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Career Education

Career DevelopmentIntermediate

A Curriculum Guide (Interim)(September 2012)

Government of Newfoundland and LabradorDepartment of Education

CAREER DEVELOPMENT INTERMEDIATE MODULE (INTERIM) 2012

Department of EducationMission Statement

By March 31, 2017, the Department of Education will have increased the ease of access and responsiveness of the provincial education

system to improve opportunities for the people of Newfoundland and Labrador

CAREER DEVELOPMENT INTERMEDIATE MODULE (INTERIM) 2012 i

MISSION STATEMENT

CAREER DEVELOPMENT INTERMEDIATE MODULE (INTERIM) 2012ii

MISSION STATEMENT

SECTION ONE - CURRICULUM DESIGN

CAREER DEVELOPMENT INTERMEDIATE MODULE (INTERIM) 2012 III

Table of Contents

Acknowledgements ........................................................................................Section One: Curriculum Design

Outcomes Based Education........................................................................................2Nature of the Learner ..................................................................................................5Context for Teaching and Learning .............................................................................7

Inclusive Education..................................................................................................7Literacy ..................................................................................................................1321st Century Learning ...........................................................................................16Assessment and Evaluation ..................................................................................21

Section Two: Curriculum Area and Program OverviewRationale ...................................................................................................................25Representation of Curriculum Guide Framework ......................................................26Curriculum Framework ..............................................................................................27

Section Three: Specific Curriculum OutcomesUnit 1: Setting the Stage ...........................................................................................32Unit 2: Positive Interactions.......................................................................................49Unit 3: Skills and Employability .................................................................................61

AppendicesAppendix A - Activity Planning Resource ..................................................................87Appendix B - Values Auction and Scavenger Hunt ...................................................92Appendix C - Sample Financial Planning Case Studies ...........................................96

iv CAREER DEVELOPMENT INTERMEDIATE MODULE (INTERIM) 2012

TABLE OF CONTENTS

SECTION ONE - CURRICULUM DESIGN

CAREER DEVELOPMENT INTERMEDIATE MODULE (INTERIM) 2012 1

Section One

Curriculum Design

Outcomes Based Education

Introduction There are multiple factors that impact education; the information explosion, technological developments, the need for lifelong learners, increased emphasis on accountability, and globalization. These changes point to the need to consider carefully the education our children receive.

The Newfoundland and Labrador Department of Education believes that students’ needs can be addressed if three conditions are met. Curriculum guides must clearly articulate what students are expected to know and be able to do by the time they graduate from high school, the curriculum must reflect these expectations, and there must be an accurate assessment of students’ performance in relation to the curriculum outcomes. The Department of Education designs curriculum design to conform to these principles.

Curriculum in K-12 education in Newfoundland and Labrador is organized by outcomes and is based on The Atlantic Canada Framework for Essential Graduation Learning in Schools (1997). This frameowkr consists of Essential Graduation Learnings (EGLs), General Curriculum Outcomes (GCOs), and Specific Curriculum Outcomes (SCOs).

General Curriculum Outcomes (unique to each subject area)

Essential Graduation Learnings (common to all subject areas)

Specific Curriculum Outcomes (unique to each grade level and subject area)

Key Stage Learning Outcomes

(Met by end of grades 3,6,9 and 12

Curriculum Design

2 CAREER DEVELOPMENT INTERMEDIATE MODULE (INTERIM) 2012

OUTCOMES BASED EDUCATION

Essential Graduation Learnings

Essential Graduation Learnings (EGLs) provide vision for the development of a coherent and relevant curriculum. The EGLs are statements that offer students clear goals and a powerful rationale for education. They help ensure that our provincial education systems’ mission is realized. The EGLs are supported by general, key stage and specific curriculum outcomes.

EGLs describe the knowledge, skills and attitudes expected of all students who graduate high school. Achievement of the EGLs will prepare students to continue to learn throughout their lives. EGLs describe expectations not in terms of individual subject areas but in terms of knowledge, skills and attitudes developed throughout the curriculum as a whole. They confirm that students need to make connections and develop abilities across subject areas if they are to be ready to meet the shifting and ongoing demands of life, work and study. EGLs serve as a guiding framework for the curriculum development process.

Aesthetic Expression - Graduates will be able to respond with critical awareness to various forms of the arts and be able to express themselves through the arts.

Citizenship - Graduates will be able to assess social, cultural, economic and environmental interdependence in a local and global context.

Communication - Graduates will be able to use the listening, viewing, speaking, reading and writing modes of language(s), and mathematical and scientific concepts and symbols, to think, learn and communicate effectively.

Problem Solving - Graduates will be able to use the strategies and processes needed to solve a wide variety of problems, including those requiring language, and mathematical and scientific concepts.



Personal Development - Graduates will be able to continue to learn and to pursue an active, healthy lifestyle.

Spiritual and Moral Development - Graduates will demonstrate understanding and appreciation for the place of belief systems in shaping the development of moral values and ethical conduct.

Technological Competence - Graduates will be able to use a variety of technologies, demonstrate an understanding of technological applications, and apply appropriate technologies for solving problems.

CurriculumOutcomes

Curriculum outcomes are unique to individual subject areas. Through the achievement of curriculum outcomes, students attain the Essential Graduation Learnings.

Curriculum outcomes are statements that articulate what students are expected to know and be able to do in each subject area and incorporate knowledge, skills, and attitudes.

Curriculum outcomes may be subdivided into General Curriculum Outcomes, Key Stage Curriculum Outcomes, and Specific Curriculum Outcomes.

General Curriculum Outcomes (GCOs)

Each program has a set of GCOs which describe what knowledge, skills and attitudes students are expected to demonstrate as a result of their cumulative learning experiences within a subject area. GCOs serve as conceptual organizers or frameworks which guide study within a subject area. Often, GCOs are further delineated into KSCOs.

Key Stage Curriculum Outcomes (KSCOs)

Key Stage Curriculum Outcomes (KSCO’s) expand the intent of the GCO’s and summarize what is expected of students at each of the four key stages of Grades Three, Six, Nine and Twelve.

Specific Curriculum Outcomes (SCOs)

SCOs elaborate the GCOs for a subject area. They set out, more specifically, what students are expected to know and be able to do as a result of their learning experiences in a course, at a specific grade level. SCOs are written to give defined information pertaining to student learning. Student performance is assessed on whether it meets pre-stated criteria rather than on the basis of rank or relative standing. In some subject areas, SCOs are further articulated into delineations.

It is expected that all SCOs will be addressed during each course of study. Evidence of student achievement is revealed through performance – when students demonstrate their understandings in observable and measurable ways.



SECTION I: CURRICULUM DESIGN


The Nature of the Adolescent Learner

The adolescent learner in the intermediate grades is involved in a period of rapid and significant change with respect to physical, emotional, social, intellectual, spiritual and moral development. Because the nature of these changes is often intense and varied, they need to be acknowledged by the teacher. While some general characteristics of adolescents have been identified, there is a need to recognize that changing characteristics are on a continuum with many variations at each grade and for different ages. Each student is unique and any attempt to classify must be regarded as extremely general.

Cultural and social influences shape adolescence in many ways and such influences must be recognized in the learning and teaching context. Critical awareness of self and other influences is essential to the adolescent learner and this skill must be developed in the intermediate classroom.

The intermediate learner:

• appears to fluctuate between independence and dependence.

• applies problem solving approaches to complex issues.

• asks questions and questions answers.

• attempts to define self, independent of the family.

• continues to develop reasoning skills.

• displays a multitude of emotions in varying degrees.

• grows physically and cognitively at varying rates.

• is developing the ability to handle abstract and hypothetical concepts.

• is enthusiastic about sharing ideas and experiences.

• is self-conscious.

• learns to interact cooperatively.

• may become more involved in risk taking behaviours.

• moves from morality based on convention to morality based on personal values.

• perceives peer relationships as more important than family relationships.

• refines his/her sense of humour.

• reflects on feelings, emotions, and responsibilities.

• responds best when expectations are clear.

• uses diverse communication skills.

• uses rigid definitions for right and wrong.

Adolescence “is a time of transition between dependence and independence, a time to explore new alternatives and try out new identities, a time to experiment with new points of view and a time to learn how to interact with others.” (Knowles and Brown, 2002)

The Characteristics of the Intermediate Learner





Inclusive Education

Valuing Equity and Diversity

Effective inclusive schools have the following characteristics: supportive environment, positive relationships, feelings of competence and opportunities to participate. (The Centre for Inclusive Education, 2009)

An inclusive classroom values the varied experiences, abilities, social and ethno-cultural backgrounds of all students while creating opportunities for community building. All students need to see their lives and experiences reflected in their school community. It is important that the curriculum reflect the experiences and values of both genders and that learning resources include and reflect the interests, achievements, and perspectives of all students. The promotion of inclusive attitudes builds respect for one another, creates positive interdependence and allows for varied perspectives. Students learn from the diverse backgrounds, experiences, and perspectives of their classmates in a community of learners where participants discuss and explore customs, histories, traditions, values, beliefs, and ways of seeing and making sense of the world. Students from different experiences and backgrounds can come to understand each other’s perspectives; to realize that their ways of seeing and knowing are not the only ones possible; and to probe the complexity of the ideas and issues they are examining. Learning resources should include a range of materials that allows students to consider many viewpoints and to celebrate the diverse aspects of the school community.

Context for Teaching and Learning

recognize students’ diverse learning styles

attend to learning

preferences

promote varied and

flexible assessment

utilize multiple

resources

provide varied

avenues and entry points to learning

Inclusive Classrooms



Differentiated Instruction

Curriculum is designed and implemented to provide opportunities for all according to student abilities, needs, and interests. Teachers must be aware and responsive to the diverse range of learners in their classes. Differentiated instruction is a useful tool in addressing this diversity.

Differentiated instruction responds to different readiness levels, abilities, and learning profiles of students. It involves actively planning for student differences in terms of the core concepts and skills being taught, the process by which the content is delivered; the resources used; and the product that students create. The learning environment is tailored to the individual needs of the student.

Teachers continuously make decisions about selecting teaching strategies and structuring learning activities to provide all students with a safe place to grow and succeed in a dynamic and personalized space.

Differentiating the Content

Differentiated Instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences. Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests. Therefore, the teacher proactively plans a variety of ways to ‘get it’ and express learning.- Carol Ann Tomlinson

Based on the specific curriculum outcomes (SCOs), the content can be described as the knowledge, skills and attitudes we want for students. Differentiating content requires teachers to pre-assess students. This will identify students who require pre-requisite instruction, as well as those who have already mastered the concept and may, therefore, move past the instruction and proceed to apply the concepts to problem solving. Another way to differentiate content is to permit an able student to accelerate their

Teachers should...



rate of progress. They may work independently on projects to focus deeply on topics under consideration.

Teachers should consider the following examples of differentiating by content:

• using reading materials such as novels, web sites, and other reference materials at varying reading levels

• presenting ideas through auditory, visual and tactile means • meeting with small groups to re-teach an idea or skill or to

extend the thinking or skills when necessary

Differentiating the process means varying learning activities or strategies to provide appropriate methods for students to explore and make sense of the concepts. A teacher might assign all students the same product (for examples giving a presentation) but the process students use to create the presentation may differ. Some students could work in groups and peer critique while others meet with the teacher alone. The same assessment criteria can be used for all students.

Teachers should consider flexible groupings of students such as whole class, small group or individual instruction. Students can be grouped according to their learning styles, readiness levels, interest areas, and the requirements of the content or activity presented. Groups should be formed for specific purposes and be flexible in composition and short-term in duration.

Teachers should consider the following examples of differentiating by process:

• using activities in which all learners work with the same learning outcomes, but proceed with different levels of support, challenge, or complexity

• providing activities and resources that encourage students to further explore a topic of particular interest to them

• providing students with activities that contain work, common to the whole class, and that address individual needs and interests of learners

• offering hands-on activities or other supports for students who need them

• varying the length of time a student may take to complete a task in order to provide additional support or to encourage an advanced learner to pursue a topic in greater depth

Differentiating the product means varying the complexity and type of product that students create to demonstrate learning outcomes. Teachers provide a variety of opportunities for students to demonstrate and show evidence of what they have learned. When students have a choice in what the end product can be, they become more engaged in the activity.

