|Course Title :||Career Studies, Grade 10, Open (GLC2O)|
|Course Name :||Career Studies|
|Course Code :||GLC2O|
|Course Type :||Open|
|Credit Value :||0.5|
|Curriculum Policy Document:||Guidance and Career Education, The Ontario Curriculum, Grades 9 and 12, 2006 (Revised)|
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.
Outline of Course Content
|Unit Titles and Descriptions||Time and Sequence|
|Unit 1: What in the world. |
In this unit, students will explore current economic and societal trends and opportunities in order to assist them in making more informed career/life choices. By examining concepts of success, students will develop an understanding and examine it in the context of their own lives. Students will begin to articulate how their special interests direct their career/life decisions. The unit sets the stage for students to navigate a changing world and to recognize that a career is not just an occupational destination but a lifelong journey. Students will demonstrate effective research, communication and teamwork skills.
|Unit 2: What about me |
Students will develop an awareness of the positive impact that young people have on their own development, their school, their community and the world. Through a variety of experiences, they will profile their learning styles, strategies, interests, abilities, characteristics and competencies. This process will empower them to construct their present and future career paths as they explore their world. They will gain an understanding of the variety of volunteer, part-time work, summer, educational and leadership opportunities and exchanges which will further develop and clarify their transferable skills. Students will demonstrate self-promotion strategies for their current goal and will recognize the value of the strategies in career planning in a changing world
|Unit 3: What about future |
Students will relate what they have learned about themselves, the world of work, and community involvement to options for present and future opportunities. They will hypothesize how societal and economic trends may affect them and influence their choices. They will begin to construct a road map – goal setting for their own personal “success” destination. Through the application of the decision-making model they will develop action plans. Students will synthesize their learning of the career/life journey and articulate the key questions they will use as tools for future planning, transition and change. This includes the final evaluation tasks.
|Unit 4: Portfolio development |
The portfolio can be as simple as contents in a file folder. The portfolio process causes students to focus on what they have learned, “prove it” with evidence, and determine where and how they might use this learning again. The process therefore, rather than the container, is the critical piece in a Career Studies course and the key to the synthesis of the students’ own Personal Profile. The portfolio process will assist students in developing the skills, habits, and characteristics which contribute to effective decision making and action in all aspects of their lives.
|Final Evaluation |
Complete a culminating activity -15%The final assessment task is a two hour exam worth 15% of the student’s final mark.