Design Your Future

Course Code:GWL3O

Course Description

This course prepares students to make successful transitions to post-secondary destinations as they investigate specific post-secondary 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 focus their portfolios on their targeted destination and develop an action plan for future success.

Department: Guidance and Career Education

Course Type:Open

Credit Value: 1.0

Prerequisite: None

Course Developer: Canadian Global School

Development Date: 2021

Course Outline

Design Your Future GWL3O- Total Hours (110 Hours)

Unit One: Intro and Review of GWL3O (25 Hours)

In this unit, students will summarize their personal strengths, interests, skills, and competencies based on a self-assessment and identify occupations and career goals that align with their interests and skills, and identify the areas of growth needed to meet these goals. They will describe key features of legislation governing human rights, anti discrimination, employment, and workplace health and safety and relate these to their observations of how the rights and responsibilities of employees and employers are addressed in their workplace experiences. Students will also demonstrate respectful and responsible behaviours in groups at school and in community-based learning activities and the ability to prepare and conduct themselves effectively throughout the job-interview process.

Unit Two: All About ME!(25 Hours)

In this unit, students will summarize their personal strengths, interests, skills, and competencies based on a self-assessment and identify and describe the personal management skills , habits and characteristics that could contribute to success in their postsecondary learning, work, or community life, and explain their importance. Students will also identify effective risk-, stress-, and anger management strategies and use them appropriately in school and/or community based activities and communicate appropriately with various audiences (e.g., peers, employers) and in various situation.

Unit Three: My Future(25 Hours)

In this unit, students will identify and explain the impact of economic and societal trends on the work life of women and men in Canada and identify and describe selected community involvement and/or leisure opportunities that can contribute to their postsecondary work and learning goals. Students will also explain the internal and external influences that can affect their career-related decision making  and use the inquiry process to obtain detailed information about selected sectors of employment, and describe the work opportunities and emerging trends within these fields. Using the film as a starting point, identify and describe the kinds of changes that will take place in the labour market  and identify and describe some of the challenges that will exist in the labour market of the near future.

Unit Four: Looking Into the Future(25 Hours)

In this unit, students develop a broadly focused vision of their future and learn about the career planning steps that will assist them in achieving their future goals. Specifically, they will examine myths and facts about career planning. Students will review the terminology of career planning and begin to articulate their dreams for their future as they develop their understanding of the steps that need to be taken to get there. Students synthesize and confirm what they know about themselves. Students decide on a work destination, determine an education pathway, and plan a course of action considering barriers and influences as well as a reflection on the transitions and changes they may face in the future. To do this, students review each of the steps in the Career Planning process, consider the answers to the critical related questions, and rationalize a course of action. This unit involves developing a plan and setting career goals that will take students where they want to go.

Rich Summative Task and Final Exam(10 Hours)

Rich Summative Task 30%: A Portfolio   will be made that needs to to includes cheat sheet or a document that have enough information that will be helpful to any student taking this course; one sample problem with provided solution designed from each of the units in this course; sample of real-life application of the course.

RST and Final Exam 30%

Final Exam  – 3 Hours

This is a proctored exam worth 30% of your final grade

RST – 6 Hours

This is a proctored assessment worth 30% of your final grade

Resources required by the student: 

  • A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work,
  • Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
  • Stable internet connection
  • Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
  • A non-programmable, non-graphing, scientific calculator.

Resources provided by Canadian Global School

  • Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
  • Supplemental Readings 
  • Access to Canva for Education if needed

Note: This course is entirely online and does not require or rely on any textbook.

Grade 11, Open

 

Overall Expectations:

By the end of this course, students will:

  • analyse their personal characteristics, strengths, interests, skills, and competencies to determine career-related goals;
  • maintain a portfolio for use in career planning that provides up-to-date evidence of knowledge, skills, interests, and experience;
  • demonstrate an understanding of the personal-management skills, habits, and characteristics that could contribute to success in their selected postsecondary destinations and independent adult life.

Overall Expectations:

By the end of this course, students will:

  • demonstrate interpersonal and teamwork skills required for success in their school, work, and community activities;
  • demonstrate an understanding of the elements of group dynamics in a variety of settings;
  • explain ways in which they can make a contribution to their communities and ways in which the community can assist them with career planning.

Overall Expectations:

By the end of this course, students will:

  • use research skills and strategies to gather and interpret relevant information about work and learning opportunities;
  • analyse emerging social and economic trends and their impact on individuals, workplaces, and career opportunities;
  • describe, on the basis or research, opportunities in various occupational sectors and explain the requirements and challenges of selected occupations;
  • demonstrate an understanding of types of workplaces, their related workplace issues, and legislation governing the workplace.

