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Course Profile English (ENG4E), Grade 12, Workplace
Preparation, Catholic
Course Overview
Prerequisite: English, Grade
11, Workplace Preparation
This
course emphasizes consolidation of literacy, critical thinking, and
communication skills. Students will study informational texts and literature
from various countries and cultures; write summaries, reports, résumés, and
short essays; complete an independent research project; and explain the
connections among media forms, audiences, and media industry practices. An
important focus will be on using specialized language related to the workplace
a
The
English Grade 12 Workplace Preparation course continues the journey embarked
upon in the
Grade 11 Workplace Preparation course. This course, leading to graduation and
employment, focuses on a personal mission, or calling, to share skills and
gifts. Its emphasis on employability skills relative to Christian vocation
leads students “to develop their God-given potential and make meaningful
contributions to society” (CGE 5h and c). The activities are meant to bring su
·
Course
materials, language, and discussions are inclusive and reflect the diverse
nature of the classroom and the workplace in
·
In
discussing workplace issues, students should be encouraged to consider racial,
ethnocultural, socio-economic, and gender perspectives.
·
The
teacher addresses the needs of students with physical and developmental
challenges. The teacher should be aware of students’ diverse learning needs,
lead students to develop their own understanding of their learning styles, and
vary activities and teaching strategies to meet those needs. Students may need
extra assistance in working with the media used in the course (e.g., digital
camera, Internet, video camera, etc.).
·
This
course may be taught in conjunction with co-op placements; activities can
relate to students’ experiences. Students can job shadow (see 3.1.3 and 1.2 of Cooperative Education and Other Forms of
Experiential Learning).
·
The
teacher is a guide, assisting students to discern and develop their personal
missions and develop their employability skills relative to their Christian
vocation.
·
Grammar,
punctuation, spelling, and vocabulary are taught and reinforced throughout the
course.
·
The
teacher must ensure that appropriate public viewing licences are obtained prior
to showing media.
·
Students
must be instructed on the ethical use of the Internet.
·
Literature
should be high interest and relevant, increasing students’ desire to read.
·
This
course makes use of the community (e.g., mentors, guest speakers, and
libraries).
·
The
use of computers would greatly add to the attainment of the expectations,
particularly in researching and for creating graphs, charts, and writing
assignments.
·
Students
keep a vocabulary glossary of new words and terms learned throughout the
course. Students also keep response journals (emphasis on enjoyment, analysis,
and comprehension).
·
Students
use all stages of the writing process (including self-evaluation, peer
evaluation, and conferences).
·
Students
must be instructed to a
·
Teachers
should be sensitive to the personal nature of the experience, and support
students in avoiding disclosure and discussion of sensitive issues in the
classroom context.
·
Teachers
and students should be aware that some resume-posting services are free, some
charge a fee, and some may not be confidential. It is recommended that students
use Industry
|
* Unit
1 |
Blueprints |
15
hours |
|
Unit 2 |
Foundations |
20
hours |
|
Unit 3 |
Building
Connections |
20
hours |
|
Unit 4 |
Tools,
Rules, and Building Blocks |
25
hours |
|
Unit 5 |
Open
for Business |
30
hours |
* This
unit is fully developed in this Course Profile.
Time: 15 hours
Unit
Description
Unit 1
establishes the overview of the course both spiritually and academically.
Students think about their own callings and the missions they entail. Students
are encouraged to prepare for the next stage of the journey, the workplace, and
to see that everyone has a role to play and is precious in God’s eyes because
they share an intimate relationship with God, “carved on the palm of God’s
hand” (Isaiah 49:16). All of the units, beginning with this one, are blueprints
leading to the culminating course activity
(Unit 5), in which students create an independent research project on the
public relations for a small business. In Unit 1, collaborative learning tasks,
class discussions, and journal entries are used to focus on the workplace
environment. In the culminating unit activity, students create a personal
mission statement that supports a positive working environment. With their
mission statements, students include visual displays (photo essay, poster, or
brochure) of the positive aspects of their chosen working environment or una
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1.1 |
LAV.01,
LA1.02, LAV.02, LA2.01, LA2.02, LA2.03 CGE3f,
5e |
Knowledge/
Understanding Thinking/
Inquiry Communication |
Workplace
Environment Introduction: Activity 1.1 sets the context for the course and
establishes the roles of both the teacher and students in the learning
process. Students work, in groups of three, to complete a concept definition
map of the term workplace environment.
