It is recommended that you download the "pdf" version of this Course Profile for printing and the "Word, Mac, or WordPerfect" versions for working with or adapting the Course Profile to meet your instructional needs.

Course Overview

Career Studies, Grade 10, Open

Identifying Information

Department: Guidance

District: York Catholic District School Board

Course Title: Career Studies

Grade: 10

Course Type: Open

Credit Value: 0.5

Course Developers

Gina Benvie, York Catholic District School Board

Anne Carey, York Catholic District School Board

Matthew Scinocca, York Catholic District School Board

Development Date: February 15, 2000

Secondary Policy Document: The Ontario Curriculum, Guidance and Career Education, 1999

Ministry Course Code: GLC2O

Description/Rationale

The focus of this course is to provide students with the necessary tools, strategies, and skills to design an action and implementation plan, which will assist students in pursuing their educational, career, and personal goals. This plan will be devised through the use of interest inventories; personality, aptitude, and skills assessments; career and occupational research; post-secondary exploration; and community involvement.

Throughout this course, students will reflect on their personal relationship with God and the role that this relationship plays when goal setting and planning for the future. Students will also develop their personal management skills in the areas of communication, organization, stress management, and conflict resolution. They will gain an understanding of economic trends, workplace organization, work opportunities, and ways to search for work.

How This Course Supports The Ontario Catholic School Graduate Expectations

Understanding who we are and what we are to do with this gift of life is directly related to our knowledge of God and the plan God has for our lives. Through various activities, assignments, and reflections, the learner will come to a deeper understanding of who they are and the gifts, talents, and abilities God has blessed them with. As they deepen their knowledge, students will gain insight into the ways in which God wants them to use these gifts. The life and teachings of Jesus will serve as an example of how to respond to the Christian calling they have experienced since baptism.

During this course, students will be required to focus on their future and the decisions and challenges that they will face. Amidst all the uncertainty God will be presented as the one constant and unchanging force in their lives. Students will be encouraged to rely on God’s compassion and love as they explore their future goals.

Finally, Jesus’ call to love others is understood as a call to respect the dignity of others. Through a variety of activities, students will be encouraged to pattern their relationships after the teachings of Jesus. They will also be required to explore and respond to their own understanding of social justice.

Unit Titles (Time + Sequence)

Unit 1	Seeking Personal Knowledge	19 hours
Unit 2	Exploring Opportunities	17 hours
Unit 3	Preparing for a Changing World	19 hours

Unit Organization

Unit 1: Seeking Personal Knowledge

The focus of this unit will consist of a personal investigation of the student as a complete person. Through interest inventories, aptitude and skills assessments, and an exploration of learning styles, the learner will develop a detailed account of their personality traits, abilities, skills, strengths, and weaknesses. The unit will also focus on personal management skills such as communication, organization, stress management, and conflict resolution. Finally, students will develop a framework for an Action Plan that will encompass educational, career, personal, goals, and spiritual growth.

Ontario Catholic School Graduate Expectations: CGEld, CGEle, CGElg, CGEli, CGE2c, CGE4a,

CGE4c.

Strand(s): Personal Knowledge and Management Skills

Overall Expectations: PMV.01, PMV.02, PMV.03, PMV.04.

Specific Expectations: PM1.01, PM1.02, PM1.03, PM2.01, PM2.02, PM2.03, PM3.01, PM3.03, PM3.04, PM4.01, PM4.02, PM4.03, PM4.04, PM4.05.

Unit 2: Exploring Opportunities

This unit will focus on career exploration and learning opportunities. Students will conduct research related activities pertaining to particular careers as well as an investigation of post-secondary options. Students will identify and describe the various learning opportunities that are available to them in school, in the community, and in the world at large. They will identify economic and social trends, the growth and decline of various occupations, as well as entrepreneurship and self-employment as a career option. Students will gain an understanding of employee rights and responsibilities.

Ontario Catholic School Graduate Expectations: CGE3f, CGE4e, CGE5b, CGE5c, CGE5d, CGE5h, CGE6e.

Strand(s): Exploration of Opportunities

Overall Expectations: E0V.01, E0V.02, E0V.03.