Differentiating the Process

Differentiating the Product



Teachers should consider the following examples of differentiating by product:

• giving students options of how to express their learning (e.g., create an online presentation, write a letter, or develop a mural)

• using rubrics that match and extend students’ varied skills levels

• allowing students to work alone or in small groups on their products

• encouraging students to create their own product assignments as long as the assignments meet required elements.

• allowing students to choose how they demonstrate their understanding is a powerful way to engage students. It is important to offer students learning activities that are appropriate to their learning needs, readiness, and interests.

The learning environment includes the physical and affective tone or atmosphere in which teaching and learning take place, and can include the noise level in the room, whether student activities are static or mobile, and how the room is furnished and arranged. Classrooms may include tables of different shapes and sizes, space for quiet individual work, and areas for collaboration.

Teachers can divide the classroom into sections, create learning centres, or have students work both independently or in groups. The structure should allow students to move from whole group, to small group, pairs, and individual learning experiences and support a variety of ways to engage in learning. Teachers should be sensitive and alert to ways in which the classroom environment supports their ability to interact with students. Teachers should consider the following examples of differentiating the learning environment:

• ensuring there are places in the room for students to work quietly and without distraction, as well as places that invite student collaboration

• providing materials that reflect diversity of student background, interests and abilities

• establishing clear guidelines for independent work that matches individual needs

• developing routines that allow students to get help when teachers are with other students and cannot provide immediate attention.

The physical learning environment must be structured in such a way that all students can gain access to information while developing confidence and competence in applying their learning to real-life situations.

All students have individual learning needs. Some students, however have exceptionalities (defined by the Department

Differentiating the Learning Environment

Meeting The Needs Of Students With Exceptionalities



of Education) which impact on their learning. Details of these exceptionalities are available at:

http://www.ed.gov.nl.ca/edu/k12/studentsupportservices/exceptionalities.html

Supports for these students range from accommodations such as adaptive equipment for students with physical exceptionalities to alternate curriculum for students with cognitive exceptionalities. Also included in this range are students who require modified or alternate programs or courses.

Teachers should adjust learning contexts to provide support and challenge for all students. If specific outcomes are not attainable or inappropriate for individual students, teachers can use statements of general curriculum outcomes, key-stage curriculum outcomes, and specific curriculum outcomes for previous and subsequent grade levels as reference points to setting learning goals. Classroom teachers should collaborate with instructional resource teachers to select and develop strategies which target specific learning needs.

Some students begin a course or topic with a great amount of prior experience and knowledge. They may know a large portion of the material before it is presented to the class or be capable of processing it at a rate much faster than their classmates. Teachers should pre-assess the students in order to identify strengths or weaknesses. All students are expected to move forward from their starting point. Some strategies for exceptionally able learners include:

• similar-ability grouping provides the opportunity for students to work with their intellectual peers and delve deeper into a particular topic.

• curriculum compacting allows for increased rate of content coverage commensurate with a student’s ability or degree of prior knowledge

• independent study • tiering of instruction to pursue a topic to a greater depth or to

make connections between various spheres of knowledge

Exceptionally able students require the opportunity to do authentic investigation and become familiar with the tools and practices of the field of study. Authentic audiences and real world problems are vital for these learners.

Students With Advanced Abilities



MENTOR(Shared and Guided)

MONITOR(Independent)

MODEL(Modelled)

Modelled “I do … you watch”

Independent “You do … I watch”

Shared “I do … you help”

Guided “You do … I help”

Gradual Release of

Responsibility

When students monitor their learning, assess their strengths and needs, and set goals for improvement they become independent, lifelong learners. By reflecting on how they think and learn, students gain personal control over the strategies they use when engaged in learning activities. This control develops through metacognition, i.e., becoming aware of and more purposeful in using strategies for self-monitoring, self-correcting, reflecting and goal setting. Every student can develop metacognitive strategies and skills when teachers explain, model and help them practice talking and writing about their thinking.

Teachers must determine when students can work independently and when they require assistance. In an effective learning environment, teachers choose their instructional activities to model and scaffold composition, comprehension and metacognition that is just beyond the students’ independence level. In the gradual release of responsibility approach, students move from a high level of teacher support to independent work. If necessary, the teacher increases the level of support when students need assistance. The goal is to empower students with their own learning strategies, and to know how, when, and why to apply them to support their individual growth. Guided practice supports student independence. As a student demonstrates success, the teacher should gradually decrease his or her support.

Gradual Release of Responsibility

Metacognition



Literacy Literacy is a fundamental human right. It is the responsibility of educators to ensure that students graduate from the education system as literate members of society who are able to participate fully in their community.

To be literate is to possess an evolving supply of reading and writing skills, strategies and practices. Literacy enables one to achieve personal goals; participate fully in society; and build relationships. The demands for increasingly complex literacy understandings are escalating as definitions of text continue to expand.

Literacy is a process of making, receiving and negotiating meaning with self and others. Students engage in literacy experiences which will enable them to:

• decode, understand, evaluate and write through, and with, all forms of media

• read, evaluate and create text, images and sounds, or any combination of these elements

These expectations are identified in curriculum documents for specific subject areas as well as in supporting documents, such as Cross-Curricular Reading Tools (CAMET).

Literacy is not limited to the ability to read and write. Literacy is now viewed as a lifelong learning enterprise beginning at birth that involves many complex concepts and understandings. It includes the capacity to learn to communicate, read, write, think, explore and solve problems.

Literacy now consists of: • comprehending and communicating meaning;• making connections both personally and inter-textually;• critically analyzing and problem solving;• responding personally;• creating a variety of texts;• enjoying reading and viewing; and• participating in the socio-cultural world of the community.

With modelling, support and practice, students’ thinking and understandings are deepened as they work with engaging content and participate in focused conversations. When students engage in inquiry-based learning they use language and thinking skills to explore a range of topics and issues. Their identity and independence develop further, allowing exploration of issues such as identity, social responsibility, diversity and sustainability as creative and critical thinkers.

UNESCO has proposed an operational definition which states, “Literacy is the ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society”. To be successful, students require a set of interrelated skills, strategies and knowledge in multiple literacies that facilitate their ability to participate fully in a variety of roles and contexts in their lives, in order to explore and interpret the world and communicate meaning. - The Plurality of Literacy and its Implications for Policies and Programmes, 2004, p.13



Adolescent learners have unique learning needs that impact literacy development. Partnership and collaboration among families, schools and communities is critical to ensure sustaining support for literacy development. A high degree of the students’ learning occurs in a social context. The opportunity for collaborative learning promotes critical thinking and problem solving; stimulates curiosity and imagination; and improves adaptability and analytical thinking. To support adolescent literacy development teachers should employ experiential teaching approaches; provide opportunities for self-assessment and focus on student issues and student voice. This encourages students to question and analyze situations, examine societal values, participate in discussions and communicate using available technology.

The focus for reading in the content areas is not on teaching reading, but on teaching strategies for understanding content. Teaching strategies for reading comprehension benefits all students. Students develop transferable skills that apply across curriculum areas.

When interacting with different texts, students must read words, view and interpret text features and navigate through information. Information may be presented to them in a variety of ways including, but not limited to:

• Books • Documentaries • Speeches• Magazine

articles• Student-created

videos• Online data

bases and encyclopedias

• Poems • Movies • Podcasts• Songs • Music videos • Plays• Video games • Advertisements • Webpages• Online

games • Commercials • Blogs

Students should be able to interact with and comprehend different texts at different levels. There are three levels of text comprehension:

• Independent level – students are able to read, view and understand texts without assistance

• Instructional level – students are able to read, view and understand most texts but need assistance to fully comprehend some texts

• Frustration level – students are not able to read or view with understanding (i.e., texts may be beyond their current reading level)

Teachers should differentiate instruction to meet the needs of students who are working at each level. For example, print texts may be presented in audio form; physical movement may be associated with synthesizing new information with prior knowledge;

Adolescent Literacy (Grades 7-12)

Reading in the content areas



graphic organizers may be created to present large amounts of print text in a visual manner.

When interacting with information that is unfamiliar to students, it is important for teachers to monitor how effectively students are using strategies to read and view texts. Students will need to:

• use their prior knowledge • visualize• be aware of their purpose • identify main ideas• problem solve using a

variety of strategies• monitor and reflect on

their own comprehension (metacognition)

• make predictions



21st Century Learning

A 21st century curriculum incorporates learning and innovation skills; literacy; and life and career skills. These three areas are addressed in the context of academic programs and across interdisciplinary themes. The diagram below illustrates the relationship between these areas and their specific components. A 21st century curriculum employs methods that integrate innovative and research-driven teaching strategies; modern learning technologies; and real world resources and contexts.

The acquisition of literacy and skills is important across curriculum areas and should be integrated into teaching, learning and assessment strategies. Opportunities within the curriculum for integration of these skills exist and should be planned with rich, engaging, experiential activities that support gradual release of responsibility. For example, lessons in a variety of subject areas can be infused with 21st century skills by using open-ended questioning, inquiry approaches, self-directed learning, student role rotation, internet-based technologies, student as teacher, and role plays.

21st Century Curriculum



Literacy

In addition to the literacy aspects outlined in the previous section, students in the 21st century must be skilled consumers of information, critical readers, writers and creators, and critically aware of the world in which they live.

Reading and writing, while not the only elements that constitute the concept of literacy in its various and complex facets, are in many ways the literate emphases used in school based literacies and the language of the workplace. It is often through reading and writing that students receive and communicate information. Developing reading and writing skills (learning to read and write) is associated with the early years of formal school while using reading and writing skills (reading and writing to learn) happens in the later years. As students progress, they are expected to be able to read and understand a wide range of material. They are also asked to create texts in response to what they read, view and hear. Therefore, the development of reading and writing skills within various school subjects continues throughout students’ educational careers.

Another important component of literacy is Information and Communication Technology Literacy. Students need to be prepared to understand, use and apply Information and Communication Technology (ICT) in an effective, efficient and ethical manner.

Activities, projects and problems that replicate real life situations are the best methods for attaining ICT skills. It should be integrated within subject areas.

In the context of other programs, students using ICT will learn: • about the impact of technologies on daily life • how to determine which processes, tools and techniques to

use, and when to use them • how to use and apply a variety of information and

communication technologies for problem solving, decision making, inquiry and research

The final component of Literacy in the broad context is numeracy. Numeracy is a collection of skills, knowledge, beliefs, communication capabilities, and problem solving skills needed to engage effectively in quantitative situations arising in life. A numerate individual has the ability to identify and understand the role mathematics plays in the world, to make well-founded judgements, and to use mathematics in ways that meet the needs of that individual’s life as a constructive, concerned and reflective citizen.

Learning and Innovation Skills

Teachers are preparing students for the jobs of the future, some of which do not even exist yet. The one commonality for those job paths will be the ability to learn, create new ideas, problem solve and collaborate. These are learning and innovations skills.



• Creativity and Innovation - Developing, implementing and communicating new ideas to others. Being open and responsive to new and diverse perspectives within learning.

• Critical Thinking and Problem Solving - Understanding the interconnections among systems. Identifying and asking significant questions that clarify various points of view and lead to better solutions.

• Communication and Collaboration - Demonstrating ability to work effectively with diverse teams. Assuming shared responsibility for collaborative work.

Life and Career Skills

The one constant of the job market is that it is not constant. Students will require skills that allow them to adapt, be self-reliant, deal with many cultures, be productive and show leadership. These are the new employability skills for the 21st century.