Each triad establishes a leader, recorder, and reporter—a format used
throughout the course. The class comes to consensus on key issues, such as
the interconnectedness of people and various roles, policies, and
expectations. |
|
1.2 |
LAV.01,
LA1.02, LAV.02, LA2.01, LA2.02, LA2.03 CGE1j,
1d, 3a, 3c |
Knowledge/
Understanding Thinking/
Inquiry Communication |
Positive
and Negative Working Environments: The class discusses the specifics of a positive
working environment. Each student reflects on and completes the cause-effect
map for a personal reflection on a hostile workplace environment. Students
meet in triads to share their perceptions. Students explore, in greater
detail, the causes of the hostile environment through a reflective journal
entry, cartoon panel, or storyboard. Students identify a workplace issue to
explore in a short report in Activity 3.3. |
|
1.3 |
LAV.01,
LA1.01, LA1.02, WRV.03, WR3.03 CGE4f,
7a, 7b |
Knowledge/
Understanding Thinking/Inquiry |
Glossary
of Terms: Students work in pairs to begin a glossary of vocabulary, including
harassment, bias, discrimination, seasonal, diversity, socio-economic,
environment, ethnicity, hostile, and culture. Students share their understanding
of the terms as a class. In pairs, students look up the term ethics and then discuss the complexity
of this term as a class. Students create a checklist of the traits of an
ethical worker. The class discusses the role of the worker in promoting a positive,
inclusive working environment. Students maintain a working portfolio,
collecting examples of workplace issues. The portfolio is ongoing throughout
the course and is used to create the report in Activity 3.3. Time is provided
for students to comment on and present issues of importance. |
|
1.4 |
WRV.05,
WR5.04, LSV.01, LS1.01, LS1.03, LS1.05, LSV.03, LS3.01 CGE1g,
4g, 7f |
Knowledge/
Understanding Thinking/
Inquiry Communication |
Job
Aspirations and the Work Environment: Students use tools to complete
personality profiles and discover careers for which they are suited. Students
decide on a workplace that they would like to enter. Students are encouraged
to discern their understanding of their purpose or call in life that comes
from God (CGE1g). Based on their choices, students work in triads to revisit
the questions from Activity 1.1; students examine the workplace environment
from the perspective of their chosen workplace (e.g., the 5 Ws and How). As a
class, students can discuss the complexities of the environments. Using the
Internet and personal connections, students find examples of mission
statements and vision and identify their components. Students write personal
journal responses that reflect on a company’s need for a good mission
statement, elements of a good mission statement, what is revealed in a good
mission statement, and what is unique about the Canadian culture that is
reflected in Canadian mission statements (CGE7f). Students analyse mission
statements a |
|
1.5 |
WRV.01,
WR1.04, WRV.02, WR2.01, WRV.03, WR3.02, WRV.04, WR4.02, WRV.05, WR5.03,
WR5.04, LAV.02, LA2.04, LSV.02, LS2.01 CGE2c,
4g, 5b |
Knowledge/
Understanding Application Communication Thinking/
Inquiry |
Performance
Task (Unit 1 culminating activity): Mission Statement, Paragraphs, Visual
Display, Oral Presentation, and Action Plan Students
create a personal mission statement. They examine, in paragraph format, how
their mission statement can be lived out in their career choice. Students
create a visual display of their ideal future work environment. This display
is presented orally to the class. Students create an action plan that
outlines improvement of their communication skills; they add to this plan
throughout the course. |
Time: 20 hours
Unit
Description
This unit focuses on surveying and
assessing foundations. A strong foundation is needed, for, as it says in the
Gospel, “The rain fell, the floods came, and the winds blew and beat on that
house, but it did not fall, because it had been founded on rock” (Matthew
7:25). Students are all unique gifts, and, together, they help build the
Christian community. To understand their foundations, students are encouraged
to look at their philosophies, attitudes, beliefs, interests, weaknesses, and
strengths as they read and discuss literary and informational texts. In
discussions and personal reflections, they can ask themselves, as people
preparing to enter the workplace, “How do we embrace and support others? How do
we witness our faith in living out our mission? What is su
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
2.1 |
LSV.02,
LS2.02, LSV.03, LS3.02, WRV.02, WR2.01, WRV.03, WR3.02, LAV.01, LA1.03,
LA1.04 CGE1d,
1i, 2b, 2d |
Knowledge/
Understanding Thinking/
Inquiry Communication |
Literature:
The class reads stories, plays, and poems dealing with issues that students
identified as being of interest (Unit 1). The class examines the role of the
characters’ involvement in these issues. The teacher guides an analysis of
how characters are revealed through the form/genre (e.g., in a play you judge
the character through his/her relationships, but in a dramatic monologue you
rely on the speaker her/himself). Through personal response journal entries,
students focus on the characters’ ethics and values as revealed through the
decisions the characters make. The teacher reviews the essay as a writing
form and the structure of an essay outline. Students then write a short
familiar essay on characters’ decision-making and the repercussions of the
decisions. Students complete a vocabulary framework of this concept of
character (moral strength) for their personal glossaries. |
|
2.2 |
LSV.01,
LS1.02, LS1.03, LS1.05, LAV.02, LA2.03 CGE2a,
2b, 3c |
Knowledge/
Understanding Thinking/
Inquiry |
Informational
Texts: The class continues to examine decision-making and ethical values in
informational texts that focus on the same issues students explored in
literature. Students examine how conflict is resolved and how ethics are
revealed in newspaper and periodical articles. Students consider the role the
author or journalist takes in portraying the issue. Why is it important to
consider the source? How does the source impact the reader’s point of view?
