ministry of Education; The Ontario Curriculum, Ministry of Education; Growing Success Document, 2010
Prerequisite: None
Course Description
This course teaches students how to develop and achieve personal goals for future learning, work and community involvement. Students 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.
Overall Curriculum Expectations
Personal Knowledge and Management Skills
• 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
Exploration of Opportunities
• 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
Preparation for Transitions and Change
• use appropriate decision-making and planning processes to set goals and develop a career
plan
• analyse changes taking place in their personal lives, their community, and the 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
Outline of Course Contents
UNIT / Description / Assignment / Evaluation and AssignmentsUNIT I : Personal Management
Students will identify and weigh their own skills and interests and determine which jobs or careers might suit those skills and interests. They will learnabout communication skills, leadership skills, personal management skills, and workplace safety. They will begin work on apersonal profile and portfolio. / * Self-Assessment to develop a personal profile for use in career development planning
20 hours or TBD / * WHO am I?Personal Narrative: Description of Aspirations and Outline for Career Development Planning 2 pages double-spaced
Development of Career Guidance Portfolio / Assignment 1:
Who am I? Narrative.
Assignment 2:
EI TEST
Assignment 3:
Multiple Intelligence Test
Assignment 4:
Socio-Emotional Intelligence Test and Personality
Grade : 13.00
UNIT 2 : Exploration of Opportunities
Students will look at what educational and training options are
available after high school (university, college, apprenticeship, on the job training.) They will use
various resources to examine career fields and what type of education and training is required for
various fields. Finally, they will look at trends in the job market (skilled trades, technology, business, sciences, government jobs, NGOs, etc) / Students learn how to understand multiple intelligences, develop knowledge skills, learn holistically with emotional intelligence as well as become mindful of their growing knowledge skills, their ways of knowing and professional possibilities that are in the academic world and various careers / Using their career guidance portfolios, students explore their personal talents with multiple intelligence tests, emotional intelligence, narratives and career matching activities to develop their guidance portfolios with academic success, self-confidence and communal support
Field Trips are recommended / Assignment : Career Mapping Activity – Individual Research
Career Mapping Activity- Group Work
Career Mapping Activity -
Presentations
19.00
Unit 3- My Career Plan
This unit will build towards the culminating activity of a personal portfolio. The portfolio will
contain earlier work on skills and interests. It will also contain their sample resume and cover
letter. / Students will develop these documents, and they will practise completing job applications
and taking job interviews. Students will develop an action plan to steer themselves towards jobs
that interest them. This career path will focus on secondary and post-secondary education and
training that they need to fulfill their goals / Career Portfolios Presentation, Job Interviews, Academic Course Choices and Discussions-
Presentation about Success : What is Success? How does one achieve it? / TEST : Transferable skills
19.00
Career Cruising Assignment
Career Portfolios
: creativity, tests, reflections, dreams, thoughts, analysis
and possibilities and oppportunities
Individual Presentation : metacognition
19.00
FINAL EXAM / Questions will be asked to reflect and write a comprehensive review of main issues of the course related to personal identity, civic identity, democracy, local and global civic issues and active citizenship as well as personal development and guidance / EXAM Components
1 Short Essay (3 paragraphs)
3 Sets of Questions about personality and careers / 30. 00 %
Further Classification of Evaluation is Available
Teaching and Learning Strategies
A wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. These strategies include, but are not limited to:
Activity based strategies (oral presentation, panel discussion)
Cooperative Strategies (discussion, think/pair/share)
Direct Instruction (lecture, Socratic dialogue, guest speaker (from a local party MP or MPPs; Reflection)
Research (Inquiry)
Thinking Skills Strategies (Case Study, Concept Mapping, Issue Based Analysis; Metacognitive Reflection, Writing to Learn; Debate; Dialogic Participatory Learning; Multiple Intelligence)
Strategies for Assessment & Evaluation of Student Performance
The final grade will be determined as follows:
• Seventy per cent of the grade will be based on evaluation conducted throughout the course. This
portion of the grade should reflect the student’s most consistent level of achievement throughout
the course, although special consideration should be given to more recent evidence of
achievement.
• Thirty per cent of the grade will be based on a final evaluation administered at or towards the
end of the course. This evaluation will be based on evidence from one or a combination of thefo llowing: an examination, a performance, an essay, and/or another method of evaluation suitable
to the course content. The final evaluation allows the student an opportunity to demonstrate
comprehensive achievement of the overall expectations for the course.