Specific Expectations: E01.01, E01.02, E01.03, E01.04, E02.01, E02.02, E02.04, E02.05, E02.06, E02.08, PM2.04, PC3.04.

Unit 3: Preparing for a Changing World

In this unit, students will reflect on the nature of change and how it affects their lives. They will examine a variety of resources that are available to them when looking for work and develop specific skills related to a job search. The students will design a personal education and career action plan which will include a two year critical path outlining the steps that will be taken in order to attain self-knowledge and their future goals.

Ontario Catholic School Graduate Expectations: CGE4e, CGE4b, CGE7b, CGE7j.

Strand(s): Preparation for Transitions and Change

Overall Expectations: PCV.01, PCV.02, PCV.03, PCV.04, E0V.04.

Specific Expectations: PC1.01, PC1.02, PC1.03, PC2.01, PC2.02, PC2.03, PC2.04, PC2.05, PC2.06, PC2.07, PC2.08, PC3.01, PC3.02, PC3.03, PC3.05, PC3.06, E02.03, E02.07, E02.09, PM3.02.

Course Notes

The development of the Action Plan will be ongoing throughout the course. Students will be responsible for completing the different sections at various times. At the end of the course, students will devise a two year critical path that will outline the steps that they will take to attain their goals. (Refer to Appendix A for a copy of the Action Plan.)

A great deal of the information acquired by students throughout the course will be collected and summarized in the Action Plan. This chart will encompass areas such as self-knowledge, learning opportunities, post-secondary option, etc. Students will formulate goals and devise plans to assist them in obtaining these goals. Therefore, it is appropriate for students to include a copy of their Action Plan chart in their Annual Education Plan Folder.

The Action Plan is on three sheets. Teachers should use the content provided to design their own Action Plan. The layout of the plan in Appendix A was originally intended to flow horizontally. Unfortunately, it could not be reproduced in this format.

Throughout the course, students will maintain an organizer where they will be required to summarize lessons, test and assignment due dates, and prioritize their own study and work schedule. (Refer to Appendix D for a copy of the Daily Planner.)

A key component in this course will be the use of computers and communication technologies which are essential tools for the guidance and career education curriculum. Students will be expected to use computer programs that have been developed for guidance and career education as well as to access resources available through the Internet.

Teachers will need to make resources available to students which are an alternative to those that are computer-dependent, especially where the school provides limited access. Similarly, assistance for students who do not have computers at home should be planned for.

Warm-up exercises will be used to help the class develop a supportive environment and encourage the development of communication skills.

Regular reflections will be required for the student to process what they are learning and will be helpful for the teacher to assess the student’s understanding of the concepts.

A full bibliographic reference for the resources will be provided in the course overview. Titles will be used for reference in the actual activities and unit overviews.

Having a class set of Bibles would be very helpful.

Teaching/Learning Strategies

During this course students will:

· complete personal self-interest inventories;

· complete skills and aptitude assessments;

· analyse case studies;

· develop interviewing techniques;

· participate in group discussions and presentations;

· present research findings in an oral setting;

· complete a group project highlighting personal management skills;

· conduct career and post-secondary research;

· use computer technology, software, and the Internet for research and personal exploration

· maintain an organizer/agenda;

· use technology to enhance research, written, and oral presentation;

· formulate an action plan encompassing, career, educational, personal goals, and spiritual growth;

· participate in role playing activities.

Assessment/Evaluation Techniques

The assessment plan for this course will include the following:

Assessment Tools

· checklists

· self-inventories

· paper and pencil tests

· rubrics

Assessment Strategies

· peer observation

· teacher observation

· conferencing

· notebook evaluation

Assessment Activities

· reflection writing

· role playing

· written summaries

· individual projects

· group projects

· oral presentations

· group brainstorming

· class discussions

Course Evaluation/Mark Breakdown

The Summative Evaluation for the course, which represents 30% of the final mark will be derived from the completion of the Action Plan, the Major Reflection Paper, and the Individual Teacher/Student Interview. The Formative Evaluation which represents the remaining 70% of the final mark will include the numerous activities, assignments, and presentations completed throughout the course. Evaluation should reflect each student’s most consistent level of achievement.