What bias is shown in the depiction of the issues? |
|
2.3 |
LSV.01, LS1.01, LS1.03, LS1.04, LSV.03,
LS3.01, LS3.03, WRV.01, WR1.01, WRV.03, WR3.01, LAV.02, LA2.01, LA2.02 CGE2a, 2b, 3c |
Knowledge/ Understanding Thinking/ Inquiry Communication Application |
Annual Reports: The teacher provides an
annual report from the community. Students examine it for format and ethical
stance. The class then chooses three sectors from the community from which to
attain annual reports, such as government, automotive, retail, food, etc. As
a class, students outline the elements of the format of a letter of inquiry
and of electronic mail. Together, the teacher and students create these forms
to send to the identified businesses to attain copies of their reports. While
the class waits for the information, students can identify companies that
matter to them and that are from other countries. Students do Internet
searches to investigate the companies’ annual reports. Students create
summary reports of their findings, beginning with a focus statement that
identifies how the mission statement reflects the community or country’s
culture. When responses are collected from the three sectors, students
examine, in groups, the ethical stance of each company as revealed in the
report. They look at the company’s mission statement, vision, and plan for
growth. If the company is missing an element, students discuss what the
element would add to the report. For instance, students ask themselves: Based
on the reports, how would they define the mission or the vision of the
company? The group meeting follows the protocol for a business meeting: a
chair (leader), secretary (note-taker for minutes), and a timer. Students
then work on and assess their listening and speaking skills (e.g., how to
raise questions). |
|
2.4 |
WRV.01,
WR1.01, WR1.02, WR1.03, WR1.04, WRV.02, WR2.01, WR2.03, WRV.03, WR3.01,
WR3.03, WRV.04, WR4.01, WR4.02, WR4.03, WR4.04, WRV.05, WR5.01, WR5.02,
WR5.03, WR5.04, LAV.02, LA2.03 CGE2a,
2b, 3c |
Knowledge/
Understanding Thinking/
Inquiry Communication Application |
Performance
Task (Unit 2 culminating activity) Students
review the different annual reports and explore the role of the employee in
supporting the business. The class discusses what makes a contributing
employee. Students identify someone in their life who pursues excellence in
her/his tasks and exemplifies the characteristics of a contributing employee,
someone who they would like to emulate. Students interview and then write a
profile of this mentor (see Appendix 1 – Profile Template). Students discuss
the elements of an interview, which is, in fact, a good conversation. It is
important to be prepared, but the true questions come out of active listening
as follow-up questions in a discussion. Questions should not interfere with
the conversation. Students record their answers in point form as they listen
actively and critically. The
teacher reviews the elements of the profile, such as headline, cut (picture),
cutline (line of type under the picture), lead (introduction), body, and
conclusion. Students extend their profile into a short essay or newspaper
article. |
Time: 20 hours
Unit
Description
In this
unit, students are encouraged to nurture their own and others’ talents and
strengths while working towards common goals. For, “Each person is called to
live and build community. No self stands alone. Rather, the very nature of
existence is social in terms of our relationship both with God and with others”
(Educating the Soul, p. 14). Students
read literary and informational texts that focus on the theme of community.
Through their analysis of essay and report writing, students learn that each
form has essential parts that work together to create meaning: introduction,
body, and conclusion. Students develop their confidence and sense of
responsibility as they work towards excellence in completing the tasks.
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
3.1 |
LSV.01,
LS1.02, LS1.03, LS1.05, LSV.03, LS3.01, LS3.03, MDV.01, MD1.01 CGE2b,
2c |
Thinking/
Inquiry Application Communication |
Media
and Literature: The class examines films (e.g., popular movies, biographies),
fiction, non-fiction, drama, and poetry that focus on the individual’s role
in community building and the challenges and tasks faced in the workplace. In
small groups, students examine the individual’s roles and responsibilities.
How did the individual’s decisions allow him or her to become a contributing
employee? Students explore the character’s building of community in the
workplace, through involvement, heart, and decision-making. As a class,
students discuss how all contributions revealed in the literature, even small
acts, are important. Students assess the explicit and implicit ideas, issues,
and information, leading them to develop their skills in reading literary and
informational texts. In personal response journals, students can reflect on
contributions they have made to the overall good of their school and/or work
community; as well, they reflect on opportunities for contributions that they
missed (e.g., picking up and disposing of their own leftovers in the
cafeteria, or not speaking up when a friend is maligned). Students write a
poem, script, or narrative based on the quotation: “No self stands alone.
Rather, the very nature of existence is social in terms of our relationship
both with God and with others” (Educating
the Soul, p. 14). |
|
3.2 |
WRV.01, WR1.02, WR1.03, WRV.02, WR2.02,
LSV.02, LS2.01, LSV.03, LS3.01, LS3.04 CGE5a, 5c |
Knowledge/ Understanding Communication |
Reports: In preparation for Activity 3.3, the
teacher provides samples of different types of reports such as police,
incident, safety, research, book, and news, etc. (Be sure to include reports
with graphs and charts). Students point out the common layout and
organizational features, such as introduction, body, conclusion, graphs,
charts, headings, and illustrations. Students, in small groups, discuss and
list the common features of a short report for the workplace. The teacher
reviews the expectations for group work following the protocol for a business
meeting. Then, as a class, students create a list of the elements of a report
(see Appendix 2 – Common Elements of a Short Report for the Workplace, p.19). |
|
3.3 |
WRV.01,
WR1.02, WRV.03, WR3.01, WRV.04, WR4.03, WRV.05, WR5.01, MDV.01, MD1.03 CGE2e,
4e, 4f |
Knowledge/
Understanding Thinking/
Inquiry Application Communication |
Working
Portfolio and Report Writing: Students a |
|
3.4 |
LSV.02,
LS2.01, WRV.02, WR2.02, WRV.03, WR3.01, WRV.04, WR4.01, WR4.03, WR4.04,
WRV.05, WR5.01, WR5.02, WR5.04 CGE2c,
2d, 5g |
Knowledge/
Understanding Thinking/
Inquiry Application Communication |
Performance
Task (Unit 3 culminating activity): Job Search Students
use their understanding of material examined in this unit and explore how
they can promote themselves in the job market. Students conduct an Internet
search on various job sites to examine potential jobs or volunteer positions.