• Flexibility & Adaptability – Ability to adapt to change, to continue to function in a variety of situations

• Initiative & Self-Direction – Working without supervision, completing tasks that are not necessarily assigned but are required to be completed

• Social & Cross-Cultural Skills – The ability to work well with others, being cognizant of cultural mores and differences

• Productivity & Accountability – Completing work assigned in time required, to the skill level required, and taking responsibility for your own actions and work

• Leadership & Responsibility – Being able to enlist the aid of others in completion of a task, and being dependable enough to complete that task

Consideration of the following factors will support 21st century learning:

• Physical organization within classrooms (e.g., access to resources, flexible seating arrangements for collaboration)

• Emphasis on teaching and learning strategies that include differentiated instruction

• Inquiry-based learning• Elements of sustainable development present in all activities• Professional learning opportunities for teachers • Integration of technologies

Integrated teaching and learning occurs when connections are made among program areas. Students recognize the relevance and the interrelatedness of curricula. Skills in problem solving, organization, thinking, and writing are transferable. Teams of teachers can design cross-curricular units based on concepts, issues, or essential questions that are integrated across the

Impact of 21st Century Learning

Integrated Teaching and Learning



curriculum and involve skills and content from several academic areas.

When there are common concepts, processes, and skills among the programs, students begin to sense a new meaning for the word integration. Cooperation, collaboration and community building is enhanced when students and teachers work together. The challenge in effective integration is to ensure that the skills, strategies, and knowledge components of each discipline are respected.

With inquiry-based learning, the focus is on the development of questions by teachers and students to guide the inquiry, problems and issues related to the curriculum outcomes. The questions guide student research so they can create their own knowledge and understanding.

Students take more responsibility for• determining what they need to learn.• identifying resources and how to best to learn from them.• using resources and reporting their learning.• assessing their progress in learning.

Student self- reflection of their learning and their documentation of the inquiry process are important components of this learning.

Inquiry



The diagram below, the 3-Nested-Dependencies Model, illustrates that sustainable development is comprised of three integrally connected areas: economy, environment, and society.

Education for Sustainable Development

As conceived by the United Nations Educational, Scientific and Cultural Organization (UNESCO) the overall goal of Education for Sustainable Development (ESD) is to integrate the knowledge, skills, values and perspectives of sustainable development into all aspects of education and learning. Changes in human behavior should create a more sustainable future – a future that provides for environmental integrity, economic viability, and results in a just society for both the present and future generations.

ESD is not teaching about sustainable development. Rather, ESD involves teaching for sustainable development – helping students develop the skills, attitudes, and perspectives to meet their present needs without compromising the ability of future generations to meet their needs.

Within ESD, the knowledge component spans such things as understanding the interconnectedness of our political, economic, environmental, and social worlds, to the role of science/technology in the development of societies and their impact on the environment. The skills necessary include such things as being able to assess bias, analyze consequences of choices, ask the right questions, and problem solve. The values and perspectives include an appreciation for the interdependence of all life forms and the importance of individual responsibility and action. ESD values and perspectives also include an understanding of global issues as well as local issues in a global context, the fact that every issue has a history, and that many global issues are linked.

Sustainable development is defined as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs” (World Commission on Environment and Development).



Assessment and Evaluation

Purposes of Assessment

Assessment for Learning

What learning is assessed and evaluated, how it is assessed and evaluated, and how results are communicated send clear messages to students and others about what is really valued.

Assessment techniques are used to gather information for evaluation. Information gathered through assessment helps teachers determine students’ strengths and needs and guides future instructional approaches.

Teachers are encouraged to be flexible in assessing the learning success of all students and to seek diverse ways in which students might demonstrate what they know and are able to do.

Evaluation involves the weighing of the assessment information against a standard in order to make an evaluation or judgment about student achievement.

Assessment can be used for different purposes:• assessment for learning to guide and inform instruction;• assessment as learning to involve students in self-assessment

and setting goals for their own learning; and• assessment of learning to make judgments about student

performance in relation to curriculum outcomes.

Assessment for learning involves frequent, interactive assessments designed to make student understanding visible. This enables teachers to identify learning needs and adjust teaching accordingly. It is an ongoing process of teaching and learning.

Assessment for learning:• includes pre-assessments that provides teachers with

information of what students already know and can do• requires the collection of data, during the learning process,

from a range of tools to learn as much as possible about what students know

• provides descriptive and specific feedback to students and parents regarding the next stage of learning

• is not about a score or mark• engages students in their own learning as they assess

themselves and understand how to improve performance• focuses on what students are doing well, what they are

struggling with, where the areas of challenge are, and what to do next

• is used to inform student learning



Assessment as Learning

Assessment of Learning

Involving Students in the Assessment Process

Assessment as learning actively involves students’ reflection on their learning and monitoring of their own progress. It focuses on the role of the student developing and supporting metacognition.

Assessment as learning:• supports students in analyzing their learning related to learning

outcomes• prompts students to consider how they can continue to improve

their learning• enables students to use information gathered to make

adaptations to their learning processes and to develop new understandings.

Assessment of learning involves strategies to confirm what students know, demonstrate whether or not they have met curriculum outcomes, or to certify proficiency and make decisions about students’ future learning needs. Assessment of learning occurs at the end of a learning experience that contributes directly to reported results.

Traditionally, teachers relied on this type of assessment to make judgments about student performance by measuring learning after the fact and then reporting it to others. Used in conjunction with the other assessment processes previously outlined, however, assessment of learning is strengthened.

Assessment of learning:• provides opportunities to report evidence to date of student

achievement in relation to learning outcomes, to parents/guardians and other stakeholders

• confirms what students know and can do • occurs at the end of a learning experience using a variety of

tools.• reports student learning accurately and fairly, based on

evidence obtained from a variety of contexts and sources.

Students should know what they are expected to learn as designated by learning outcomes, and the criteria that will be used to determine the quality of their achievement. This information allows students to make informed choices about the most effective ways to demonstrate what they know and are able to do.

It is important that students participate actively in assessment by co-creating criteria and standards which can be used to make judgments about their own learning. Students may benefit from examining various scoring criteria, rubrics, and student exemplars.

Students are more likely to perceive learning as its own reward when they have opportunities to assess their own progress. Rather than asking teachers, “What do you want?”, students should be asking themselves questions such as, “What have I learned? What can I do now that I couldn’t do before? What do I need to learn



Assessment Tools

Assessment Guidelines

next?” Assessment must provide opportunities for students to reflect on their own progress, evaluate their learning, and set goals for future learning.

In planning assessment, teachers should use a broad range of tools to give students multiple opportunities to demonstrate their knowledge, skills, and attitudes. The different levels of achievement or performance may be expressed as written or oral comments, ratings, categorizations, letters, numbers, or as some combination of these forms.

The grade level and the activity being assessed will inform the types of assessment teachers will choose.

Types of Assessment Tools

• Documentation using photographs • Audio/video clips • Debates• Graphic Organizers • Literacy Profiles • Tests• Self Assessments • Portfolio • Exemplars• Observations • Questioning • Wikis • Presentations • Conferences • Quizzes• Demonstrations • Checklists • Case Studies• Rubrics • Journals • Podcasts• Anecdotal Records • Role Play • Projects

It is important that students know the purpose of an assessment, the type, and the marking scheme being used. The following criteria should be considered:

• collection of evidence of student learning through a variety of methods

• rationale for undertaking a particular assessment of learning at a particular point in time

• the collection of assessments should be balanced and not solely be weighted on tests and paper and pencil activities

• criteria that will be used in the assessment will be shared with student so that they know the expectations

• assessments measure what they intend to measure• feedback that is descriptive and specific to students • learning outcomes and assessment criteria together should

provide a clear target for students to work towards• provide all students with the opportunity to demonstrate the

extent and depth of their learning



Evaluation Evaluation is the process of analyzing, reflecting upon and summarizing assessment information, making judgements or decisions based on the information gathered. Evaluation is conducted within the context of the outcomes, which should be clearly understood by learners before teaching and evaluation take place. Students must understand the basis on which they will be evaluated and what teachers expect of them.

During evaluation, the teacher• interprets the assessment information and makes judgments

about student progress• makes decisions about student learning programs


SECTION TWO: CURRICULUM AREA AND COURSE OVERVIEW

Section Two

Curriculum Area and Program Overview



Curriculum Area and Course Overview

Rationale The Intermediate Module for Career Development has been developed to assist students with understanding the value and transferability of their learning, knowledge and skills to personal and career development. This twenty hour module is aligned with the Essential Graduation Learnings, General Curriculum Outcomes and Key Stage Curriculum Outcomes defined in the Foundation for the Newfoundland and Labrador Career Education document. The teacher is directed to this document for specific information that forms the basis for this and other career education curricula in the province of Newfoundland and Labrador.

Career development is a lifelong, ongoing process through which learners integrate their personal, family, school, and community learning experiences to facilitate career and lifestyle choices and to help them transition through life and work stages (Cahill, 2001). A career is a life story and defines how one sees oneself in the context of one’s social environment- in terms of one’s future plans, one’s past accomplishments, or failures, and one’s present competencies and attributes (Raynor and Entin, Undated).

A career entails the totality of one’s life experiences over one’s lifespan and career development refers to the factors and influences that help shape one’s life story. These factors are multifaceted and complex and include psychological, sociological, educational, economic, physical and unplanned variables. Career education is an important sociocultural process in the preparation for, transition to, and integration into the workplace.

Two key concepts in career development are salience (the importance of work roles), and maturity (readiness to make career decisions). When work salience is high, youth view work as meaningful opportunities for self expression. When work salience is low, youth lack motivation and career adaptability. Youth with low career salience may benefit from education and experiences that increase the relative importance of work in their lives. All young people are expected to make choices regarding their future; the level of maturity is indicative of the level of variation the choices will have. Career education can assist these youth increase their self knowledge and occupational knowledge.



Subject Area

GCO

EGL

KSCO

SCO

Grades 3, 6, 9 & 12

Course

Outcomes Focus for Learning

Teaching and Assessment

Strategies

Resources and Notes

4 Columns

Career education must focus on, but not be limited to, assisting students with the development of:

• Self-agency (self-confidence, self-responsibility, self-reliance, self-inspiration, self-motivation and initiation)

• Self-efficacy (pursue challenging activities with high levels of interest and involvement and develop ways to exert control over their environments within constraints)

• Self-esteem• Clarity (purpose, choices)• Consistency • Realism • Resilience• Competence

Representation of Curriculum Guide Framework



Career Education curriculum in Newfoundland and Labrador is defined in terms of eight general curriculum outcomes (GCO’s). These eight general curriculum outcomes articulate what students are expected to know and be able to do upon completion of study in career education. They provide a concise description of the student as a career literate and capable citizen. They are divided among three strands:

Personal Management

GCO 1: Self Awareness and Positive Interactions. Students will be expected to enhance their knowledge of strategies for building and maintaining a positive self-image and understand its influence on building positive relationships in one’s life and work.

GCO 2: Change. Students will be expected to learn to respond to change and growth in their life/work.

Career Exploration/Learning and Work Exploration

GCO 3: Life-long Learning: Students will be expected to link learning to one’s career building process.

GCO 4: Relationship of Work to Society and the Economy: Students will be expected to enhance their understanding of the influence of societal and economical needs on the nature and structure of work.

GCO 5: Life/Work Information. Students will be expected to learn to effectively locate, evaluate, interpret and use life/work information.

Career Preparation: Life/Work Building

GCO 6: Life/Work Roles: Students will be expected to link lifestyles, life roles and life stages to life/work building while understanding and overcoming stereotypes/bias in life and work.

GCO 7: Decision Making: Students will be expected to engage in life/work decision making.

GCO 8: Independent Management of Life/Work Building Process: Students will be expected to recognize and take charge of their own life/ work building process.

General Curriculum Outcomes (GCO’s)

Curriculum Framework



Key Stage Curriculum Outcomes (KSCO’s) expand the intent of the GCO’s and summarize what is expected of students during each of the four Key Stages. The Career Development 2201 course adheres to the KSCO’s at the Key Stage 4 level (Levels I-III).

Key Stage 4 Curriculum Outcomes listed are organized according to each of the eight General Curriculum Outcomes (GCO’s) for the Newfoundland and Labrador Career Education Curriculum.

