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GWL3O, Career

Designing Your Future, GWL3O, Grade 11, Open Level

Guidance and Career Education Department Policy Document: The Ontario Curriculum, Grades 11 to 12,, Guidance and Career Education,, 2006, Ministry of Education of Ontario Reference: http://www.edu.gov.on.ca/eng/curriculum/secondary/guidance1112currb.pdf Course Description This course 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. Prerequisite: None Summary of Units and Timelines 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 course profile.

Unit Order

Unit Name

Suggested Time

Unit 1

Personal Knowledge and Management Skills

15 hours

Unit 2

Interpersonal Knowledge and Skills

15 hours

Unit 3

Exploring Opportunities

15 hours

Unit 4

Preparation for Transitions and Change

30 hours

Unit 5

Course Summative (Portfolio)

25 hours

   

Total: 110 hours

  Fundamental Concepts Covered in This Course 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. The curriculum expectations for the course are broken into four strands:

  1. Personal Knowledge and Management Skills: In this strand, students develop their ability to describe and assess their personal strengths and interests, and to use their knowledge of themselves to help focus on education, career, and life goals. Students learn the components of effective deceision making and apply them to develop plans, act on those plans, and evaluate and modify those plans as required. Students also develop the personal-managements skills needed for success in work, learninig, and life.
  2. Interpersonal Knowledge and Skills: In this strand, students develop the knowledge and sklls necessary for effective communication, teamwork, and leadership. They learn how to get along with others at school, in the workplace, and in the community. They learn about the importance of understanding diversity and respecting others, and they become actively involved in contributing to their communities.
  3. Exploration of Opportunities: In this strand, students develop the skills needed to research information about learning, work, and community opportunities. Students make connections between these opportunities and their personal career goals. They learn about trends in the workplace, in the local and global economy, and in society. Students learn the beneifst of having a broad range of skills to meet the demands of the changing global market.
  4. Preparation for Transitions and Change: In their work in this strand, students learn to anticipate and respond to changel They develop knowledge, skills, and strategies that can smooth the transitioins between different stages and roles in loife. They prepare themselves for postsecondary learning and for the challenges of finsing and creating work opportunitieis. They also develop their ability to make effective decisions, set goals, plan, act on plans, and evalyate and modify plans in response to changes.

  Course Notes In courses within the Guidance and Career Education program, there is a specific emphasis on experiential learning—that is, learning acquired wholly or in part through practical experiences inside and outside the classroom. These experiences are intended to meet the needs of students at various stages of readiness for work and influence the direction students take in their career exploration and educational planning. Teaching and Learning Strategies 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 mathematical 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 an on-line environment with the use of on-line simulations, animations, videos, discussion forums, live chat and other interactive objects. Online & Offline Components The design of this course is intended to offer a rich balance between online and offline elements. The following is a summary of the course components and their delivery format. Please refer to the individual unit outlines for specific details. Course content & instruction: online Communication between teacher and students: online & offline Collaboration between students: online Assessment & evaluation: online & offline Practise exercises, textbook work, readings etc: offline Experiential work experience, volunteering, etc.: offline

Assessment & Evaluation for Student Achievement

As summarized in Growing Success 2010, the primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations. A students’ achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

  • Address both what students learn and how well they learn;
  • Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart
  • Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning;
  • Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;
  • Are fair to all students;
  • Accommodate students with special education needs, consistent with the strategies outlined in their Individual Education Plan;
  • Accommodate the needs of students who are learning the language of instruction;
  • Ensure that each student is given clear directions for improvement;
  • Promote students’ ability to assess their own learning and to set specific goals
  • Include the use of samples of students’ work that provide evidence of their achievement;
  • Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points throughout the school year.

The achievement chart for Guidance and Career Education outlines four categories of knowledge and skills. They include; knowledge and understanding, thinking, communication and application. Teachers will ensure that student work is assessed and/or evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade is recorded for this course, and a credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:

  • Seventy percent of the grade will be based on evaluations 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. This 70% will be distributed in the achievement chart categories as follows: 20% knowledge and understanding, 30% application, 20% communication and 30% thinking and investigation. Student work will be assessed and evaluated in a balanced manner with respect to the four categories within each unit.
  • Thirty percent of the grade will be based on a final evaluation in the form of one summative project which students will build on throughout the course.

Accommodations 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

Resources Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment. There is no prescribed textbook for the course.

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