Students can post electronic resumes. Students bring in any resumes,
electronic mail correspondence, cover letters, or job portfolios they have done
in the past (this course, other courses, and outside of school) and ask how
their job package would change a |
Time: 25 hours
Unit
Description
Spirituality
is an integral part of personhood. Discerning God’s presence and call enables
fulfillment, meaning, and ultimately su
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
4.1 |
LSV.03,
LS3.01, LS3.04, WRV.02, WR2.02, WR2.03, WRV.05, WR5.02 CGE2e,
3b, 4b |
Knowledge/
Understanding Application Communication |
Calling
Cards: The teacher and students analyse business cards, letterhead, logos,
and slogans from various charities and businesses in terms of colour, font
size, style, and implicit/explicit meanings of symbols and messages. Students
create calling cards to promote themselves. Students investigate what will
make their calling cards stand out and be of value, such as a value
statement. Calling cards are mini-resumes that can be attached to job
applications. On index cards, students type their name, phone number, job
objective, attributes, demonstrated abilities, and a brief list of skills. To
protect privacy, the use of fictitious information such as telephone numbers
should be a |
|
4.2 |
LAV.01,
LA1.01, LA1.03 CGE2a, 2d |
Application Communication |
Phone
and Interview Protocol: The teacher continues to reinforce the importance of
personal presentation. Students list the expectations for phone etiquette. If
possible, another staff member such as the principal, co-op coordinator, or a
department head comes in to offer tips on how to handle and give a job
interview. In preparation, students create sample questions to pose to the
guests about the kinds of interview questions that are asked and the
responses the guests are looking for. Students then role-play job interviews
with a partner, based on the jobs they chose in Unit 3. Emphasis is placed on
appropriate word choice, language use, clarity, honesty, and sensitivity. |
|
4.3 |
MDV.01, MD1.01, MD1.02, MD1.03, MD1.04,
MDV.02, MD2.02 CGE2e, 3c, 3f |
Thinking/ Inquiry Application Communication |
Media Analysis: Students a |
|
4.4 |
MDV.01,
MD1.01, MD1.02, MD1.04, MDV.02, MD2.02 CGE2e,
3c, 4f |
Knowledge/
Understanding Thinking/
Inquiry Application Communication |
Performance
Task (Unit 4 culminating activity) Students
create, in their small groups, two promotional tools, such as a display ad,
radio commercial, television commercial, and/or brochure, for a product or
service they could provide in their chosen career paths for an identified
target audience. Students use proper phone etiquette to contact a producer of
the chosen media form, such as a radio station, television channel,
newspaper, or printer, to investigate the potential costs involved in the
promotion. Students present the products they created to the class, explain
the potential economic challenges of their forms, and critique why or why not
the forms they chose would appeal to their target audience. |
Time: 30 hours
Unit
Description
Once
students have reached this final unit, they are reminded that God says: “I know
your deeds—your love, and faith and service—as well as your patient endurance;
I know also that your efforts of recent times are greater than ever”
(Revelations 2:19). For many students, their educational path has been a long
journey which has included many pitfalls; however, they are reminded that God
says, “See I make all things new” (Revelations 21:5). Students put into
practice the many hard-earned skills that they have developed, so that they are
indeed “open for business.” This unit is the course’s culminating activity, an
independent study. Students each prepare a proposal from their perspective as
the communications manager of a small business which has been open for six
months. Students create a research plan (including reading advertisements and
conducting interviews). As well, they write a report for their business
partners, with the following elements: an introduction that identifies the
report’s purpose and content (to propose a promotional package and the
corporate communications needed for this company to su
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
5.1 |
WRV.01,
WR1.01, WR1.04, WRV.05, WR5.03, LAV.02, LA2.05 CGE5b,
5d |
Thinking/
Inquiry Communication Knowledge/
Understanding |
Course
Culminating Activity, Step One: The teacher explains the culminating
activity. Students are challenged to focus on businesses that they would like
to join, the business that fits their gifts and interests, contributes to the
common good, and is in alignment with their personal mission statement.