Personal Management

By the end of grade 12, students will have achieved the outcomes for entry to grade 9 (Key Stage 1, Key Stage 2 and Key Stage 3) and will also be expected to:

1.301 Understand the concepts of behaviors, attitudes, values and beliefs, and explore their influence on self-image and the impact on future life/work roles.

1.302 Evaluate the impact of one’s self-image on self and others.

1.303 Explore the concept of diversity as it relates to respect, tolerance, flexibility and openness towards others.

1.304 Understand that one can transform behaviors and attitudes in order to improve one’s self-image and in turn build positive relationships with others and contribute positively to one’s life and work.

2.301 Discover changes that occur in the physical, psychological, social and emotional development of an individual.

2.302 Understand how physiological and psychological changes impact on life and work.

Career Exploration/Learning and Work


3.301 Understand how current academic performance may impact the selection of high school programs/courses and work.

3.302 Demonstrate personal skills and attitudes conducive to life and work success.

3.303 Explore the skills, knowledge and attitudes that are needed in specific work sectors and are best suited to adapt to changing work role requirements.

GCO 1 Self Awareness and Positive Interactions

Key Stage Curriculum Outcomes (KSCO’s)

GCO 2 Change

GCO 3 Life-long Learning



GCO 8 Independent Management of Life/Work Building Process

GCO 7 Decision Making

4.301 Assess life/work information and determine its pertinence for oneself.

4.302 Explore the importance of employability skills development.

5.301 Evaluate how one can contribute to the community (e.g., family, school) through work.

Career Preparation: Life and Work Building


6.301 Demonstrate the links between one’s work roles, family roles and community roles.

6.302 Identify stereotypes, biases and discriminatory behaviors that may limit opportunities for women and men in certain work roles.

7.301 Develop problem solving and age appropriate decision making skills.

7.302 Recognize the need to make decisions and take responsibility for them.

7.303 Evaluate how one’s decisions (about school, family, leisure, work, etc.) impact one’s life, and affect other decisions.

8.301 Understand the concept and importance of a life/work portfolio.

8.302 Define one’s preferred future and take steps to move towards it.

8.303 Assess long term goals towards attainment of future views of themselves

GCO 4 Relationship of Work to Society and the Economy

GCO 5 Life/Work Information

GCO 6 Life/Work Roles

CURRICULUM GUIDE 31

SECTION THREE: SPECIFIC CURRICULUM OUTCOMES

Section Three

Specific Curriculum Outcomes


SECTION III: UNIT 1 - INTRODUCTION AND COURSE ORGANIZATION

Unit 1

Setting the stage

Overview

This unit will provide context for the study of career development through reflection and exploration of relevant topics. The material is presented at an introductory level to be further explored in Career Development 2201. Specific links between the career development process and decisions Grade 9 students will make are made throughout. Making connections between Grade 9 curriculum, course selections for high school and their implications will lay the foundations of future outcomes.

Unit 1 sets the learning context for the remainder of the module. Teachers will have the opportunity to engage students and guide them toward the development of positive attitudes toward the career development process. The introductory unit provides the teacher the opportunity to establish expectations regarding the management of completed tasks through the use of online and course content portfolios.

Unit 1 will require approximately six hours of the total twenty hours allocated for completion of the Career Development module.

The timeline noted below is provided as guidance for the teacher. • Topic 1: What is Career Development?

2-3 hours• Topic 2: Understanding your options

3-4 hours

Module Plan

Focus


SECTION III: UNIT 1 - SETTING THE STAGE

Outcomes Framework The following is a visual representation of the outcomes for the following unit. The outcomes framework illustrates the connection between GCOs and SCOs relevant to the subsequent section.



Focus for LearningSpecific Curriculum Outcomes

Students will be expected to

This first outcome should create interest in the module.

Career development is a lifelong, ongoing process through which learners integrate their personal, family, school, and community learning experiences to facilitate career and lifestyle choices and to help them transition through life and work stages (Cahill, 2001)

The main message to emphasize is that there is no beginning and there is no end to career development. It is lifelong and school is part of the process; not preparation for it.

Career Development is a different process for everyone and is dependent upon but limited to an individuals:

• personality• skills• interests• family connections• education• community connections

Students need to understand that what they do is part of who they are.

Students will create their content portfolio at this point. The content portfolio will include all the work the student is doing for this module, including their journals.

Performance Indicator:

In small groups, students should discuss their understanding of what career development is. They could share this with the class in whole group discussion and compare their answers to other groups. A single description from the class could result.

1.0 describe the career development process. [GCO 1 KSCO 1, GCO 6 KSCO 1]

What is Career Development?



Resources/NotesSample Teaching and Assessment Strategies

Activation

Teachers may• introduce content portfolios which could include:

• journal entries• assignments• handouts• career cruising material

Students may• create their content portfolio, as an activation activity for this

outcome and the module as a whole. This portfolio will contain the entire work of the student for this program.

• Starting with the components assemble a definition of Career Development.• This could be done as a puzzle activity. Blank puzzle pieces

could be distributed with students writing components on them. Then the whole puzzle, Career Development, could be assembled and displayed in class.

Connection

Students may• develop a thought web on how they believe Career

Development is connected to activities they currently participate in.

Consolidation

Students may• break the concept of Career Development down into its

elements. Students could write comments on these elements in their journal as a written assignment, a drawing, collage or other form of personal expression.

Authorized Resources

Graphic organizer suggestions (English Language Arts Grade 7 Interim Curriculum Guide, page 186 – 189)

• http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/english/grade7_9/appendices.pdf

Web Resources

Thought Web Website • http://www.eduplace.com/

graphicorganizer/pdf/cluster.pdf

Graphic Organizer Websites• http://www.learnalberta.

ca/content/ssass/html/graphicorganizers.html

Puzzle Piece Website • http://www.dltk-kids.com/

crafts/miscellaneous/image/bpuzzle.gif


Cross Curricular LinksGrade 9 HealthUnit 13.2 identify ones own values and

their influence on decision making.

Unit 22.1 develop an increased

awareness of self by engaging in a variety of situations. (work/life balance)

3.3 assess the role of family and friends in the development of self concept.

Unit 43.2 reflect upon their decisions,

choices, actions, and words and the effect these may have on themselves and others.





Teachers can introduce this topic by elaborating on the statement “Live by design as opposed to live by default.” Engaging in the career development process will enable students to design their lives rather than just live them. Career Development prepares students to become active participants in the process.

Students may not have prior knowledge of this topic before engaging in this module.

The career development process keeps students actively creating and re-creating their career path. It produces consumers of the ever-changing labour market. The competencies that students develop while engaging in the career development process transcend the changes in the market place and will always have value.

Global, national and local trends influence work, the workforce and the workplace. Everything from an aging population to rural urban migration, from environmental issues to cultural diversity and integration of the global economy. These are some of the trends to discuss. Consider the implications of these trends with your students.

Points to emphasize:• fluidity of job market• essential skills (See Appendix A)• adaptability to change


Students could interview a parent or grandparent and discuss jobs that no longer exist in the current job market or have changed significantly.

2.0 identify the value of the career development process. [GCO 4 KSCO 1, GCO 5 KSCO 1, GCO 8]





Activation

Students may• engage in the Career Cards Activity described in Appendix A.

Connection

Students may• In a journal entry reflect on the validity of the statement, “One

of the most important personal skills is being adaptable to change.”

Consolidation

Students may• develop a slogan for career development, for example “roll with

it”, which encompasses the valued aspects of the process.

• extend the career cards activity such that the cards created will describe jobs they think may soon exist.

Activity Planning Resource

Career Cards Activity, Pg 87, Appendix A

Web Resources

Link to Essential Skills Information

• http://www.hrsdc.gc.ca/eng/workplaceskills/essential_skills/what_are_essential_skills.shtml

Downloadable Essential Skills Poster

• http://ccdf.ca/ccdf2/cms/documents/EssentialSkills_Poster_e.pdf


Cross Curricular LinksGrade 9 HealthUnit 22.1 develop an increased

awareness of self by engaging in a variety of situations. (work/life balance)







This outcome should be blended with the previous two outcomes as the basis for understanding concepts is the recognition and the ability to define common terms related to that concept. Too often we assume that students understand common terms that form the basis of instruction when that assumption may lead to a barrier to instruction.

Students may have some prior knowledge of these terms, but in most instances the information may be incomplete or misconstrued. These common misconceptions may cause confusion and should be addressed as early in the module as possible.

In this instance these terms form the basis of discussions on career development. Some of the terms help define career development while the differences between some of the terms will be important as well. Specifically the differences between job, career, and occupation will be important.

Teachers could engage students in discussions around these terms highlighting real-life examples that students easily relate to from personal experiences.


Graffiti Wall - students could write key words and phrases on each of the terms placed on the wall.

3.0 define common career development terms. [GCO 3 KSCO 3]

3.1 define the following terms:

• Job,• Occupation, • Career, • Sector, • Skills, • Interests, • Apprenticeship, • Experience, and • Employability Skills





Activation

Students may• in small groups, discuss their personal meaning of the terms

listed. A group definition should result, in student language formed through consensus.

Connection

Students may• discuss common misconceptions of Career Development and

the common terms used in it.

Consolidation

Students may• Students could create a graphic organizer (i.e., foldable) that

would contain the definition of each term.

Extension

Students may• define the common terms as if they were explaining it to an

elementary student. Language and complexity should reflect accurately the age of the audience.


Common terms/definitions (page 136 - 138 in the Career Development 2201 Curriculum Guide)

• http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/careered/careered2201/cd2201_unit3.pdf




Grafitti Wall Activity, Pg 87, Appendix A

Web Resources

Graphic Organizer Website (Foldable)

• http://foldables.wikispaces.com/

Graffiti Wall Website Activity • http://www.thehideout.org.uk/

games/graffiti.asp


Cross Curricular LinksGrade 9 HealthUnit 13.3 recognize the role of factual

information on the decision making process.





As an introduction, reiterate that school is part of the career development process rather than preparation for it. The next stage of the process after schooling will be as a worker. The similarities in the roles should be apparent, but the students seeing themselves as workers is an important part of this process.

Students should see the commonalities between their roles and the worker roles. For instance:

• being on time for class - time management• working in a group - team work• respect for others - respectful workplaces• asking questions in school - critical thinking at work• problem solving in class - finding solutions at work• completing projects - reliability at the workplace• being honest with classmates - trustworthiness at work

Some students may have prior knowledge about working, and blending their experiences will make this outcome more realistic.


In small groups, students could create a chart with two columns, one of which is titled “Student expectations/activities” and the second being “Workplace expectations/activities”. Students could then fill out what their expectations and activities are, and then relate that to the world of work. As an extension, a Venn diagram graphic organizer could be used to illustrate and highlight the similarities that exist.

4.0 explore how one’s role as a student is similar to that of a worker’s role. [GCO 3 KSCO 2 & 3, GCO 4 KSCO 1]





Activation

Teachers may• create a concept web on the school’s expectations for students.

Once the web is created, create a second web from discussion in the class about the expectations of workers.

Students may• in small groups make a list of student expectations and worker

expectations.

Connection

Students may• From a collection of images of workers, a single example can

be chosen. This image can form the basis of a discussion in the class with students about how they are “like” the worker portrayed in the image.

Consolidation

Students may• Students could outline the activities they are engaged in during

the school day and indicate which of those activities would be in common with a worker.

• engage in the All in One Activity from Appendix A.





All in One Activity, Pg 87, Appendix A



awareness of self by engaging in a variety of situations.





Introduce this topic through specific reference to the Oncourse - Handbook for Grade 9 Students and Parents. All of the information required for teaching this outcome is found in this resource.

Students need to be aware that high school is based on credits and subjects. There are required credits for graduation and there are optional credits that have to be completed in each subject area. The optional credits are those which will reflect students individual interests.

