CHARLES HAYS SECONDARY SCHOOL GRADUATION TRANSITIONS PACKAGE 2017-2018 Program Guide for Graduation Transitions Ministry of Education 2008 Graduation Transitions (GT) replaces the Graduation Portfolio Assessment requirement found in the original 2004 graduation program. It is a requirement for all BC secondary school students. Goal Graduation Transitions is intended to prepare students for a successful transition to life after secondary school. In order to meet this goal, Graduation Transitions encourages students to: take ownership of their own health and learning, examine and demonstrate connections between their learning and their future, create a plan for their growth and development as skilled, healthy, knowledgeable, participating citizens, exhibit attributes of a BC graduate. Components Graduation Transitions is an opportunity for students to reflect on their knowledge and abilities and plan for life after graduation by collecting evidence of their achievements in the following required areas: Personal Health Daily physical activity and a commitment to fitness and physical and emotional well-being are key to healthy living. In this component of GT, students develop the knowledge, attitudes, and habits needed to be healthy individuals by maintaining a personal health plan and participating in at least 150 minutes per week of moderate to vigorous physical activity in each of Grades 10, 11 & 12. Community Connections Life after graduation includes the world of work and community responsibilities. As part of GT, students gain employability skills through participation in at least 30 hours of work experience and /or community service. Career and Life GT requires students to explore personal and career goals during their secondary school years and create a plan for life after graduation. Transition planning is an ongoing process throughout the graduation program years and requires the completion of a transition plan, culminating in a final Grade12 presentation. For a complete copy of the “Program Guide for Graduation Transitions” please go to http://www2.gov.bc.ca/gov/content/education-training/k-12/support/graduation/certificate-of-graduation Online Resources available on Charles Hays Website –> Grad Info –> Grad Transitions GT Package DUE: Monday, JANUARY 12, 2018 to your Counsellor Interview: No later than Friday, January 30, 2018
19
Embed
CHARLES HAYS SECONDARY SCHOOL GRADUATION TRANSITIONS ...chss.rupertschools.ca/wp-content/uploads/2017/07/2017-2018-Grad... · CHARLES HAYS SECONDARY SCHOOL GRADUATION TRANSITIONS
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
CHARLES HAYS SECONDARY SCHOOL GRADUATION TRANSITIONS PACKAGE
2017-2018
Program Guide for Graduation Transitions
Ministry of Education 2008
Graduation Transitions (GT) replaces the Graduation Portfolio Assessment requirement found in the original
2004 graduation program. It is a requirement for all BC secondary school students.
Goal Graduation Transitions is intended to prepare students for a successful transition to life after secondary school.
In order to meet this goal, Graduation Transitions encourages students to:
take ownership of their own health and learning,
examine and demonstrate connections between their learning and their future,
create a plan for their growth and development as skilled, healthy, knowledgeable, participating
citizens,
exhibit attributes of a BC graduate.
Components
Graduation Transitions is an opportunity for students to reflect on their knowledge and abilities and plan for life
after graduation by collecting evidence of their achievements in the following required areas:
Personal Health
Daily physical activity and a commitment to fitness and physical and emotional well-being are key to
healthy living. In this component of GT, students develop the knowledge, attitudes, and habits needed
to be healthy individuals by maintaining a personal health plan and participating in at least 150 minutes
per week of moderate to vigorous physical activity in each of Grades 10, 11 & 12.
Community Connections
Life after graduation includes the world of work and community responsibilities. As part of GT, students
gain employability skills through participation in at least 30 hours of work experience
and /or community service.
Career and Life
GT requires students to explore personal and career goals during their secondary school years and create
a plan for life after graduation. Transition planning is an ongoing process throughout the graduation
program years and requires the completion of a transition plan, culminating in a final Grade12
presentation.
For a complete copy of the “Program Guide for Graduation Transitions” please go to
Completion of 150 minutes per week of Daily Physical Activity is a graduation requirement in Grades 10 to 12. Failure to
complete the required logs and verifications forms could affect graduation.