Accommodations

· Use visuals, charts, and notes wherever possible.

· Use handouts of new vocabulary before discussions of a topic.

· When teaching a concept, use examples within the students’ realm of experience then expand to the larger society.

· Provide written guidelines for an assignment.

· Allow taping of presentations.

· When using visuals in an assignment, process the first few with the students.

· Have the student orally review the instructions.

· Read instructions aloud.

· Reduce the amount of reading material.

· Allow students to photocopy notes given on the board or overhead.

· Reduce the amount of written material required.

· Allow extra time for written assignments.

· Allow for oral presentations.

· Allow for extra time on tests requiring written answers.

· Provide written structure for notebooks, assignments, etc.

· Chunk research into manageable pieces.

· Use checklists for completion of larger assignments.

· Set clear expectations and review them with the student regularly including timelines.

Resources

Printed Matter

Burke, J., Jean McCrea, Howard Mintz, and Ron Marleau. Who Am I? Toronto: Toronto District School Board, 1998. ISBN 1-55000-263-5

Campbell, Judith. Life Choices Careers. Toronto: Prentice Hall Ginn Canada, 1998. ISBN 0-13-244211-6 (p. 32)

Canada Career Consortium. Canada Prospects – Canada’s Guide to Career Planning for People 1999 – 2000 of all Ages. Ottawa: Canada Career Consortium, 1999. ISBN 1-895813-64-6
(fax request: 613-230-7681)

Canadian Conference of Catholic Bishops. Be With Me. Ottawa: Publication Service, 1997.
ISBN 0-88997-359-8

Canadian Conference of Catholic Bishops. Catechism of the Catholic Church. Ottawa: Publication Service, 1994. ISBN 0-88997-281-8

Canadian Conference of Catholic Bishops. Dreams, Dilemmas, Decisions: Deciding To Be Church In Today’s World – Resource Book. Ottawa: Publication Service, 1994. ISBN 0-88997-306-7

Career Centre, Erindale College. What Can I Do With A Degree In...? Toronto: University of Toronto, 1992.

CommuniCAAT 2000-2001. Your Guide to Ontario Colleges.

Info – The Guide to Ontario Universities for High School Students. 1999.

Ministry of Education and Training. The Edge. Queen’s Printer for Ontario, 1998. ISBN 0-7778-7887-9

Misener, Judi and Susan Butler. Expanding Your Horizons – Career Development Guide. Toronto: McGraw-Hill Ryerson Ltd, 1999. ISBN 0-07-552866-5

Misener, J. and Susan Butler. Exploring Your Horizons. Toronto: McGraw-Hill Ryerson Ltd. 1998.
ISBN 0-07-552864-9

Morrison, Colin. It’s Your Life – Planning Your Career. Toronto: Guidance Centre, 1993.

Sheridan, E.F. Do Justice! The Social Teaching of the Canadian Catholic Bishops (1945-1986). Toronto: Jesuit Centre for Social Justice and Faith, 1987. ISBN 2-890039-113-2

Toffler, Alvin. Future Shock. New York: Bantam, 1984.