Introduce students to the three-year high school planner. A copy of this is found in the Oncourse guide. Encourage students to engage their families in this process as well. Activities based around including families and working at home on some of these materials are suggested

Students may have little prior knowledge on this material, unless they are already engaged in the course selection process. For this section of the module to be meaningful, teaching it as early as possible in the school year is recommended.

Outcomes SCO 5.0, 6.0 and 7.0 can be taught together, using the Oncourse guide as an anchor resource.


In small groups, students will develop an expertise in one aspect of high school graduation requirements using the Oncourse Guide, and in a subsequent sharing activity pass it on to the class as a whole in a method so that it can be recorded.

5.0 interpret high school graduation requirements. [GCO 3 KSCO 1 & 2]

Understanding your options




Activation

Students may• choose a single image from a collection of images of workers a

single example can be chosen. This image can form the basis of a discussion in the class with students about what educational background the person would need to accomplish that job.

Connection

Students may• extend the previous activity by taking the educational

background identified and working backwards to identify courses the individual may have to complete in high school.

• review the Career Planning Matrix found in Appendix D.

Consolidation

Students may• fill out a three-year plan using the Oncourse Guide. This three-

year plan must meet graduation requirements, and as a check and balance, students could peer evaluate their choices.

• engage in the understanding your options activity from Appendix A


Oncourse - Handbook for Grade 9 Students and Parents

Career Planning Matrix - Appendix D


Understanding your options activity, Pg 87, Appendix A

Web Resources

Link to Oncourse Guide• http://www.ed.gov.nl.ca/

edu/publications/k12/Grade9OnCourseHandbook.pdf



information in the decision-making process.





As in the previous outcome the introduction for this activity includes reference to Oncourse - Handbook for Grade 9 Students and Parents. In this instance the main focus is for students to understand that there are different diplomas available depending on the courses selected and successful completion during high school.

Students will need to understand that the academic and honours diplomas require additional requirements ie. to graduate with honours status you need an overall average of not less than 80% in specific courses and academic/honours are required to receive credit for Science 1206.

Students may have little prior knowledge of this material and may have the misconception that the different level of diplomas are based solely on marks as is sometimes the case in intermediate grades.


Students could interview their parents about their experiences with the credit system, instituted in 1982. This could involve a discussion about courses they completed, what kind of a diploma they were working toward and specifics about individual courses. Comparisons between the results of the interview and what was shared in class in the last outcome could then be made.

6.0 differentiate between the honors, academic and general high school diplomas. [GCO 3 KSCO 1 & 2]





Activation

Students may• complete a placemat activity, writing key words and phrases on

each of the three diplomas placed on a table.

Connection

Students may• review the Career Planning Matrix found in Appendix D.

Consolidation

Students may• use the three year plan developed in the previous activity and

identify which diploma they will receive if they follow that plan.


Oncourse - Handbook for Grade 9 Students and Parents




Web Resources

Link to Oncourse Guide• http://www.ed.gov.nl.ca/

edu/publications/k12/Grade9OnCourseHandbook.pdf

Placemat Activity Website• http://www.sd79.bc.ca/

programs/abed/ACIP/references/ashcroft/place_mat_activity.pdf








Career development promotes options. Keeping as many options open as possible is an important part of that process. Academic behaviours learned or applied as early as grade 7 can have an impact on the academic options students will have for post-secondary (e.g., Studies show that boys stop reading for pleasure at or around this level). The academic choices students make in the intermediate grades may not necessarily have an effect on course selections for senior high. Academic success can be improved to keep all their options open.

This outcome will provide students with understanding of how course selections can impact post secondary options. ie. if a student completes a general high school diploma they will not be able to apply for university entry upon graduation.

Students may have little prior knowledge of post-secondary options and the impact of the different diplomas. Common misconceptions may include that there are no post-secondary options for general students.


Using the Course Selection Matrix found in Appendix D students could review the entrance requirements of a variety of post-secondary institutions and identify options for the different levels of diplomas. Please note that entrance into a specific program at an institution may differ from general admittance to the institution itself.

7.0 assess the impact of the different high school diplomas on post-secondary options. [GCO 3 KSCO 1 & 2]





Activation

Students may• review the Career Planning Matrix found in Appendix D.

Connection

Students may• could investigate a career of interest, using Career Cruising,

concentrating on educational entrance requirements for the field of study.

Consolidation

Students may• reflect on the impact of the different high school diplomas on

post-secondary options.



Career Cruising• www.careercruising.com






CAREER DEVELOPMENT 2201 CURRICULUM GUIDE48



SECTION III: UNIT 2 - POSITIVE INTERACTIONS

Unit 2

Positive Interactions

Overview

In this unit, students will establish personal connections with the career development process.

In Unit 2, students will engage in reflection activities that examine their belief systems as they relate to other things and other people. There is also a reflection on how their own belief systems have developed and the experiences that have contributed to who they are.

Unit 2 will require approximately five hours of the total twenty hours allocated for completion of the Career Development module.

The timeline noted below is provided as guidance for the teacher. • Topic 1: Self Image

1-2 hours• Topic 2: Life Change

1-2 hours• Topic 3: Accepting Differences

2-3 hours

Focus

Module Plan








Suggested Teaching and Learning StrategiesSpecific Curriculum Outcomes


Self image is a sum of a persons’ attitudes, values, beliefs and behaviours. Individuals with a positive self image tend to have a good attitude, strong values, make good choices, have good relationships with others and are confident and secure in their decision making.

A goal of this outcome is that students recognize that a positive self image will enable them to be resilient whatever life changes may occur or decisions they may face. This equates to the workplace in the same manner. Resilience, that ability to positively cope with stress and adversity, is the key to success in the career development process.

It is important to note that during your discussions students are aware that there are varying degrees of how you look at yourself and self image is more a spectrum that an absolute. As well, self image changes and can be affected by a transformation of behaviours, attitudes, values and beliefs.

Points to emphasize:• identify self image

• relationships (friends, family)• work ethic• adaptability

• responding to changes• empowerment for transformation

Students will have prior knowledge of this material from a variety of other subject areas.


Students could identify a person they believe has a positive self-image and identify how they demonstrate this every day in their relationships with others and their work roles. As well, students could identify someone who has faced adversity, how they dealt with it and how this makes them an example of the importance of a positive self-image.

8.0 explain how a positive self image impacts future life work roles and relationships with others. [GCO 1 KSCO 1 2 & 4, GCO 2 KSCO 1]

8.1 develop behaviours, attitudes, values and beliefs that can improve self-image.

Topic 1: Self-Image



Resources/NotesSuggested Assessment and Evaluation Strategies

Activation

Students may • create a collage of images or words that portray the attributes of

a positive self-image as they see it. One interactive online tool designed for this is Wordle. This can be placed in their content portfolio and shared with a peer in a small group session.• As an extension, the small groups could develop a collage

that identifies the key attributes of a positive self-image.

Connection

Students may• complete a learning styles inventory on Career Cruising.

Compare the results of their type of learning with a shoulder buddy.

• create a letter of application in which they describe themselves in the most positive light.

Consolidation

Students may• extend on the journal entry from SCO 2.0, “One of the most

important personal skills is being adaptable to change”, and try to identify the key attributes of a positive self-image that makes this possible in their various life/work roles and relationship with others.


Career Cruising - • www.careercruising.com

Web Resources

Wordle is an online interactive word collage

• www.wordle.net

Self Image Site• http://www.more-selfesteem.

com/selfimage.htm

Topic 1: Self Image

Cross Curricular LinksGrade 9 HealthUnit 13.2 identify ones own values and


Unit 21.3 identify healthy ways of

coping with stress.2.1 develop an increased


3.3 assess the role of family and friends in the development of self concept.







An introduction to this outcome could include the statement that positive or negative life changes are inevitable. How we respond to changes is the only thing we can control. Students need to be able to recognize that change is occurring and then explore positive responses to that change. Trying to stop or reverse the change is not always a positive response.

Some examples of life changing circumstances are:• divorce• death in the family• moving• parental job change• major health crisis• loss of significant relationship (friend)• family financial change• academic challenges (failed/skipped a grade)• discovery of a learning disability• change in social circle• peer pressure

It is assumed that teachers will approach this list with sensitivity. As well, the list does not have to be provided but may be generated through student participation.


A class discussion is very appropriate in this instance. Invite students to identify what life changing circumstances they may have gone through. They could also indicate what their response was and from what they know now how they would change their response.

9.0 identify how life changing circumstances impact life, family and work. [GCO 2 KSCO 1 & 2]

Topic 2: Life Change




Activation

Students may• develop a concept web of life-changing circumstances.

Connection

Students may• develop a list of songs that have common ideas or themes with

the concepts “Roll with it”, or “Shift happens”. This list could be shared with the class and a more comprehensive list created.

Consolidation

Students may• identify the impact a life-changing circumstance would have on

their life, family and work.

• create a mini-biography highlighting life changes that occurred within the student’s own history as well as how they dealt with them.


Graphic organizer suggestions (page 186 – 189 English Language Arts Grade 7 Interim Curriculum Guide)



Mini-biography activity Pg 88, Appendix A

Topic 2: Life Change

Cross Curricular LinksGrade 9 HealthUnit 13.2 identify one’s own values and


Unit 21.3 identify healthy ways of coping

with stress.Unit 41.1 identify the characteristics

of healthy interpersonal relationships.

3.2 reflect upon their decisions, choices, actions, and words and the effect these may have on themselves and others.





Diversity, in this instance, relates to recognizing and celebrating individual differences. It is the response to the diversity that is important. Tolerance is the lowest common denominator when dealing with diversity. It is the enforceable component, one for which laws can be developed. Acceptance of individual differences is the least we should expect from students. The absolute goal is to celebrate and embrace diversity.

Inevitably students will be at workplaces where they are expected to be respectful of others, work as part of a team, which will contain a variety of cultural and national differences.

Within the school system and these grade levels in particular, there may be pressure for sameness. Students may dress, talk, act, and look alike. Students need to be aware of the importance of acceptance.

Students will have prior knowledge of this topic from inclusive education initiatives and practices.


In pairs, students could participate in a discussion in which they identify how they are the same and different from one another. The result of this discussion should be a graphic organizer like a Venn diagram. Once the pairing is complete, a second pairing could occur adding to the diagram and so on. Once a variety of pairings have occurred, the discussion and diagrams can be brought back to the class as a whole whereby the commonalities and diversity within the group is presented.

10.0 relate the concept of diversity to tolerance and acceptance of others. [GCO 1 KSCO 3,GCO 6 KSCO 2]

10.1 demonstrate respect, flexibility and openness towards others.

Topic 3: Accepting Differences




Activation

Students may• participate in a brainstorming activity using the word diversity

to identify the thoughts and behaviors that contribute to a demonstration of respect, tolerance, flexibility and openness towards others.

Connection

Students may• engage in the teamwork tower activity. (Appendix A)

Consolidation

Students may• develop a short role play in small groups that illustrates diversity,

for example a new student coming into the class, and what could be done to make the student welcome and comfortable in the new situation.

Web Resources

Diversity Links• http://www.

diversityintheworkplace.ca/• http://www.diversityresources.

com/index-videos.htm


Teamwork Tower Activity, Pg 88, Appendix A


Cross Curricular LinksGrade 9 HealthUnit 12.2 develop an awareness of

sensitive issues associated with relationships.

2.2 develop an awareness of sensitive issues associated with relationships.

3.3 assess the role that respect for sensitive issues plays in relationships.

Unit 23.2 analyze the extent to which

ones personal values affect choices/decisions made in a variety of relationships.

Unit 41.1 identify the characteristics







This outcome can have significant linkages to the previous. Stereotypes, bias and subsequent discriminatory behaviour exist in the workplace despite legislation to prevent it.

Students may have developed and/or adopted attitudes and beliefs regarding the roles that women and men should have in the workplace.

They should be aware that no one can be barred from any job on the basis of gender. If someone can meet the criteria and do the job then they should be offered such.