Overall Expectations:

By the end of this course, students will:

  • demonstrate an understanding of the transition process and the strategies used to facilitate change;
  • demonstrate effective use of a variety of strategies and resources for finding work and creating work;
  • apply goal-setting and action- planning processes to prepare for the transition from secondary school to their first postsecondary destination and for future transitions in their career.

Strategies for Assessment and Evaluation of Student Performance

There are three forms of assessment that will be used throughout this course:

Assessment for learning will directly influence student learning by reinforcing the connections between assessment and instruction, and provide ongoing feedback to the student. Assessment for learning occurs as part of the daily teaching process and helps teachers form a clear picture of the needs of the students because students are encouraged to be more active in their learning and associated assessment. Teachers gather this information to shape their teaching environment.

Assessment for learning is:

  • Ongoing
  • Is tied to learning outcomes
  • Provides information that structures the teachers’ planning and instruction
  • Allows teachers to provide immediate and descriptive feedback that will guide student learning

The purpose of assessment for learning is to create self-regulated and lifelong learners.

Learning
Creativity
Fun
Play

Assessment as learning is the use of a task or an activity to allow students the opportunity to use assessment to further their own learning. Self and peer assessments allow students to reflect on their own learning and identify areas of strength and need. These tasks offer students the chance to set their own personal goals and advocate for their own learning.

The purpose of assessment as learning is to enable students to monitor their own progress towards achieving their learning goals.

Creativity
Learning
Play
Fun

Assessment of learning will occur at or near the end of a period of learning; this summary is used to make judgements about the quality of student learning using established criteria, to assign a value to represent that quality and to communicate information about achievement to students and parents.

Evidence of student achievement for evaluation is collected over time from three different sources – observations, conversations, and student products. Using multiple sources of evidence will increase the reliability and validity of the evaluation of student learning.

Learning
Creativity
Fun
Play

Teaching and Learning Strategies

This course prepares students to make successful transitions to post-secondary destinations as they investigate specific post-secondary 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 focus their portfolios on their targeted destination and develop an action plan for future success.

  • Students interact in student-paced and instructor-paced interactive, engaging instructional lessons.
  • Helping students become self-directed, lifelong learners is a fundamental aim of the guidance and career education curriculum.
  • Engaged in active and experiential learning strategies, they tend to retain knowledge for longer periods and develop meaningful skills.
  • Active and experiential learning strategies also enable students to apply their knowledge and skills to real-life issues and situations.
  • Opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice. 
  • By accomplishing prompts on interactive lessons, students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their writing. They can also accomplish other tasks through the use of: animations, videos, discussion forums, live chat and other interactive objects.

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The Final Grade

Percentage of Final Mark Categories of Mark Breakdown
70% Assessments of Learning Tasks Throughout the Term
30% Final Written Examination And/Or RST

A student’s final grade is reflective of their most recent and most consistent level of achievement.

The balance of the weighting of the categories of the achievement chart throughout the course is:

Design Your Future Knowledge Inquiry/Thinking Communication Application
100% 25 25 25 25

The Report Card

Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement.

First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement, and next steps. Second, the learning skills are reported as a Needs Improvement, Satisfactory, Good and Excellent. The report card also indicates whether an OSSD credit has been earned.

Upon completion of a course, Canadian Global School will send a copy of the report card back to the student’s home school (if in Ontario) where the course will be added to the ongoing list of courses on the student’s Ontario Student Transcript. The report card will also be sent to the student’s home address.

Program Planning Considerations

Cheating and Plagiarism

Canadian Global School commits to having policies for assessments that minimize the risk of cheating. We also commit to begin each course with refresher learning on academic integrity.

In the event of incidents of academic dishonesty, the student, Academic Director (and, in the case of students under 18, their parents) will be notified of the occurrence, of the consequence, and of the potential consequences of subsequent incidents.
Improper Citation
Grades 11 and 12

  • First Instance: A warning and an opportunity to redo the piece.
  • Subsequent Instance: An opportunity to redo the piece to a maximum grade of 75%.

Unaccredited Paraphrasing
Grade 11 and 12

  • First Instance: An opportunity to redo the piece to a maximum grade of 75%.
  • Subsequent Instance: An opportunity to redo the piece to a maximum grade of 50%.

Unaccredited Verbatim
Grades 11 and 12

  • First Instance: An opportunity to redo the piece to a maximum grade of 50%.
  • Subsequent Instance: A grade of zero. No opportunity to resubmit.