1) IF YOU DO NOT HAVE A PE CLASS THIS SEMESTER, you must complete a Physical Activity Log that
documents one sample week of 150 minutes per week of physical activity.
2) This Physical Activity Verification form must be signed by a parent, guardian or coach to confirm participation in
150 minutes per week of physical activity.
Daily Physical Activity Defined: Daily physical activity (DPA) refers to physical activity that people do on a daily basis. DPA includes activities that help
develop endurance, strength, and flexibility.
Why Daily Physical Activity? Students who engage in daily physical activity are happier and demonstrate improved academic performance at school.
Being active will help students reach their full intellectual, emotional, and physical potential. Being active now will also
help to prevent chronic diseases in the future.
Regular participation in physical activity can
- Increase your energy levels;
- Increases self esteem;
- Helps maintain a healthy weight;
- Give you the opportunities to spend time with and make friends;
- Helps you relax and reduce stress; and more
What Counts as Daily Physical Activity? Getting physically active might be easier than you think! Any moderate to vigorous physical activity that you engage in
at home, at school, or in the community for at least 10 minutes at a time counts as DPA. For example:
- Getting to and from school (e.g. walking or cycling);
- Physical activity during the school day such as Physical Education class;
- Playing games or sports during lunch time;
- Playing on a school sports team;
- Playing on a community sports team;
- Part time jobs that involve physical activity (e.g. delivering newspapers, stocking shelves);
- Playing games with your family or friends (e.g. hockey, soccer, road hockey);
- Doing active chores at home (e.g. shoveling, window washing, raking, chopping wood, walking your dog);
- Community recreation activities (e.g. swimming, skating, snowboarding, dance, skateboarding)
further development You will be better prepared to progress in the world of work when you can: Communicate • read and understand information presented in a variety of forms (e.g., words, graphs, charts, diagrams) • write and speak so others pay attention and understand • listen and ask questions to understand and appreciate the points of view of others • share information using a range of information and communications technologies (e.g., voice, e-mail, computers) • use relevant scientific, technological and mathematical knowledge and skills to explain or clarify ideas
Manage Information • locate, gather and organize information using appropriate technology and information systems • access, analyze and apply knowledge and skills from various disciplines (e.g., the arts, languages, science, technology, mathematics, social sciences, and the humanities)
Use Numbers • decide what needs to be measured or calculated • observe and record data using appropriate methods, tools and technology • make estimates and verify calculations
Think & Solve Problems • assess situations and identify problems • seek different points of view and evaluate them based on facts • recognize the human, interpersonal, technical, scientific and mathematical dimensions of a problem • identify the root cause of a problem • be creative and innovative in exploring possible solutions • readily use science, technology and mathematics as ways to think, gain and share knowledge, solve problems and make decisions • evaluate solutions to make recommendations or decisions • implement solutions • check to see if a solution works, and act on opportunities for improvement
PERSONAL MANAGEMENT SKILLS
The personal skills, attitudes and
behaviours that drive one’s potential for growth
You will be able to offer yourself greater possibilities for achievement when you can: Demonstrate Positive Attitudes & Behaviours • feel good about yourself and be confident • deal with people, problems and situations with honesty, integrity and personal ethics • recognize your own and other people’s good efforts • take care of your personal health • show interest, initiative and effort
Be Responsible • set goals and priorities balancing work and personal life • plan and manage time, money and other resources to achieve goals • assess, weigh and manage risk • be accountable for your actions and the actions of your group • be socially responsible and contribute to your community
Be Adaptable • work independently or as a part of a team • carry out multiple tasks or projects • be innovative and resourceful: identify and suggest alternative ways to achieve goals and get the job done • be open and respond constructively to change • learn from your mistakes and accept feedback • cope with uncertainty