Students can refer to the career choice made in Unit 1. They write journal
entries about their company (e.g., their vision, target audience, goals, and
the gifts they and their team members will bring to this company). |
|
5.2 |
WRV.02,
WR2.01, WR2.03, WRV.04, WR4.02, WRV.05, WR5.02 CGE1d,
1g, 2c |
Knowledge/
Understanding Application Communication |
Step
Two: Students create a mission statement, letterhead, logo, slogan, and
business card. These items are part of the folder that holds their report. |
|
5.3 |
WRV.01,
WR1.01, WR1.03, WRV.02, WR2.01, LAV.02, LA2.01, LA2.02 CGE3c,
4b, 4f, 4g |
Thinking/
Inquiry Application Communication |
Step
Three: Students create a research plan. First, they brainstorm, as a class,
the communications needed to promote the businesses, e.g., slogans, ads,
logos, brochures, flyers, and jingles. Students decide on the forms of
communication that are best for their own business. Students, in teams,
research the costs of the communications. Using Appendix 3 – Analysis of
Promotional Communication Tools, students research and analyse the
communications, in similar established companies, by means of interviews and
Internet searches. Students compose questions for the interviews, conduct
their interviews, gather samples, write the responses to their interview
questions, implement their research plan, and record their findings. The
completed Appendix 3 can be part of their report. |
|
5.4 |
WRV.01,
WR1.03, WRV.04, WR4.01, WR4.02, WR4.04 CGE2c,
2e |
Thinking/
Inquiry Application Communication |
Step
Four: Each student analyses the findings from their interviews and web
searches and decides what will work best for their own business. Students
write two paragraphs. The first paragraph explains the promotional methods
that would work best for their company; the second paragraph explains why the
student ruled out the other forms. The paragraphs form part of the report. |
|
5.5 |
LAV.02, LA2.03, WRV.03, WR3.01 CGE2b, 2d |
Application Communication |
Step Five: Students phone one provider of
their top three recommendations for promotional methods (e.g., television and
radio stations, printing companies, etc.) and find out the costs. They create
a graph (i.e., bar graph) of their findings, for the body of their report. |
|
5.6 |
LAV.02,
LA2.01, LA2.04, MDV.02, MD2.01 CGE2c,
5g, 5h |
Application Communication |
Step
Six: Students create one promotional method (e.g., radio commercial, display
ad, webpage, etc.) to be shown in the presentation. |
|
5.7 |
WRV.03,
WR3.01, WR3.03, WRV.04, WR4.04, WRV.05, WR5.04 CGE2c,
5g |
Knowledge/
Understanding Thinking/
Inquiry Application Communication |
Step
Seven: Students write their reports. In the introduction, students explain
their purpose, which is to increase the promotion for their business. In the
body, they include a description of their various promotional options and
explain their recommendations. The conclusion recommends why this package
will fit the company’s needs and reflects the mission statement. |
|
5.8 |
LAV.01,
LA1.03, LA1.04, LAV.02, LA2.04 CGE2c,
5h |
Knowledge/
Understanding Thinking/
Inquiry Application Communication |
Step
Eight: Students present their reports with their chosen promotional method.
Students answer questions posed by the teacher, who acts as the business
partner. |
·
Strategies
should be varied to appeal to the various learning styles.
·
Diagnostic
tests, particularly in Unit 1, can form the basis of action plans.
·
Cooperative
learning strategies are used (e.g., jigsaw, think/pair/share); group work is
patterned after workplace expectations.
·
Oral
presentations, conferences, and role-playing help students develop their
oral-communication skills.
·
Independent
assignments, such as reports, essays, and the research project, help students
develop language and literacy skills needed in the workplace.
·
Teachers
lead students to be wary of bias, ina
·
Daily
discussions relate to challenges in the world, work preparation, and issues
raised in literature.
·
Students
participate in class, choral, and dramatic readings, developing their abilities
to be active, critical readers.
·
Teachers
use lessons on grammar and style to emphasize preparation for the workforce.
·
Lessons
can be structured to emphasize employability skills, e.g., conflict resolution
and collaboration.
·
Guest
speakers, demonstrations, and videos can involve the whole class.
·
Seventy
per cent of the grade will be based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade will be based on a final
evaluation in the form of an examination, performance, essay, and/or other
methods of evaluation.
·
Authentic
assessment strategies promote improved student achievement of provincial curriculum
expectations and enable students to achieve the expectations of Ontario
Catholic School Graduates.
·
This
course follows the direction outlined in Ontario
Secondary Schools, 1999 and The
Ontario Curriculum, Grades 9-12, Program Planning and Assessment, 2000.
·
Portfolios
gather evidence of student achievement of the expectations and promote
students’ ability to assess their own learning and to set goals.
·
For
diagnostic assessment, tools such as Meyers-Briggs, The Holland Inventory, IQ
Tests, Gates-McGintie, the Academy of Reading, and Support Materials for the
Grade 10 Literacy Test can be used.
·
Teachers
and students can consult with a resource teacher after a diagnostic assessment
of learning styles in order to set goals consistent with the IEP, AEP, and
students’ report card responses. Assessment strategies must a
·
Teachers
need to create checklists, rubrics, anecdotal records, and other assessment
tools.
·
Teachers
communicate expectations clearly and regularly to students. Evaluation must be
based on the categories and descriptors in the Achievement Chart.
·
Assessment
should address how and what students learn and should be appropriate for the
learning activities and the needs of students.
·
The
teacher should consult individual student IEPs for specific direction on a
·
Timing
can be flexible to meet students’ needs and interests. Timing of units can be
flexible to allow activities to be extended or shortened to reflect students’
interest and/or need for remediation.
·
Educational
assistants and mentors can read or scribe information for students with special
needs (audiocassettes of the literature would also help). One-on-one
conferencing with teacher or peer can clarify the work.
·
Activities
can be altered to meet students’ needs, interests, and/or strengths. Activities
should be broken down and varied to help students concentrate and maintain
interest. Creativity and flexibility in the activities and in the use of media
are needed.
·
Students
may require additional support for sharing their work in class, or be allowed
to present to the teacher one-on-one.
·
Editing
equipment, if available, could create more polished products for interested
students or those who need a greater challenge.
·
Assessment
activities can be modified as needed (e.g., allowing extra time, providing a
scribe, reading aloud).
·
Both
auditory and visual directions should be used.
·
Planners,
organizers, student agendas, and charts are helpful.