Growing Success: Assessment, Evaluation and Reporting in Ontario Schools. Ontario Ministry
of Education Publication, 2010
Type of Assessment / Category / Details / Weighting( %) / Course Assignments are integrated within this framework
Term Work (70 %) / Knowledge and Understanding / Knowledge of contents
(facts, terms, definitions)
Understanding content : concepts, ideas, theories / 13.00% / Personal Reflection and Critical Exploration : mapping course themes and concepts through understanding
Thinking/Inquiry / -Use of planning skills (e.g., focusing research, gathering
information, organizing an inquiry, asking questions, setting goals)
-Use of processing skills (e.g., analysing, generating,
integrating, synthesizing, evaluating, detecting point of view and
bias)
-Use of critical/creative thinking processes (e.g., inquiry process,
problem-solving process, decision-making process, research
process) / 19 / Individual Research Report and Career Portfolios
Communication / -Expression and organization of ideas and information (e.g., clear expression, logical organization) in oral, written, and visual forms
-Communication for different audiences (e.g., peers, adults) and purposes (e.g., to inform, to persuade) in oral, written, and visual forms
-Use of conventions (e.g., conventions of form, map conventions), vocabulary, and terminology of the discipline in oral, written, and
visual forms / 19 / Case Study
Career Portfolios
Application / -Application of knowledge and skills (e.g., concepts, procedures, processes, and/or technologies) in familiar contexts
-Transfer of knowledge and skills (e.g., concepts, procedures,
methodologies, technologies) to new contexts
-Making connections within and between various contexts (e.g.,
past, present, and future; environmental; social; cultural; spatial; personal; multi-disciplinary) / 19 / Career Portfolios, Research Reports, Seminars
Final Assessment
30 % / Culminating Activity / Students will assemble and complete a portfolio
containing a resume and sample cover letter, a personal profile of interests and skills, and a career plan with educational and training goals
Students share their learning discoveries of civic issues in Canada and in the world with the help of their Independent Research Reports / K/U 3
T/I 4
C 4
A 4
Final Exam / 60 minutes testing on key concepts and applications of skills learned in the course / K/U 3
T/I 4
C 4
A 4
Your Final Grade:
A final grade will be recorded in this course, and a credit will be granted and recorded if your final grade is 50% or higher. Your final grade will be determined as follows:
Seventy per cent of the grade will be based on evaluations conducted throughout the course. This portion of the grade will reflect your most consistent level of achievement throughout the
course.
Thirty per cent of the grade will be based on a final evaluation in the form of a performance task and/or an examination administered near the end of the course.
The First Report Card:
The first report will indicate your progress to date based on the four achievements chart categories. It will also indicate your performance in the Learning Skills. Your teacher will provide a three part comment regarding your progress. The first comment will address your strengths; the second, your areas of improvement; the third will highlight next steps.
Reporting on Learning Skills:
The provincial report card provides a record of the learning skills you demonstrated in their course under the following categories: Works Independently, Teamwork, Organization, Work Habits, and Initiative. Your performance in each of these skills will be reported separately except in cases where a specific leaning skill is one of the expectations of the course. It should be noted that better achievement of the Learning Skills often corresponds to better academic achievement.
NOTES:
1. It is expected that students will come to class on time, prepared and ready to work. Hence,
students are to arrive before the second bell with adequate supplies (i.e. pens, pencils, ruler) the
correct binder and textbook.
2. Students are asked to refrain from eating or drinking (anything other than water) in class. Garbage
should not be left behind.
3. All electronic devices must be off and out of sight during class.
4. The following learning skills will be monitored on an ongoing basis; initiative, organization,
work habits/homework, teamwork and ability to work independently.
5. Students must sit in assigned seats.
PLAGIARISM:
Please be aware that the school has a plagiarism policy in place. Students are not allowed to
(deliberately or non-deliberately) copy and/or use another student’s work, give work to be copied,
copy published work without acknowledgment and proper documentation or submit another’s
material as their own. Any plagiarism violation will result in consequences which may include a
repeat of the assignment, a mark reduction, a mark of zero and/or suspension.
Additional Information
Growing Success Document, Ministry of Education, 2010.
The Ontario Curriculum “Career Studies, Grade 10, Open (GLC2O)” “Canadian and World Studies, The Ontario Curriculum, Grades 9 and 10, 2005, revised”
Growing Success: Assessment, Evaluation and Reporting in Ontario Schools. Ontario Ministry of
Education Publication, 2010
Career Matters Quiz
Public Profile, Career Studies, Grade 10, Open, 2000
Career Self-Assessment
Interview Tips
Ministry of Education and Training
Job Connect
Paper, pencil, ruler, eraser, laptop, internet connection
Textbook: TBD