Some examples of perceived non-traditional roles are:• male nurse• male primary teacher• female firefighter• female skilled trades person• male secretary/receptionist• male student assistant• female engineer


In small groups students could come up with their own list of non-traditional roles in the workplace. This could be shared in the class as a whole, and lead to a discussion of what biased attitudes and beliefs exist in this instance.

11.0 identify attitudes and beliefs that may limit opportunities for women and men in certain work roles. [GCO 1 KSCO 1 & 3, GCO 6 KSCO 2]





Activation

Students may• answer the following question in their journal or content

portfolio, “What is a traditional work role?”

Connection

Students may• define and give everyday examples of stereotypes, biases and

discriminatory behaviours.

• engage in a role play activity with the theme, positive response to negative behaviour. The role play should revolve around response to discriminatory behaviour in the workplace dealing with non-traditional work roles.• As an extension students could play the role play as a role

reversal.

Consolidation

Students may• develop a social responsibility poster, with the main theme being

support of workers in non-traditional roles. The poster should include images, facts and slogans.

Web Resources

Stereotypes, biases and discriminatory behaviors links

• http://www.cracked.com/article_15677_9-most-racist-disney-characters.html

• http://www.youtube.com/watch?v=0YI7Q0ZGvIc&feature=related&safety_mode=true&persist_safety_mode=1

• http://www.youtube.com/watch?v=rk-m6zqgVaI&safety_mode=true&persist_safety_mode=1


Cross Curricular LinksGrade 9 HealthUnit 12.2 develop an awareness of

sensitive issues associated with relationships.

Unit 23.2 analyze the extent to which

ones personal values affect choices/decisions made in a variety of relationships.

Unit 41.1 identify the characteristics



CAREER DEVELOPMENT 2201 CURRICULUM GUIDE60



SECTION III: UNIT 3 - SKILLS AND EMPLOYABILITY

Unit 3

Skills and Employability

OverviewThis unit helps to solidify the understanding of the career development process for students. The final activity will help students establish an action plan for the future which can be reviewed later.

This unit will build on the topics covered in the previous units to help students develop employability skills. Through a series of scaffolded topics, it will guide students to identify personal and employability skills while making the connection to the world of work. It will develop a more global understanding of community and their place in it.

The timeline noted below is provided as guidance for the teacher. • Topic 1: Understanding Skills and Positive Attitudes

1 hour• Topic 2: Community Contribution

1 hour• Topic 3: Developing Skills and Positive Attitudes

1 hour• Topic 4: Balanced Decision Making

2 hours• Topic 5: Financial Awareness and Planning

2 hours• Topic 6: Your Plan

2-3 hours

Focus

Module Plan










This SCO and 13.0 can be taught in conjunction.

Research into twenty first century skills requirements identifies a series of competencies that will prepare individuals for the changing job market. These encompass the broad areas of employability skills which include team work, fundamental, and personal management skills. Common team work skills include Fundamental skills include literacy, numeracy, information management, and problem solving. Personal management skills include, positive attitudes and behaviours, responsibility, adaptability, continuous learning and safe work.

Every activity and experience students have is an opportunity to develop the skills required to adapt to changing work role requirements. While some skills are directly taught (i.e., literacy and numeracy) other skills should be learned from experience. (i.e., how to function as part of a team, positive attitude, being responsible, etc.)


In small groups, students could examine job advertisements found in the local newspaper, or at various online job banks, and from these identify the skills that employers are seeking. From this, in the larger group, list skills that are common across multiple occupations. This list can be compared to the Human Resources and Skills Development Canada Essential Skills list.

12.0 identify the skills needed to adapt to evolving work role requirements. [GCO 3 KSCO 2 & 3, GCO 4 KSCO 1 2]

Topic 1: Understanding Skills and Positive Attitudes




Activation

Teachers may• introduce this outcome by showing the video “Did you know?”

from youtube, This video highlights significant changes in the world of work that students will be dealing with in their own work lives.

Students may• create a chart with the headings, ‘Team Work’, ‘Fundamental

Skills’, and ‘Personal Management Skills’ and under each of these headings list specific skills that relate to each heading.

Connection

Students may• identify what they see as changing work role requirements. The

can then share this in the larger class group, and a consensus of changing work role requirements could result.

• engage in the understanding your options activity redirected such that students could try to identify jobs that may not have existed 5 years ago, and then jobs that may exist five years from now.

Consolidation

Students may• identify in their portfolio or journal, which skills would be most

likely to help adapt to changing work role requirements.


Career Cruising • www.careercruising.com

Web Resources

Essential Skills handout (Human Resource and Skills Development Canada document)




Local job advertisements websites in NL

• http://www.newspapers24.com/canada-newfoundland-newspapers/index.html

• www.jobsinnl.ca

Did you know video• http://www.youtube.com/

watch?v=YmwwrGV_aiE










The starting point for this SCO should have students identify their current competencies.

The competencies covered in the last SCO are closely related to employability skills as identified in the Conference Board of Canada document Essential Skills 2000. Now students must identify ways and means of building those competencies through their classroom, and co-curricular experiences.

Here is a list of common employability skills:• writing• reading• public speaking• organizing information• using numbers• solving problems• identifying causes• taking care of personal health• social responsibility• learning from your mistakes• setting goals• decision making• work well with others


Students, individually or in small groups, could identify from a recent activity they have been involved in, the experiences and skills they used to be a part of that activity. This list could then be compared to the employability skills identified in the previous outcome. For example, basketball practice would require students to be on time, take direction, be prepared, work collaboratively, take constructive criticism, and so on.

13.0 make connections between experiences and employability skills development. [GCO 3 KSCO 2 & 3, GCO 4 KSCO 2, GCO 5 KSCO 1, GCO 8 KSCO 1]





Activation

Students may• outline all the activities they are involved in the run of a typical

school day. For example, was on time for class, took notes, chatted with my friends, etc. This should not be an exhaustive list, and should be generated quickly.

Connection

Students may• create a list of common skills that they use on a daily basis. In

the same groupings, they can then list skills that are common to the workplace. A matching of these two lists can result.

• engage in the treasure chest activity found in Appendix A.

Consolidation

Students may• create a matching activity using the results from the prior

assessment and the list of common employability skills, found in column 2. This activity would have them match the experience from the school day with a appropriate corresponding skill.


Treasure Chest Activity, pg. 90 Appendix A

Web Resources

See appendix for Essential Skills handout (Human Resource and Skills Development Canada document)





Cross Curricular LinksGrade 9 HealthUnit 22.3 analyze the potential

stress created by the inter-relatedness of self concept, values and the decision-making process.







Contributing to the community improves a community in ways that paid employment cannot. It also enables young people to attain skills, competencies and experiences that employers expect individuals to have before they are hired. Confidence in abilities develop as a result of their continuing involvement in their school/home communities.

It is hoped that students who have not been involved in contributing to their community are provided with opportunities to do so. Some examples of this are:

• school beautification• school leadership• recycling programs• fundraising for different causes (i.e., shave for the brave,

natural disaster relief)

Students should also be made aware of the Community Contribution requirement for graduation that they will be exposed to in high school.


Students could brainstorm about possibilities within their own local areas where they as volunteers can make a positive contribution. Use a graphic organizer to illustrate the impact that one activity can have on them personally, socially, with their family, work, and community.

Within this discussion, examples of where students have already contributed should be highlighted.

14.0 illustrate the impact community contribution can have on an individual personally, socially, with their family, work and community. [GCO 5 KSCO 1, GCO 6 KSCO 1, GCO 7 KSCO 3, GCO 8 KSCO 1]

Topic 2: Community Contribution




Activation

Teachers may• engage the students in a whole class activity dealing with

volunteerism. A school clean-up activity, fundraising or bottle drive are some examples. The planning for the event will activate this outcome while the various stages of planning and doing will develop the outcome more fully.

Students may• create a list of volunteer groups that are active in their

communities. This list can be brought back to the class as a whole to create a comprehensive list.

Connection

Students may• highlight through research the purpose of one volunteer

organization and how they impact individuals, families, businesses and the community.

• create a journal entry which reflects on how they could contribute to this organization and the personal benefits that could come from that experience.

Consolidation

Students may• participate in a volunteer activity as a class around their school.

After participating in the activity, a discussion in the class could occur on what the impacts of the activity resulted.


Community Contribution activity, Pg 89, Appendix A

Web Resources

Community Contribution requirements for Career Development 2201 (page 52)

• http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/careered/careered2201/cd2201_unit3.pdf

Community / Volunteer Organizations

• http://www.canadian-universities.net/Volunteer/Newfoundland.html

• http://www.envision.ca/• www.volunteer.ca

Topic 2: Community Contribution









This concept is familiar to students through their studies in other subject areas. Grouping within the school system is a common activity, but proper group dynamics may not be as common. Students need to recognize in themselves and other what is proper and useful for collaboration in small groups.

Frequently these are noted as the seven essential skills for collaboration, which include:

• Listening• Questioning• Persuading• Respecting• Helping• Sharing• Participating

Team work is a core competency that can be achieved throughout this module and integrated across other subject areas. Collaboration and working with others is an important skill to deal with the evolving work roles discussed in outcome 12.0.

Although specific mention is important, acquisition of the competency through classroom activities, discussions and group work would be the preferred mode of learning. It is not enough to provide the opportunity, you also need to reflect and evaluate the success of the collaboration and project.


Students could reflect on a previous activity that involved peer collaboration. Within this reflection elements such as, how did you feel within the group, what worked, what didn’t work, and what changes could have been made to improve it, should be included.

15.0 demonstrate the skills and responsibilities required to work collaboratively with peers. [GCO 3 KSCO 2 & 3]

Topic 3: Developing Skills and Positive Attitudes




Activation

Students may• create a ‘Good Teamwork’ handout. This could be then

described as a self-help guide for good collaboration.

Connection

Students may• engage in the career scavenger hunt described in Appendix

B. This scavenger hunt should be undertaken with students in teams.

• engage in a different version of the Team Work Tower as described in Appendix A. This revised version will have students self identify their strengths and match to the specific task that matches that strength to help accomplish the tower.

Consolidation

Students may• create their own list of skills necessary for good group work.

This can be done in small groups and shared with the class in a graffiti wall format as described in Appendix A.


Team Work Tower activity, Pg 88, Appendix A

Career Scavenger Hunt, Appendix B

Web Resources

Team Work • http://tlt.its.psu.edu/

suggestions/teams/student/• http://www.ndt-ed.org/

TeachingResources/ClassroomTips/Teamwork.htm

• http://www.saskschools.ca/curr_content/paasurvey/CPT/team_work/sld003.htm


Cross Curricular LinksGrade 9 HealthUnit 12.3 demonstrate an

understanding of rights and responsibilities in group discussions.

Unit 21.2 identify the factors that build

positive self concept and be aware of the effect of positive and negative feedback.

Unit 42.1 practice methods of initiating,

maintaining and terminating relationships.






Students need to make the connection between being given an assigned task and the importance of completing it by a specified deadline. Time management and organizational skills require that students break work into manageable pieces, that can be completed in a reasonable amount of time. A good example is a research project. It breaks down into the research, creation of bibliography, table of contents, introduction, body and conclusion. Another good example would be a group fundraising project. Tasks would have to be identified, roles assigned to individuals, teams organized, tasks completed and project evaluation. This could also be a good reinforcement of SCO 15.0 on team work.

This is an ongoing activity whereby students are reminded that assigned tasks have to be completed on time. Feedback for late and/or disorganized assignments would be appropriate, and there should be an expectation of improved organization and time management.


Career scavenger hunt - Students could, in teams of three, be tasked to gather specific career information from various locations around the school. This could include going to the guidance office for grade nine scholarship information, the main office for copies of the Oncourse guide, etc. This scavenger hunt would have to be completed in a set time period and a debrief should follow.

16.0 apply time management and organizational skills to complete assigned tasks. [GCO 3 KSCO 6, GCO 4 KSCO 2]





Activation

Students may• work with a time limit. The time limit should be introduced

as part of the beginning of the scavenger hunt activity, and incorporated into the planning the students will undertake. This will extend the previous activity while activating the current outcome.