Learn Continuously • be willing to continuously learn and grow • assess personal strengths and areas for development • set your own learning goals • identify and access learning sources and opportunities • plan for and achieve your learning goals
Work Safely • be aware of personal and group health and safety practices and procedures, and
act in accordance with these
TEAMWORK SKILLS
The skills and attributes needed to
contribute productively
You will be better prepared to add value to the outcomes of a task, project or team when you can: Work with Others • understand and work within the dynamics of a group • ensure that a team’s purpose and objectives are clear • be flexible: respect, be open to and supportive of the thoughts, opinions and contributions of others in a group • recognize and respect people’s diversity, individual differences and perspectives • accept and provide feedback in a constructive and considerate manner • contribute to a team by sharing information and expertise • lead or support when appropriate, motivating a group for high performance • understand the role of conflict in a group to reach solutions • manage and resolve conflict when appropriate
Participate in Projects & Tasks • plan, design or carry out a project or task from start to finish with well-defined objectives and outcomes • develop a plan, seek feedback, test, revise and implement • work to agreed quality standards and specifications • select and use appropriate tools and technology for a task or project • adapt to changing requirements and information • continuously monitor the success of a project or task and identify ways to improve
Part III – Career & Life
a) Complete the Graduation Transition Plan (attached)
i. Career Goals
ii. Post-Secondary Education
or
iii. Direct Entry to work
b) Post Secondary Education/Training
i) Post Secondary Application
Attach a copy of a completed application to a post-secondary program that you are
planning on attending or might attend in the future and complete the Online PSI
Selections Form (with your counsellor) which authorizes the release of your transcript
data to a post-secondary institute.
https://www.bced.gov.bc.ca/exams/tsw/tsw/student/
OR
If you are planning on entering the work force next year, complete and attach an
application for NWCC.
ii) Post-Secondary Research Activity
Include the completed “Career Research Activity” from the PSIBC Visit on Sept 25 or the
NWCC Open House (November) or research 2 post-secondary institutes or programs.
c) Financial Planning/Budgeting
i) Complete “The Financial Plan” worksheet.
Design a budget for the 12 months, Sept 2018 – Aug 2019, by researching the costs
and funding sources associated with education, career and/or life options after
graduation. Estimate the living expenses and education costs you may have for the
12 month period.
“Google” the community where you want to live for cost of living expenses.
“Google” the post secondary program or institute you plan on attending for tuition
and fee costs.
Most post-secondary institutes have this information on their websites (Financial Aid)
Section 2a: Post-Secondary Education Complete this section if you plan to attend post-secondary for your chosen career path. Career: ________________________________________
What sort of education do you need to do this work? ________________________________________________________________
Web Resources: www.myblueprint.ca www.studentawards.com www.scholarshipscanada.com www.bced.gov.bc.ca/awards www.applybc.ca www.aved.gov.bc.ca/studentservices
OR Section 2b: Direct Entry to Work Complete this section if you plan NOT to attend post-secondary training. Type of Employment: _____________________________
What type of experience is needed to do this work?
Describe what you learned or found useful at 2 of the post-secondary institutions’ (PSI) presentations on September 25, 2017.
OR Research 2 post-secondary institutions that you might attend in the future and briefly note important information regarding programs and opportunities at each school.
Fill out this page to calculate how much it will cost you to live for the first year you attend a post-secondary institute or program. LIVING EXPENSES – 12 MONTHS EDUCATION EXPENSES
Living Expenses (A) $ ____________ + Educ Expenses (B) $ ____________ = Total Expenses (C) $ ____________ YEARLY INCOME
BUDGET SUMMARY Total Yearly Income (D) $ ____________ Minus - Total Yearly Expenses (C) $ ____________
BALANCE = $ ____________ (+ goes to Savings) (- means you’re in debt and you need to review your spending habits & expenses)
EXPENSES AMOUNT $
Housing – Rent
Utilities Electricity Natural Gas
___________
Telecommunications Telephone Cable Internet
___________
___________
Transportation Bus Fare Car Payment Gas Insurance Parking
___________
___________
___________
___________
Food Groceries Eating out
___________
Personal Care Toiletries Hair care Clothing Laundry