Encyclicals

Centesimus Annus: 100th Anniversary of Rerum Novarum

Laborem Exercens: On Human Work

Rerum Novarum: On The Condition of Workers

Web Sites

Alberta Occupation Info
www.alis.gov.ab.ca/occinfo

CanLearn
www.canlearn.ca

Canada Prospects
www2.careercc.org/English/prospects99/00

Career Cruising
www.careercruising.ca

Career Explorer
www.on.cx.bridges.com

Career Planning HRDC
www.nextsteps.org

Catholic Worker Connection
www.pernet.net/˜sinclair/cath_wrk.htm

Catholic Worker Movement
www.catholicworker.org

Could you succeed in a Small Business?
www.hrdc.drhc.gc.ca/career

Entrepreneurial Traits Quiz
www.mazemaster.on.ca/all.htm

Free the Children
www.freethechildren.org

Health & Safety/Workers Rights
www.gov.on.ca/LAB/stu/studente.htm

Job Futures
www.hrdc.drhc.gc.ca/jobfutures

Mazemaster
www.mazemaster.on.ca

Office for Social Justice
www.osjspm.org/cst/q_work.htm

Ontario College Application Service
www.ocas.on.ca

Ontario School Counsellor’s Association
www.osca.ouac.on.ca/cx_resources.htm

Ontario University Application Centre
www.ouac.on.ca

Resources for Catholic Educators
www.silknet/RelEd/work.htm

Schoolfinder
www.schoolfinder.com

United Farm Workers
www.ufw.org

University of Waterloo Career Develop.Manual
www.adm.uwaterloo.ca/infocecs/cec/manual/credits.htm

Young Workers Awareness Program
www.yworker.com

Films

Locked. National Film Board. (NFB 105C0097030MSN: 35321)

Children For Hire. National Film Board. (NFB117C9194047MSN: 34666)

Economix – Tomorrow’s Challenge. National Film Board.

Note: Public performance rights must be secured from the copyright holder for all feature films used in whole or in part as classroom learning resources.

Videos

City of Joy. Tristar Home Video, 1992.

Free the Children: It Takes A Child. (phone: 905-760-9382).

The Doctor. Touchstone Home Video, 1991.

OSS Policy Applications

The Ontario Curriculum: English, 1999.

The Ontario Curriculum: Technological Education, 1999.

The Ontario Curriculum: Guidance and Career Education, 1999.

Ontario Catholic Secondary Curriculum Policy Document, Religious Education, 1999.

Ontario School Library Association, Information Studies, 1999.

Choices Into Action. 1999.

OSS, Grades 9 to 12, 1999.

Course Evaluation

To assess the effectiveness of this course, teachers could select sample action plans/critical paths and interview the respective students after two years to determine whether the action plan provided direction.

Coded Expectations, Career Studies, GLC2O

Personal Knowledge and Management Skills

Overall Expectations

PMV.01

– demonstrate an understanding of and apply strategies needed for success in school;

PMV.02

– identify their interests, skills, characteristics, and accomplishments and describe how these are influenced by their experiences;

PMV.03

– describe the personal management skills and characteristics needed to succeed in school, work, family life, and the community and demonstrate the effective use of personal management skills in a variety of settings;

PMV.04

– demonstrate understanding and effective use of interpersonal skills required to establish and maintain positive relationships and work effectively in teams or groups.

Specific Expectations

Developing Learning Skills and Strategies

PM1.01

– demonstrate understanding of the secondary school program and graduation requirements and related terms (e.g., compulsory credit, transcript, full disclosure, types of courses, literacy test, community involvement, diploma, certificate of achievement);

PM1.02

– demonstrate effective use of strategies for achieving success in school (i.e., note taking, strategies for completing homework, strategies for studying for tests and examinations);

PM1.03

– produce an evaluation of the effectiveness of their learning skills and strategies and identify those requiring improvement.

Developing Personal Knowledge

PM2.01

– demonstrate understanding of the purpose and use of self-assessment and standardized assessment tools and strategies (e.g., aptitude tests, skills inventories);

PM2.02

– produce a personal profile describing their current interests, competencies, characteristics, and learning preferences, using a variety of assessment strategies;

PM2.03

– identify the skills they have developed through school subjects (e.g., literacy, numeracy, communication) and through community experiences and explain how these skills are transferable to work and other life roles;

PM2.04

– describe internal and external influences that might limit or expand the range of career opportunities they would consider (e.g., previous successes, peer pressure, parental expectations).

Applying Personal Management Skills

PM3.01

– describe and explain the importance of personal management skills (e.g., organization skills, stress management), habits (e.g., maintaining a personal planner), and characteristics (e.g., adaptability) for success in school and other life roles;

PM3.02

– demonstrate understanding of the impact of family responsibilities on education and careers;

PM3.03

– summarize and document their own personal management skills and habits, identifying their strengths and targeting areas for improvement;

PM3.04

– demonstrate effective use of personal management skills (e.g., well-organized notebooks, punctuality).