Connection

Students may• discuss the Career Scavenger Hunt in the previous outcome

around managing time to complete the task and how the team organized to complete the tasks assigned.

Consolidation

Students may• create a journal entry recounting an experience where not

having good time management and organizational skills lead to a difficulty completing an assigned task.


Career Scavenger Hunt, Appendix B

Web Resources

Time Management • http://www.cdli.ca/Guidance/

index.php?NewsID=6640


Cross Curricular LinksGrade 9 HealthUnit 43.2 reflect upon their decisions,






As a part of life, one is constantly involved with making decisions. Some of these decisions are simple, or made fleetingly, and have outcomes without lasting effects (e.g. clothes we put on each day, the way we style our hair, the movie we go see, the type of fruit we eat, etc.). Some decisions are complex and their outcomes will have long lasting effects (e.g. financial budgeting, giving into peer pressure, post-secondary planning, family planning, etc.). It is the complex decisions one should pay careful attention to and apply a proven decision making model. When people make decisions that are not in-line with goals, they may jeopardize achieving those goals.


Students could identify a single goal they have for their day. Following this they can list five decisions they have made during or before the school day. Focusing on one, students could reflect on what impacts this decision has had on their day, their goal and how a different choice could have a different impact. This could be written in their journal or done as a decision-result chart.

An example would be a goal of doing well in school today, a decision to sleep in, the impact was skipped breakfast and as a result couldn’t concentrate in school. A further result could be articulated by the students in their journals.

17.0 recognize that goal-setting and decision-making are an important activity in people’s lives. [GCO 7 KSCO 1 & 2, GCO 8 KSCO 2 & 3]

Topic 4: Balanced Decision-Making




Activation

Students may• create a “To do” list of all the activities they are planning to be

involved in during the day, making a connection between a to do list and short term goals.

Connection

Students may• engage in a class discussion about why people use to do lists.

This discussion could revolve around examples of to do lists from their families and what could happen if a to do list is not completed.

• engage in the life-style collage found in Appendix A.

• engage in the values auction found in Appendix B

Consolidation

Students may• write a letter to themselves outlining a series of short-term

goals they have set. This letter can then be shared within a small group to analyze the to identify the decision-making that occurred to create the goals.


Values Auction - Appendix B

Life Style Collage Activity - pg. 91 Appendix A

Web Resources

Goal Setting • http://www.gems4friends.com/

goals/articles/

Decision Making • http://cals-cf.calsnet.

arizona.edu/fcs/bpy/content.cfm?content=decision_making


Cross Curricular LinksGrade 9 HealthUnit 11.2 identify the steps of the

decision-making process.1.3 recognize the role of factual

information in the decision making process.

2.4 apply the decision-making process to common scenarios.







Constructive feedback is specific and is meant to foster student improvement. It should highlight how the student can improve their work rather than what is wrong.

It is important that constructive feedback be given in a timely and appropriate manner. Keep in mind that students need to be receptive, the feedback needs to be respectful, pointed and specific.

Refining decisions based on constructive feedback is integral to workplace success.

The true test of this outcome is if a student shows improvement based on the constructive feedback given.

Once again this outcome is taught through project work and activities and you do not necessarily have to teach it directly.


In small groups, students could engage in a role play of a job interview. They should be provided with the skeleton of the situation, and then develop questions and responses from that. This role play should be observed by the teacher and after observation constructive feedback given. After a short time, the role play should be repeated and the teacher observe whether the feedback produced a different result.

18.0 refine decisions based on constructive feedback. [GCO 7 KSCO 1 & 3]





Activation

Teachers may• model this outcome by passing back an already assessed

assignment allowing students to revise it based on the provided feedback.

Students may• discuss what constitutes constructive criticism. This activity

could start with a definition and examples of criticism and result in good examples of constructive criticism.

• share the decision making undertaken to set their short term goal and revise the goal based on the constructive feedback provided within their group.

Connection

Students may• engage in a revision of the life-style collage they have created

for their portfolio.

Consolidation

Students may• share with their teacher an assignment prepared fro submission

but not yet submitted. During a short conference with the teacher, the student could revise it based on the feedback received by the teacher.

• create a reflective journal entry, describing how they would refine their decisions based on the constructive feedback garnered in the previous task. The goal is that students would experience success in the future given the same set of circumstances.

Web Resources

Refining Decisions / Constructive Feedback links

• http://www.businessperform.com/workplace-communication/constructive_feedback.html

• http://www.expressyourselftosuccess.com/the-importance-of-providing-constructive-feedback/

• http://www.youtube.com/watch?v=ng_qyRf6jOI&safety_mode=true&persist_safety_mode=1

• http://ezinearticles.com/?Constructive-Criticism---How-to-Give-and-Receive-It&id=369157

• http://themes.pppst.com/constructive-criticism.html






Unit 21.2 identify the factors that build

positive self concept and be aware of the effect of positive and negative feedback.







All choices have consequences. These consequences can be negative or positive depending on the choice. Students may or may not have a vision of what they want their life to look like. They need to understand that choices they make now can help them achieve that vision or prevent them from getting there.

A review of the material discussed and learned from the Oncourse document in SCOs 5.0-7.0 should take place here. A flowchart activity can be used to illustrate that a decision to not work hard in school now can have implications for entry into post-secondary.


Students could create a choice and effect chart. Starting with a personally relevant decision (getting involved in drugs, taking on a student leadership role, skipping school, getting involved in extra-curricular activities at school, etc.) students could illustrate the potential future effects from this choice.

19.0 demonstrate a connection between current decision making and future lifestyle options. [GCO 6 KSCO 1, GCO 7 KSCO 2 & 3]





Activation

Teachers may• write “Choices have Consequences”on the board. Discuss as

a class what this means to them and record student responses on the board. The goal of this discussion is to get students to reflect on current choices and decisions and how these may impact their future lifestyle options.

Connection

Students may• engage in the Understanding your Options activity in appendix

A, with the extension of having them identify what choices they will make in the short term that may impact their long term goals.

Consolidation

Students may• picture themselves 5, 10 and 20 years from this date. This

could be accomplished by using a mental picture, a physically drawn picture or an image from another source. Tracing back from these pictures, students could reflect on what choices they could have made to create their future selves.


Values Auction - Appendix B

Understanding you Options Activity - pg. 87 Appendix A

Web Resources

Current Decision Making and Future Lifestyle links

• http://healthcareerfans.wordpress.com/2010/09/01/planning-your-future-lifestyle/

• http://checkyourself.com/interact.aspx

• http://www.ehow.com/way_5314719_decisionmaking-activities-youths.html

Junior Achievement - Economics for Success Program












20.0 list and identify basic financial obligations. [GCO 7 KSCO 1 2 & 3]

Topic 5: Financial Awareness and Planning

Students at this age do not have many financial obligations. They need to be aware that there are obligations on the horizon. This is a consideration when identifying possible career paths and possible lifestyle choices.

From an organizational perspective, most financial obligations can be grouped under the following broad headings:

• shelter, • food, • transportation, • finance, • health, • communication, • entertainment, and • miscellaneous.

The broad headings will allow categorization, but students may be more familiar with more specific examples which may include:

• mortgage payment/rent,• utilities (heat, light, TV),• groceries,• car payment,• taxes,• insurance,• credit card payments,• health care/dental bills,• cell phone/internet, and• clothing.

A lifestyle choice will determine particular financial obligations.


Students could list their own financial obligations, or list those they are aware of within their family. A copy of this could be saved to their course content portfolio.




Web Resources

Financial Planning Resource Websites

• http://www.moneyandstuff.info/pdfs/SampleBudgetforTeens.pdf

• http://www.fpsccanada.org/document/Focus_On_Your_Finances.pdf

Case Study examples - Appendix C

Junior Achievement - Economics for Success Program

SIFE Memorial FYI Website


Cross Curricular LinksGrade 9 HealthUnit 12.4 apply the decision-making

process to common scenarios.



Activation

Teachers may• introduce this outcome by discussing as a group what is a

financial obligation.

Connection

Students may• list and identify the basic financial obligations in a variety of

case studies (i.e. family of four, with a house, car, and dog or, young couple with two cars living in a condominium, etc.).





21.0 predict the impact of financial decision making on future lifestyle. [GCO 7 KSCO 1 2 & 3, GCO 8 KSCO 2]


Financial decision making is a specific decision making process that has broad implications. At this age students financial decision making is somewhat simple and often disconnected from future lifestyle choices. It is often not a choice between eating and having a place to live, but rather a choice between a movie or fast food for lunch. Financial responsibility is the key concept for students to understand.

When students demonstrate more financial responsibility now (opening a savings account, saving for a laptop, putting part of gifts, earnings or allowance in the bank, etc.) it is more likely they will make sound decisions later. Students need to think about their money and what they are doing with it. They need to see the value of money and linking it to future lifestyle choices.


Distribute two hundred dollars of play money to each member of the class. Each student has to determine what they would do with the money and why. In small groups students could share their decisions and discuss the implications.





Budgeting Activity and Extension - Pg 91, Appendix A

Web Resources

Financial Decision Making Impact of Future Lifestyle

• http://www.moneyandstuff.info/pdfs/SampleBudgetforTeens.pdf

• http://www.moneymanagement.org/Budgeting-Tools/Credit-Lesson-Plans/Tarantula-Shoes.aspx

Junior Achievement - Economics for Success


Cross Curricular LinksGrade 9 HealthUnit 43.2 reflect upon their decisions,


Activation

Teachers may• ask students who has a savings account, a part-time job or

another source of income. Lead from this into a discussion of what they do with their money on a daily or weekly basis.

Connection

Students may• engage in the budgeting activity found in Appendix A.

Consolidation

Students may• record in their journal one thing they might do differently as a

result of what they heard in the sharing during the play money activity and why.





This outcome is the culmination of the learning that has taken place in this module. Students should be able to point to a potential career cluster that they are interested in. Identify the academic path needed for this cluster and articulate the choices they need to make to get there. They might also need to brainstorm around choices that should be avoided and potential barriers.

Teachers should be clear on students narrowing down on careers in this area, focus should stay above the cluster/sector level.

Students may be focused on a preferred career path but may not have prior knowledge of the broader sector/cluster.


Students could complete and identify a career cluster of interest by completing the Matchmaker Interest Inventory on Career Cruising. Using the career cluster life map found in the appendix, students will identify major life decisions they will have to make to stay on course towards that career cluster. Students could save these results in their course content portfolio.

22.0 develop a plan of action for a preferred future career cluster. [GCO 8 KSCO 2 & 3]

Topic 6: Your Plan




Activation

Teachers may• introduce the online Interest Inventory “Matchmaker” in Career

Cruising.

Students may• complete the Interest Inventory“Matchmaker” in Career

Cruising.

Consolidation

Students may• write a letter to themselves in Career Cruising outlining their

plan and where they expect to be in 5 years time. Note, they will not have completed any post-secondary at that point but should be engaged in the workforce or training in that area. • This letter could be stored in their portfolio on Career

Cruising and reviewed in Career Development 2201. This is a culminating activity that should reflect what students have learned from the completion of this module.


Career Cruising • www.careercruising.com

Topic 6: Your Plan

Cross Curricular LinksGrade 9 HealthUnit 12.4 apply the decision-making

process to common scenarios.






Appendix A - Activity Planning Resource

Activity #1: Create Career Cards – title and 7 word description.

Engagement, career cards – a series of careers on cards, shuffled and then handed out to the class. Each student then would share what they have received…some of the cards should read “the same career path as your parent”. At least one or two cards should read “job not in existence”, and the discussion could revolve around the changing job market. The point of the activity is to ensure that students understand they need to engage in career development to ensure they live by design as opposed to by default. Career development prepares students to become active participants in the process rather than just swept along by it.

Activity #2: Graffiti Wall:

Each term is placed in the center of flip chart taped to the wall. Each student will write key words and phrases on each, to define the terms. Using an definition from an accepted source, students could then incorporate their ideas and the definition in their own terms.