·
ESL
students should use their first-language dictionaries when needed and may be
given more time and/or one-on-one assistance in creating organizers and
breaking the assignments down.
Suggestions
for Specific A
·
For
auditory learners: give a speech or share knowledge one-on-one; write a jingle,
rap, song, poem, or story; participate in a panel discussion/debate; tape
answers
·
For
visual learners: present knowledge/understanding on the overhead; create a
video; create a power point presentation; design a brochure or advertisement;
create a chart, poster, comic strip, or story board; create a diorama or
mobile; create a collage.
·
For
tactile-kinesthetic learners: create a model, diorama, or prototype; present a
skit or role-play; give a demonstration; create a game; use computer programs
(e.g., PowerPoint) to present
information.
Units
in this Course Profile make reference to the use of specific texts, magazines,
films, videos, and websites. The teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need to ensure that their board
has a Cancopy licence and that this licence covers the resources they wish to
use. Before screening videos/films with their students, teachers need to ensure
that their board/school has obtained the appropriate public performance
videocassette licence from an authorized distributor, e.g., Audio Cine Films
Inc. The teachers are reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work from the Internet is not allowed without the permission of the
owner.
Bissett,
Alex, ed. The Canadian Oxford Paperback
Dictionary. Toronto: Oxford, 2000.
Ciro
Documents
of Vatican II. Gaudium et Spes. 1965.
Employment Standards Act.
The Harper Collins Study Bible: New
Revised Standard Version. New York: Harper Collins, 1993.
ISBN 0-06-065527-5
John
Paul II. Laborem Exercens. 1981.
John
Paul II. Sollicitudo Rei Socialis. 1988.
Labour Relations Act.
Ministry
of Education. Assessment Guide.
Ministry of Education Curriculum Planner, 1998.
Ministry
of Education. Cooperative Education and
Other Forms of Experiential Learning: Policies and Procedures for Ontario
Secondary Schools. Ontario: Queen’s Printer, 2000.
Ministry
of Education. Teaching/Learning
Strategies: Teacher Guides. Ministry of Education Curriculum Planner, 1998.
Misener
and Butler. Exploring your Horizons:
Career & Personal Planning.
Misener
and Butler. Exploring Your Horizons:
Career Development Guide.
Ontario
Conference of Catholic Bishops. “Working and Living in Ontario.” Adult Faith Formation: Nurturing Catholic
School Communities, Resource Kit.
Ontario Human Rights Code.
Ontario
School Library Association. Information
Studies: Kindergarten to Grade 12. 1999.
Scanning Television: Videos for Media Literacy in Class. Harcourt Brace, 1997. VHS
0-7747-0191-9
Sheridan, E.F., ed. Do Justice: Social Teaching of the CCCB. Editions Pauline.
Trafford,
Larry. Educating the Soul: Writing
Curriculum for Catholic Secondary Schools. Institute for Catholic
Education, 1998.
Archer,
Lynn, Cathy Costello, and Debbie Harvey. Reading
and Writing for Su
Barclay,
Susanne and Diane Patterson. Galaxies II.
Toronto: Addison-Wesley, 1991.
ISBN 0-201-50438-3
Barry,
James. Departures. Scarborough:
Nelson Canada, 1991. ISBN 17-603717-9
Barry,
James. Themes on the Journey.
Scarborough: Nelson Canada, 1989. ISBN 0-17-603089-1
Canada Prospects: Canada’s Guide to
Career Planning.
Human Resources Development Canada.
Canfield,
Jack, Mark Victor Hansen, and Kimberley Kirberger. Chicken Soup for the Teenage Soul. Deerfield, Florida: Health
Communications, 1997. ISBN 1-55874-468-1
Carpenter,
Donna. Images and Issues. Don Mills:
Addison-Wesley, 1989. ISBN 0-201-19207-1
Davies,
Richard and Glen Kirkland. Between the
Lines 11. Nelson: Scarborough, 2001.
ISBN 0-17-619705-2
Duncan,
Barry, Janine D’Ippolito, Cam Macpherson, and Carolyn Wilson. Mass Media and Popular Culture. Toronto:
Harcourt, 1993. ISBN 0-7747-1427-1
Hannan,
Ed, E. Hannan, G. Quigley, and R. Wintrob. Media
in Perspective. Toronto: Harcourt, 1993. ISBN 0-7747-1427-1
The Harper Collins Study Bible: New
Revised Standard Version. New York: Harper Collins, 1993.
ISBN 0-06-065527-5
Hilker,
Douglas, B. Duncan, S. Harper, and A. Mozarowski. Transitions: Fiction, Poetry, and Non-Fiction. Toronto: Harcourt, 1995.
ISBN 0-7747-0151X
Holmes,
Elizabeth A., A.C.L. Holmes, and J.T. Shuman. Communicating Skills for the World of Work. Toronto: John Wiley and
Sons Canada, 1981. ISBN 0-471-79957-2
Kirkland,
Glen and Richard Davies. Dimensions II. Toronto: Gage, 1996. ISBN 0-7715-6856-8
Knox,
Carolyn W. English for the World of Work.
Minnesota: American Guidance Service, 1997.
ISBN 0-7854-0860-S
Markel,
Mike. Technical Communication.
Toronto: Nelson, 1996. ISBN 0-17-605579-7
Miller,
Arthur. Death of A Salesman.