Working in Groups

PM4.01

– describe a variety of effective communication skills (e.g., active listening, giving and receiving feedback, negotiation, conflict resolution, consensus building);

PM4.02

– demonstrate use of effective communication skills in a variety of situations in school, at home, and in the community;

PM4.03

– identify positive teamwork skills (e.g., task management, conflict resolution, task assessment) and demonstrate the ability to use them effectively in a variety of settings;

PM4.04

– identify and explain ineffective leadership and teamwork skills;

PM4.05

– describe respectful and responsible behaviours that produce effective group results.

Exploration of Opportunities

Overall Expectations

EOV.01

– demonstrate the ability to use a variety of resources to find information about learning, work, and community involvement opportunities;

EOV.02

– identify a broad range of options for present and future learning, work, and community involvement;

EOV.03

– demonstrate knowledge of selected fields of work, occupations, and workplace issues;

EOV.04

– describe trends in society and the economy that affect work.

Specific Expectations

Accessing and Managing Information

EO1.01

– identify and describe an occupational classification system (e.g., National Occupational Classification) and identify occupational groups in this system that are of interest to them;

EO1.02

– demonstrate effective use of print, video, and computer-based resources to locate, select, and evaluate career-related information on the basis of identified criteria;

EO1.03

– identify questions that are appropriate for gathering relevant career-related information and use them effectively in information interviews with people in selected fields of work;

EO1.04

– demonstrate the ability to organize selected career information effectively, using word-processing, database, spreadsheet, and information management software.

Identifying Trends and Opportunities

EO2.01

– identify and describe a variety of learning opportunities for secondary school students, including high school courses, community-based learning (e.g., school-work transition programs, community involvement, work experience, volunteering, cooperative education), and co-curricular activities;

EO2.02

– describe and compare a variety of post-secondary learning options, including university, college, apprenticeship, private training, distance education, and on-the-job training;

EO2.03

– identify a broad range of local and regional work opportunities;

EO2.04

– describe various forms of self-employment (including entrepreneurship), the characteristics of successfully self-employed people, and the advantages and disadvantages of self-employment as a career option;

EO2.05

– demonstrate understanding of how to maintain safety in the workplace and identify employees’ and employers’ rights and responsibilities;

EO2.06

– demonstrate understanding of selected fields of work (e.g., telecommunications, finance, construction), including emerging trends, sample occupations, and ways that high school students can prepare for those fields;

EO2.07

– identify and describe economic and societal trends (e.g., globalization, developments in information technology, emerging work style alternatives, changing demographics);

EO2.08

– demonstrate knowledge of selected occupations, including education/training requirements, duties, employment prospects, and the knowledge and skills valued by employers;

EO2.09

– explain how economic and societal trends influence the way in which work is done, the patterns of adult work life, and the growth and decline of various occupations and fields of work.

Preparation for Transitions and Change

Overall Expectations

PCV.01

– demonstrate understanding of the processes of finding and creating work;

PCV.02

– demonstrate the ability to use marketing and networking strategies and to produce personal documentation (e.g., résumés, portfolios) in searching for work;

PCV.03

– use appropriate decision-making methods to set learning, community, and work goals and develop action plans;

PCV.04

– identify changes taking place in their personal lives, their communities, and the economy and identify strategies to make transitions occur more smoothly.

Specific Expectations

Managing Change

PC1.01

– demonstrate understanding of transitions and change by identifying some of the personal and work-related transitions and changes that they, their families, and people in their communities have experienced (e.g., moving to a new country, losing a job, going to a new school);

PC1.02

– demonstrate understanding that career development is a lifelong process that will include transitions, changes, and lifelong learning;

PC1.03

– identify effective and ineffective ways of dealing with transitions and change.

Searching for Work

PC2.01

– demonstrate an understanding of both the “open” (publicly advertised) job market and the “hidden” (unadvertised) job market, and identify appropriate strategies to access each market;

PC2.02

– identify the types of summer or part-time jobs or self-employment options that would suit their personal interests and skills;

PC2.03

– use a variety of resources appropriately to identify summer or part-time jobs in the “open” job market;

PC2.04

– identify their own network of contacts that could help them access the “hidden” job market, and explain the importance of personal networks;

PC2.05

– create effective résumés, cover letters, and thank-you letters for the work search process, using word-processing software and appropriate vocabulary and conventions;

PC2.06

– complete job applications effectively and without spelling or grammatical errors;

PC2.07

– demonstrate the ability to communicate their interest in a work opportunity effectively (e.g., on the telephone, in person, or through e-mail and the Internet);

PC2.08

– identify common interview questions and demonstrate the ability to respond appropriately and effectively.