Activity #3: All in One:

Assign students to small groups. Have several groups identify the role/responsibilities (including skills, knowledge, attitudes) of a student while other groups do the role/responsibilities of a worker. Once the groups have completed their discussion, create two lists on chart paper on the board. Find the common characteristics among the two and list them illustrating the connection between students and workers.

Extension: Once the skills/responsibilities have been identified, have them select a work cluster and illustrate any additional and/or specific skills, knowledge or attitudes which may be required for that cluster. This search could be done using Career Cruising-“careers”- “search by cluster”. Have students present their findings.

Activity #4:

Reuse some of the career cards from the introductory activity and add additional careers that will highlight the different careers and the different educational requirements for each. Have students use the internet to research the entrance requirements for each occupations training program. If the card is an occupation not currently in existence, research a unique training program that they have not heard of before. Once the research is complete, have





students write the entrance requirements on the back of the career card. On flipchart paper, list the different programs (school leaving, basic, academic, and honors. Go through the career cards and have students record them on the chart/ charts according to the education level required.

The purpose of this activity is for students to recognize that different high school diplomas provide them with different post secondary options. The more education you have, the more options are available.

Suggested websites:

www.careercruising.com

www.jobfutures.ca

As a follow up activity, ask students to complete a journal entry. Ask them to focus on what they have learned from this activity, what else they would like to know and what they would change (if anything) as a result of what they have learned. The Grade 9 Career Planning matrix could also be introduced at this point.

Activity #5: Mini Biography

Have students create a mini biography of themselves. Have them include activities they are involved in, interests they have, important relationships, etc. The goal is to have them create a picture of their present life situation. Then present them with a life card. These cards should include: you are moving to a new province, you are moving out of the country, you have been involved in a car accident, you sports team doesn’t have a coach this year, etc. Have them do a journal reflection on how this new life circumstance will change their present life situation (emotional, physical, economic impacts).

Activity #6: Teamwork Tower

Provide students with 15 sheets of paper and a role of masking tape. Ask them to build a tower. Tell them it will be evaluated on height, beauty and strength. The teacher will observe the teams in action. Once the teacher has identified leaders in the group, provide each leader with a disability/handicap. For example, good oral communicators become mute, hands on leaders get hands tied behind the back, some become blind, some can be asked to leave the room, etc. The activity continues. At the end of 10-15 minutes (once towers are completed), stop conversation and

Self ImageLife Change

Accepting Differences



discuss the activity before a winner is selected. Begin a discussion of the roles each individual had within the group. What was the impact of the disability to the individual? Group?Did anyone step forward to lead? Was the disabled person included? Excluded? What impact did the handicap have on the team?

This activity should lead into a discussion of tolerance, diversity, and discriminatory behaviours. It should also emphasize the importance of teamwork and working collaboratively with others. Each individual has a role to play and can contribute positively in life and at work.

Follow-up: Students could do a quick internet search of “famous people with disabilities”.

Activity #7 - Option #1: Community Contribution Class Project

Identify an area of need in your school and/or community (the scope is yours). This could be a bottle drive, school grounds clean up, Janeway Day, helping a child/family in need, shoebox, Haiti disaster relief, etc. Have the class design a project to support that need. It could be an awareness campaign, a fundraiser, a communications project, service project, etc. Students will have to organize and implement the project and reflect on their learning.

• Did they learn a new skill?• Did they have the skills necessary to be successful?• Did everyone play a role? What roles were required?• Did the project have a positive impact?• What went wrong? well?• What would you change?• What was the impact of the project?

This project can be evaluated using checklists, a video journal, a picture journal, a scrapbook, story book, power point presentation, etc.

Activity #7 - Option #2: Research Project

Have students research a community organization and present their findings.

Activity #7 - Option #3: Guest Speakers

Community Contribution



Invite speakers from community groups to come and speak to students about the role of their organizations and the value of volunteering. Have students complete a reflection activity.

Activity #8 - Treasure Chest: Every student can make a list of three things that they have accomplished. They could have a visual representation of the activity they have completed, and the variety of different activities should be modeled. Each of these lists will be put in the treasure chest (box), and once they are all in, the classroom activity would involve looking at the accomplishments as a whole and how they relate to various careers. This then can be linked to careers they recognize in their community, different settings and conditions and the terms they have discussed in the previous outcome. This list is the first stage of a life/work portfolio. Every experience is a treasure.

Follow up:

Start a letter to yourself indicating the skills you currently have and a goal to develop another skill.

Activity #9 - Everyday Decisions: Ask students to brainstorm all the decisions they made before leaving their house for school that morning. (Also done as small group with chart paper) After complete, using a nominal group technique, students will highlight the decision they deem the most important. Once selected a discussion of the choices for most important will ensue. Everyone is going to value different things for different reasons. The impact of the choice and the time taken to make it are very important factors as well.

These activities will focus on developing decision-making and goal-setting.

*As a pre-activity, have students track their personal spending for a week.

Activity #10 - Career Cards Revisited: Students will be assigned a career from the career cards. They need to research the annual salary for that career. During this activity, students will begin to explore life costs and decision making. Using a basic budgeting

Understanding Skills and Positive Attitudes

Developing Skills and Positive Attitudes

Financial Awareness and Planning



Balanced Decision Making

sheet, tracking sheet of money spent (pre-activity) and available resources such as newspapers in education, have students plan and budget according to their salaries. Once they have completed their budgets, give students a life card or two. They will then be required to make decisions based on those cards. Students would be expected to present their decisions and rationale to the group. This can be done orally, in written or visual format.

As an extension to the budgeting activity, start by doing a sample budget for when they will leave their parents home and live on their own. The budget could include the basic central items. shelter, transportation, miscellaneous, food, finance, health, communication and entertainment, broken down into different choices (i.e., shelter is an apartment with/without roommate, transportation is their own car/bus pass etc.)

Once the students have done a budget, the students will be presented with a pay stub, and then have them revise their budget based on their available funds. The monthly pay stub could also be related to post-secondary options as a consolidation with other outcomes.

Having completed the life card activity, now have students revisit their journal entry. Have them create a lifestyle collage.

Activity # 11 - Lifestyle Collage Activity: The collage should include images of their preferred future. Images could include: vehicles, homes, post secondary schools, vacation spots, “toys”, relationships, environments (where they want to live- country, city), etc. Once the collage is complete, have students start creating their plan of action to acquire the preferred lifestyle. These plans should be presented to their peers in a small group setup. The goal is for the peer group to assist in the further development of an action plan.

Activity # 12 - Decision-Making Flowchart: Create a flowchart structure on the board. This flowchart will incorporate a variety of common decisions (eg., going to school, going direct to work from graduation, working part time) At each of the decision points, the flowchart should result in a lifestyle branch and inevitably at a final lifestyle created through the decisions taken.


Appendix B - Values Auction and Scavenger Hunt

VALUE AUCTION

Purpose: The purpose of this activity is to demonstrate to students that values are our relatively permanent ideas of what is good or bad, worthwhile or not worthwhile and that we place values on such things as principles, objects, people, and experiences. We may even value such things as democracy, money, rugged adventures, and trustworthy friends.

Objective: Students will be able to recognize their own value patterns and understand that their behavior reflects their values, beliefs, attitudes, and feelings.

Materials:

1. Packets of play money for each student in the following denominations: one (1) $1,000, one (1) $500, and five (5) $100 dollar bills.

2. Have a prepared list of values or have students prepare a list of values.

Procedure:

1. On the day prior to the auction, divide the class into groups of approximately 5 to 6 students. Ask them, as a group, to make a list of specific values. (the number will be determined by the number of students in the class.)

Examples:

-- Ten years of perfect health

-- The chance to become famous (sports hero, movie star, etc.)

-- the ability to dramatically reduce poverty in the world

-- success in the career of your choice

2. Before the following class period, combine the lists and have a copy for each student in class.

3. Provide each student a copy of the values list and a packet of money.

4. Give students five to 10 minutes to look over the list and determine the values on which they wish to bid.

5. Hold a class values auction of those values prepared by the students. (I have found that it is easier to require students to have the exact amount of money, in bills, before they are allowed to bid on a value. I will not give change.)

6. After the auction, discuss why each of the students bid the way they did. discuss value systems and how they are established. It is also important to talk about what influences the creation of value systems.

7. For homework, I assign students a one page paper on their own bidding and what value system emerged from their bidding. They might even discuss why they felt like they have a particular value system.

Example Values and Bids

1. A cure for cancer - $2000

2. $10,000 a month for 10 years - $1500

3. Success for your career - $500

4. A solution for nuclear war - *



5. Own your own shopping mall - $1100

6. A chance to become a millionaire - $600

7. Become a professional basketball player like Michael Jordan - $2000

8. Be able to pick out a perfect mate - $500

9. Be provided with a new care, of your choice, and gas for 10 years - $700

10. One year of free travel anywhere in the world - $1000

11. Be able to meet any person you wish to meet - $800

12. All of the jewelry you want from your favorite jewelry store - $800

13. Free Newfoundland and Labrador from debt - *

14. Own the home of your choice - $700

15. Have the number one rank in your class - $1300

16. Be able to receive straight A’s with little effort - $1000

17. Be able to live one year anywhere you wish - $500

18. Be able to eat all the food you want and gain no weight - $1200

19. A solution to the over-crowding of jails and prisons - *

20. A guaranteed place in heaven - $400

21. be able to have one date with the person of your choice - $500

* Did not receive a bid



Scavenger Hunt

Notes

• prior planning will be required including placement of necessary materials

• prior notification to staff regarding student questioning (staff members) and movement throughout school.

• #10 will require preplanning on the teacher’s part. Suggested scrambled messages for this activity could include:

-Career development is not a one-step deal.

-Self-awareness, a key part of career development.

-Live by design not by default.

-Your career, your choice, it’s up to you

-Keep your options open.

-Career development a life-long process

These statements may serve as a basis for discussion after completion of the scavenger hunt and students return to class.

1. Locate the Oncourse document in the guidance office. Locate the following information:

- mark requirement for an academic diploma

- mark requirement for an honours diploma

- the numbers on available English courses in Level 1

2. Identify one scholarship available at your school.

- name of scholarship

- deadline for scholarship application

3. Interview one teacher in school and identify the following career information:

- one degree held by the teacher

- the full name of the institution degree obtained from

4. Speak with two staff members and identify two part- time jobs held by each person when they were a teenager.

- teacher #1

- teacher #2

5. Interview the school’s administrative assistant(secretary) and provide the following information:

- hours of work per day

- required time for breaks and lunch

6. Identify two persons on staff who could help you fill out a job application

7. Identify three social responsibility programs undertaken by your school:



8. Speak with your principal or assistant principal and have them provide the following information:

- two things you should definitely do in an interview

- two things you should not do in an interview

9. Select one person you could use as a reference on a resume. Identify the following information:

- school telephone number

- email address

- job title

10. In the resource centre find the numbered envelop corresponding to your group number.

Unscramble the career message inside.

Return to your classroom when you are finished.


Appendix C - Financial Case Study Samples

Sample Financial Obligation Case Studies

1. A family of four with a house, car and dog.

2. A young couple with two cars living in a condominium.

3. A single mother with two children involved in afterschool activities.

4. A university student living in residence without a vehicle but has a cell phone and internet access.

5. A college student living off campus with a car and a girlfriend.

6. A recent post secondary graduate with student loans searching for full time employment and currently living with their parent(s)/guardian(s).

7. A high school student with a used car saving for post secondary.

8. A family of three with one child, mother is a stay at home caregiver, father works off shore, they have a ten year old minivan, two cats and a dog.

9. A senior citizen living in an assisted care facility uses public transportation.

10. A retired teacher/Walmart Greeter with two kids in post secondary school who wants to travel south with his family for Easter.


Appendix C - Financial Case Study Samples

Career Development Intermediate - ed.gov.nl.ca · system to improve opportunities for the people ... CAREER DEVELOPMENT INTERMEDIATE MODULE ... explore new alternatives and

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