Norton,
Sarah. Essay Essentials with Reading.
Toronto: Harcourt, 1997. ISBN 0-7747-3582-1
Saliani,
Dom. Communicate! Scarborough:
Nelson, 2001. ISBN 0-17-619717-6
Scanning Television: Videos for
Media Literacy in Class. Harcourt Brace, 1997. VHS 0-7747-0191-9
Sebranek,
Patrick, D. Kemper, and V. Meyer. Write
Source. Scarborough: Nelson, 1999.
ISBN 0-17-618700-6
The
URLs for the websites were verified by the writers prior to publication. Given
the frequency with which these designations change, teachers should always
verify the websites prior to assigning them for student use.
Amnesty
International – http://www.amnesty.org/
Business
Development Bank of Canada – www.bdc.ca
Canada
Business Service Centres – www.cbsc.org
Canada
Small Business Financing Program – www.strategis.gc.ca/csbfa
Canada’s
Online Career Management Portal – www.monster.ca
Canadian
Catholic Organization for Development and Peace – www.devp.org
Canadian
Centre for O
Canadian
Conference of Catholic Bishops – www.
Career
Directions Web Site – www.career
Career
Key – www.ncsu.edu/careerkey
EChoices:
Your Career Information Community – www.careerware.com/edemo/canada/ecahome.htm
Electronics
Labour Exchange, Human Resources Development Canada – http://ele.ingenia.com
Globe
and Mail (click on careers) – http://theglobeandmail.com
Guide
to Government of Canada Services and Support for Small Business –
www.strategis.gc.ca
Hot
Jobs – www.hotjobs.ca
Human
Resources Development Canada – www.hrdc-drhc.gc.ca
Industrial
A
Industry
Canada’s National Graduate Register – www.schoolnet.ca/ngr
Live
Safe Work Smart – www.livesafeworksmart.net
Ministry
of Education Career Gateway – www.edu.gov.on.ca/eng/career
National
Network for Health: How to Write a Mission Statement – www.nnh.org.toba
National
Post – www.thenationalpost.com
Pictures
for Learning – www.pics4learning.com/pics/
Skills
Canada – http://www.skillswork.ca
Sources
of Financing – www.strategis.gc.ca/sources
Steelworkers
Day of Mourning Program – www.uswa.ca
Support
Materials for Literacy Test – www.equao.com/eqao/home_page/pdf
Toronto
Star – www.thestar.ca
Toronto
Sun – www.thetorontosun.com
TVOntario
– www.tvo2.org/edulinks
Universal
Declaration of Human Rights – www.unhchr.ch/udhr/index.htm
Work
Journey – www.waytogonetwork.com/Journey/home.htm
Workers
Health and Safety Centre – www.whsc.on.ca
Workopolis:
Canada’s Biggest Job Site – www.workopolis.com/index.html
Young
Workers Awareness Program – www.yworker.com
Youth
Resource Network of Canada – www.youth.gc.ca
Employment
centres, employability consultants, librarians, public libraries, charities,
conservation authorities, chambers of commerce, better business bureaus, human
resources departments, local newspapers, churches, community centres, tourism
and information centres, youth centres, clubs, and organizations.
This course has been designed in a
Ontario
Ministry of Education and Training. Anti-racism
and Ethnocultural Equity in School Boards. Guidelines for Policy Development
and Implementation, 1993.
Ontario
Ministry of Education and Training. Bridges
to Employment for Students with Disabilities: A Resource Guide for School-to-Work
Transition Programs, 1988.
Ontario
Ministry of Education and Training. Changing
Perspectives: A Resource Guide for Antiracist and Ethnocultural Equity
Education, 1992.
Ontario
Ministry of Education and Training. Computers
across the Curriculum: JK to OAC. Toronto: Queen’s Printer, 1993.
Ontario
Ministry of Education. Co-operative
Education: and other Forms of Experiential Learning, Policies and Procedures
for Ontario Secondary Schools. Queen’s Printer for Ontario, 2000.
Ontario
Ministry of Education and Training. Engendering
Equity: Transforming Curriculum. Toronto: Queen’s Printer, 1995.
Ontario
Ministry of Education and Training. Handbook
for Teachers of Students with Learning Disabilities. Toronto: Queen’s
Printer, 1980.
Ontario
Ministry of Education and Training. Individual
Education Plan (IEP): A Resource Guide. Toronto: Queen’s Printer, 1998.
Ontario
Ministry of Education and Training. Safe
Schools: Ideas Book for Students. Toronto: Queen’s Printer, 1994.
Ontario
Ministry of Education and Training. Violence-Free
Schools Policy. Toronto: Queen’s Printer, 1994.
Ontario
Ministry of Education. The Ontario
Curriculum, Grades 9 to 12, English as a Second Language and English Literacy
Development. Toronto: Queen’s Printer, 1999.
·
Headline
(Title of the profile)
·
Cut
(picture, sketch, or photograph of the person being profiled)
·
Cutline
(line of type under the cut that refers to the person being profiled)
·
Paragraph
1: Lead – Introductory paragraph of one to two complete sentences summarizing
who they are, what they do, where they work, and how long they have worked
there.
·
Paragraphs
2 to (approximately) 14: Body Paragraphs – Short paragraphs (of approximately
one to three complete sentences) that are organized from the most important
points to the least important points.