Setting Goals and Planning Action

PC3.01

– demonstrate an understanding of how to use decision-making processes;

PC3.02

– articulate personal, community, and occupational goals and explain how these relate to their competencies, interests, and characteristics;

PC3.03

– articulate their learning goals, taking into consideration what they have learned about their learning preferences, strengths, needs, and interests, and the competencies needed for selected fields of work;

PC3.04

– identify several postsecondary education/training options that are suited to their competencies, interests, and aspirations and explain why they are appropriate;

PC3.05

– identify potential barriers that could interfere with the achievement of their goals and use problem-solving strategies to identify appropriate actions;

PC3.06

– produce a preliminary learning plan, to be included in their annual education plan, that identifies courses to be taken in school, activities in the school and community, and post-secondary education options that will help them achieve their goals.

Ontario Catholic School Graduate Expectations

The graduate is expected to be:

A Discerning Believer Formed in the Catholic Faith Community who

CGE1a -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

CGE1f -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i -integrates faith with life;

CGE1j -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

An Effective Communicator who

CGE2a -listens actively and critically to understand and learn in light of gospel values;

CGE2b -reads, understands and uses written materials effectively;

CGE2c -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d -writes and speaks fluently one or both of Canada’s official languages;

CGE2e -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A Reflective and Creative Thinker who

CGE3a -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b -creates, adapts, evaluates new ideas in light of the common good;

CGE3c -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d -makes decisions in light of gospel values with an informed moral conscience;

CGE3e -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

A Self-Directed, Responsible, Life Long Learner who

CGE4a -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b -demonstrates flexibility and adaptability;

CGE4c -takes initiative and demonstrates Christian leadership;

CGE4d -responds to, manages and constructively influences change in a discerning manner;

CGE4e -sets appropriate goals and priorities in school, work and personal life;

CGE4f -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h -participates in leisure and fitness activities for a balanced and healthy lifestyle.

A Collaborative Contributor who

CGE5a -works effectively as an interdependent team member;

CGE5b -thinks critically about the meaning and purpose of work;

CGE5c -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e -respects the rights, responsibilities and contributions of self and others;

CGE5f -exercises Christian leadership in the achievement of individual and group goals;

CGE5g -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

A Caring Family Member who

CGE6a -relates to family members in a loving, compassionate and respectful manner;

CGE6b -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c -values and honours the important role of the family in society;

CGE6d -values and nurtures opportunities for family prayer;

CGE6e -ministers to the family, school, parish, and wider community through service.

A Responsible Citizen who

CGE7a -acts morally and legally as a person formed in Catholic traditions;

CGE7b -accepts accountability for one’s own actions;

CGE7c -seeks and grants forgiveness;

CGE7d -promotes the sacredness of life;

CGE7e -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h -exercises the rights and responsibilities of Canadian citizenship;

CGE7i -respects the environment and uses resources wisely;

CGE7j -contributes to the common good

Acknowledgments

Identifying Information

Description/Rationale

How This Course Supports The Ontario Catholic School Graduate Expectations

Unit Titles (Time + Sequence)

Unit Organization

Unit 1: Seeking Personal Knowledge

Unit 2: Exploring Opportunities

Unit 3: Preparing for a Changing World

Course Notes

Teaching/Learning Strategies

Assessment/Evaluation Techniques

Assessment Tools

Assessment Strategies

Assessment Activities

Course Evaluation/Mark Breakdown

Accommodations

Resources

Printed Matter

Web Sites

Films

Videos

OSS Policy Applications

Course Evaluation

Personal Knowledge and Management Skills

Specific Expectations

Exploration of Opportunities

Specific Expectations

Preparation for Transitions and Change

Specific Expectations