Course Title: Grade 11 Designing Your Future Career
Course Code: GWL3O
Course Type: Open Preparation
Format: Online School Course
Tuition Fee (CAD): $549
Course Description for GWL3O Grade 11 Designing Your Future Career Online Course
Grade 11 Designing Your Future Career (GWL3O) prepares students to make successful transitions to postsecondary destinations as they investigate specific postsecondary options based on their skills, interests, and personal characteristics. Students will explore the realities and opportunities of the workplace and examine factors that affect success, while refining their job search and employability skills. Students will develop their portfolios with a focus on their targeted destination and develop an action plan for future success.
Summary of Units and Timelines for Grade 11 Designing Your Future Career GWL3O
Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit. For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the GWL3O course profile.
Personal Knowledge and Management Skills
Interpersonal Knowledge and Skills
Mid Semester Point
Preparation for Transitions and Change
Course Summative (Portfolio)
The Guidance and Career education program plays a central role in secondary school by providing studens with the tools they need for success in school, in the workplace, and in their daily lives. In particular, the curriculum focuses on skill development that will help students better manage their time, resources, and dealings with other people to improve their opportunities for success both in school and in their future lives. Courses in this program actively involved students in research, inquiry, problem-solving, and decision making processes related to planning for postsecondary education, training, or work. The goals of the guidance and career education program are to enable students to: – Understand concepts related to lifelong learning, interpersonal relationships, and career planning; – Develop learning skills, social skills, a sense of social responsibility, and the ability to formulate and pursue educational and career goals; – Apply this learning to their lives and work in the school and community.
Teachers will bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student. The activities offered should enable students to relate and apply these concepts to the social, environmental, and economical conditions and concerns of the world in which they live. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Teachers will help students understand that problem solving of any kind often requires a considerable expenditure of time and energy and a good deal of perseverance. Teachers also will encourage students to investigate, to reason, to explore alternative solutions and to take the risks necessary to become successful problem solvers. Effective instructional approaches and learning activities draw on students’ prior knowledge, capture their interest, and encourage meaningful practise both inside and outside the classroom. Students will be engaged when they are able to see the connection between the scientific concepts they are learning and their application in the world around them and in real-life situations. Due to its importance, students will have opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice. The approaches and strategies teachers use will vary according to both the object of the learning and the needs of the students. Teachers will accomplish this in online environment with the use of: virtual labs, online simulations, animations, videos, discussion forums, live chat and other interactive objects.
All students can succeed. Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning can be identified by the teacher, but recommendations from a School Board generated Individual Education Plan (IEP) if available can also be consulted. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners. Examples of accommodations (but not limited to) include:
Adjustment and or extension of time required to complete assignments or summative tasks
Providing alternative assignments or summative tasks
Use of scribes and/or other assistive technologies
Simplifying the language of instruction
Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment. Units in this course profile make specific reference to the intended textbook for this course but can be substituted for any relevant and approved text.