Full Plagiarism
Grade 11 and 12

  • First Instance: A grade of zero. No opportunity to resubmit.
  • Subsequent Instance: A grade zero. No opportunity to resubmit.

Instructional Approaches

Teachers will use a variety of instructional strategies to help students become independent, strategic and successful learners. The key to student success is effective, accessible instruction. When planning this course of instruction, the teacher will identify the main concept and skills of the course, consider the context in which students will apply their learning and determine the students’ learning goals. The instructional program for this course will be well planned and will support students in reaching their optimal level of challenge for learning, while directly teaching the skills that are required for success.

Understanding student strengths and needs will enable the teacher to plan effective instruction and meaningful assessments. Throughout this course, the teacher will continually observe and assess the students’ readiness to learn, their interests, and their preferred learning styles and individual learning needs.

Teachers will use differentiated instructional approaches such as:

  • adjusting the method or pace of instruction
  • using a variety of resources
  • allowing a wide choice of topics
  • adjusting the learning environment
  • scaffolding instruction

During this course, the teacher will provide multiple opportunities for students to apply their knowledge and skills and consolidate and reflect upon their learning.

Planning the Program for Students with Special Educational Needs

The teacher in this course is the key educator of students with special education needs. The teacher has a responsibility to help all students learn, and will work collaboratively with the guidance counselor, where appropriate, to achieve this goal. In planning this course, the teacher will pay particular attention to the following guidelines:

  • All students have the ability to succeed
  • Each student has his or her own unique patterns of learning
  • Successful instructional practices are founded on evidence-based research, tempered by experience
  • Universal design and differentiated instruction are effective and interconnected  means of meeting the learning or productivity needs of any group of students
  • Online teachers are the key educators for a student’s literacy and numeracy development
  • Online teachers need the support of the larger school community to create a learning environment that supports students with special education needs
  • Fairness is not sameness

The teacher will use the following strategies:

Students with Special Educational Needs
  • Extra time on tests and extended deadlines for major assessments
  • Complete tasks or present information in ways that cater to individual learning styles
  • Variety of teaching and learning strategies
  • Scaffolding
  • Break down (chunk) assignments
  • A computer for assessments and exams
  • Formula sheets, memory aids
  • oral and written instructions
  • Cue cards during instruction and Assessments
  • Graphic organizers
  • Specific strategies to enhance recall
  • Non-verbal cues and reminders to remain focused
  • Oral testing
  • Allow for sufficient response time
  • Experiential learning experiences so that students can make connections between curriculum and real-world examples
  • Conferencing
  • Prompting students through lessons and assessments
  • Refocusing strategies
  • Periodic breaks

Planning the Program for Students with English as a Second Language

In planning this course for students with linguistic backgrounds other than English, the teacher will create a safe, supportive, and welcoming environment that nurtures the students’ self-confidence while they are receiving course instruction. Most English language learners who have developed oral proficiency in everyday English will nevertheless require instructional scaffolding to meet curriculum expectations. The teacher will adapt the instructional program in order to facilitate the success of these students in their classes. Appropriate adaptations and strategies for this course will include:

Students with Special Educational Needs
  • Body language and non-verbal communication
  • Model expectations
  • Subject-specific dictionary
  • Cooperative learning
  • Concrete examples and materials
  • Avoid idioms
  • Bilingual Dictionaries
  • Buddy system
  • Peer tutors
  • Allow sufficient response time
  • Graphic organizers
  • Scaffolding
  • Story maps
  • Conferencing
  • Pre-writing strategies
  • Literature circle
  • Journal
  • Previewing course readings / texts
  • Materials that reflect cultural diversity
  • Free voluntary reading
  • Guided Reading
  • Guided Writing
  • Think Aloud
  • Whole-Class Response
  • Editing checklist

Supporting First Nations, Métis and Inuit Students

Canadian Global School will promote active and engaged citizenship, which includes greater awareness of the distinct place and role of Indigenous (First Nation, Métis, and Inuit) peoples in our shared heritage and in the future in Ontario.
Canadian Global School will:

  • increase the focus in school strategic planning to promote the voluntary, confidential self-identification of First Nation, Métis, and Inuit students as a means to enhance the success and well-being of Aboriginal students and to help close the achievement gap
  • continue to identify and share practices and resources to help improve First Nation, Métis, and Inuit student achievement and close the achievement gap
  • increase the training in our schools to respond to the learning and cultural needs of First Nation, Métis, and Inuit students
  • provide quality programs, services, and resources at our schools to support First Nation, Métis, and Inuit student
  • provide quality programs, services, and resources at our schools who support First Nation, Métis, and Inuit students to help create learning opportunities that support improved academic achievement and identify building
  • provide curriculum links that facilitates learning about contemporary and traditional First National, Métis, and Inuit cultures, histories, and perspectives among all students
  • develop awareness among teachers of the learning styles of First Nation, Métis, and Inuit students and employ instructional methods designed to enhance the learning of all First Nation, Métis, and Inuit students
  • implement targeted learning strategies for effective oral communication and mastery of reading and writing
  • implement strategies for developing critical and creative thinking
  • provide access to a variety of accurate and reliable Aboriginal resources such as periodicals, books, software, and resources in other media, including materials in the main Aboriginal languages in schools with First Nation, Métis, and Inuit students
  • provide a supportive and safe environment for all First Nation, Métis, and Inuit students

The Role of Information and Communication Technology

ICT tools will be integrated into this course for whole-class instruction and for the design of curriculum units that contain varied approaches to learning in order to meet diverse needs and interests of the students in this class. At the beginning of this class, all students will be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred. ICT used in this course will include:

Information and Communication Technology
  • Websites
  • Online libraries
  • Archives
  • Public records
  • YouTube
  • Curriculum Digital Resources
  • Widgets
  • Online Graphing Calculator
  • Padlet
  • Mathletics
  • Screencastify
  • Laptop
  • iPads
  • DVDs
  • Digital Camera
  • Edsby
  • G Suite
  • Office 365
  • Gizmos
  • Labster
  • Gradeslam
  • Mathspace

Literacy, Mathematical Literacy, and Inquiry Skills

At Canadian Global School  it is the responsibility of all of our teachers to explicitly teach literacy and inquiry skills. The following skills will be developed in each course delivered at Canadian Global
School:

Equity & Inclusive Education in the Learning Environment

At Canadian Global School we embrace multiculturalism, human rights and diversity as fundamental values. Bullying, hate propaganda and cyber bullying, racism, religious intolerance, homophobia and gender-based violence are still evident in

Healthy Relationships in the learning Environment

At Canadian Global School, every student is entitled to learn in a safe, respectful and caring environment, free from violence and harassment. The teacher will create a safe and supportive environment in the class by cultivating

Financial Literacy Connections

There is a growing recognition that the education system has a vital role to play in preparing young people to take their place as informed, engaged, and knowledgeable citizens in the global economy.

Environmental Education Connections

Although there are no specific environmental connections in this course, teachers will develop an environmental understanding fostered through

Ethics in the Learning Environment

At Canadian Global School  teachers provide varied opportunities for students to learn about ethical issues and to explore the role of ethics in decision making.

Cooperative education programs allow students to earn secondary school credits while completing a work placement in the community. These programs compliment students’ academic programs and are valuable for all students, whatever their post-secondary destination.

Cooperative education courses may be earned using this course as one of the related courses.

Central to the philosophy at Canadian Global School  is the focus on experiential learning. Planned learning experiences in the community, including job shadowing, field trips, and hands-on experiences will provide our students with opportunities to see the relevance of their classroom learning in a work setting, make connections between school and work, and explore a career of interest as they plan their pathways through secondary school and make postsecondary plans.

As part of every course, students must be made aware that health and safety in their learning environment are the responsibility of all participants – at home, at school, and in the workplace. Teachers will model safe practices at all times when communicating with students online.

Although Canadian Global School  does not have an official school library, students are encouraged to use e-books, local libraries, GALE resource archives and Curriculum Video Digital resources to develop important research and inquiry skills.

Promotion of Careers

The knowledge and skills students acquire in this course will be useful in helping students recognize the value of their education and applications to the world outside of school and identify possible careers, essential skills and work habits required to succeed. Students will learn how to connect their learning in asking questions and finding answers to employable skills.

During this course the teacher will:

  • ensure  that all students develop the knowledge and skills they need to make informed education and career/life choices;
  • Provide learning environment and online school-wide opportunities for this learning; and;
  • Engage parents and the broader community in the development, implementation, and evaluation of the program, to support students in their learning
  • Use the four-step inquiry process linked to the four areas of learning
    • Knowing yourself – Who am I ?
    • Exploring opportunities – What are my opportunities?
    • Making decisions and setting goals – Who do I want to become?
    • Achieving goals and making transitions – What is my plan for achieving my goals?

The teacher will support students in this course in education and career/life planning by providing them with learning opportunities, filtered through the lens of the four inquiry questions, that allow them to apply subject-specific knowledge and skills to work-related situations; explore subject-related education and career/life options, and become competent, self-directed planners.