The
paragraphs can focus on questions such as the following:
1. How do they service the community?
(neighbourhood, workplace, charity, vocation)
2. What/who inspired them?
3. What is their philosophy/motivation/mission?
4. What is their definition of su
5. What are their traits/values?
6. How have they handled ethical dilemmas?
7. What are their coping strategies?
8. How did they get where they are (e.g., did
they have a plan of action)?
9. In what ways is their career fulfilling?
10. What are they involved in outside of work
(e.g., description of family life)?
11. What advice do they have for people entering
the workforce?
12. Did they have a mentor?
13. Are they a mentor?
14. If they are a person of faith, how does their
faith influence their work?
I. A report has a specific audience:
·
Teacher
·
General
public
·
Client
·
Co-workers
·
Boss
II. A report has a clear purpose (to instruct, inform,
analyse, or persuade). In writing the purpose for a report, consider the
following questions:
·
Who
wants the report?
·
Why
do they want it?
·
What
will they do with it?
·
What
do they want it to cover?
·
What
will happen as a result of the report?
III. A report usually has the following elements:
·
Title
·
Introduction
(explains the report’s purpose)
·
Body
(gives the findings of the report with the author’s opinions, connected in
coherent and connected paragraphs)
·
Text
(records the findings in paragraph format, illustrated by figures)
·
Headings
(e.g., introduction, rationale, budget notes, staffing, background, work
completed, work underway, work remaining, cost benefit analysis, etc.)
·
Figures
(illustrations, graphs, charts, lists, and maps, etc., as applicable)
·
Conclusion
(presents insights, summarizes the significance of the report, and may propose
a recommendation)
·
Appendix
(includes materials that do not fit the body of the report)
·
Works
Cited (lists the resources used in the report)
IV. A report is organized a
·
Chronological
(time)
·
Positives
to negatives
·
Classification
(e.g., most important to least important, general to specific)
·
Problem-solution
·
Cause-effect
V. A report should have the following
characteristics:
·
Clarity
·
A
·
Completeness
·
Correctness
(spelling, grammar, punctuation)
·
Neatness
(effective typefaces and type sizes)
·
Logical
structure
Company
1:
|
Promotional Tool |
Cost |
Pros |
Cons |
|
Flyers |
|
|
|
|
Brochures |
|
|
|
|
TV
Advertisements |
|
|
|
|
Logos |
|
|
|
|
Radio
Advertisements |
|
|
|
|
Billboards |
|
|
|
|
Display
Advertisements |
|
|
|
|
Classified
Advertisements |
|
|
|
|
Promotional
Items (e.g., mugs, pens) |
|
|
|
|
Other |
|
|
|
Company
2:
|
Promotional Tool |
Cost |
Pros |
Cons |
|
Flyers |
|
|
|
|
Brochures |
|
|
|
|
TV
Advertisements |
|
|
|
|
Logos |
|
|
|
|
Radio Advertisements |
|
|
|
|
Billboards |
|
|
|
|
Display
Advertisements |
|
|
|
|
Classified
Advertisements |
|
|
|
|
Promotional
Items (e.g., mugs, pens) |
|
|
|
|
Other |
|
|
|
Company
3:
|
Promotional Tool |
Cost |
Pros |
Cons |
|
Flyers |
|
|
|
|
Brochures |
|
|
|
|
TV
Advertisements |
|
|
|
|
Logos |
|
|
|
|
Radio
Advertisements |
|
|
|
|
Billboards |
|
|
|
|
Display
Advertisements |
|
|
|
|
Classified
Advertisements |
|
|
|
|
Promotional
Items (e.g., mugs, pens) |
|
|
|
|
Other |
|
|
|
Coded
Expectations, English, Grade 12, Workplace, ENG4E
LSV.01 · read and demonstrate an
understanding of texts from various countries and cultures, with an emphasis on
interpreting and assessing information, ideas, and issues;
LSV.02 · demonstrate an understanding of
the elements of a range of forms of fiction, non-fiction, drama, poetry, and
informational material;
LSV.03 · identify the elements of style in
a variety of informational and literary texts, focusing on how the elements
contribute to a
Understanding
the Meaning of Texts
LS1.01 – use knowledge of the elements and
organizational patterns of informational texts to understand information from
print and electronic sources (e.g., explore the language and organization of
the classified advertisements section of a newspaper from the viewpoint of a consumer;
explain orally the information conveyed in graphs and charts; compare different
kinds of information in business reports and reference directories from the
viewpoint of a prospective employee);
LS1.02 – use knowledge of the elements of
fiction, non-fiction, drama, and poetry to understand universal themes and
global issues in literary texts (e.g., prepare a report on the problems faced
by individuals and families in a selection of short stories; investigate a
LS1.03 – interpret and assess explicit and
implicit information, ideas, and issues in literary and informational texts
(e.g., assess the effectiveness of the ending of a story or play in relation to
the plot, characters, or theme; make inferences about the values and beliefs of
the school community from the stated and implied information in the school code
of behaviour; compare articles on similar topics and identify inconsistencies
and ambiguities in the texts);
LS1.04 – describe a variety of reading
strategies and use them to understand specific texts, with an emphasis on
previewing the index and appendices in a book, listing key details included and
excluded, using diagrams and charts to clarify meaning, and sorting and
categorizing information from texts;
LS1.05 – explain the influence of the
personal, cultural, political, and economic values and perspectives of authors
and readers on texts and interpretations of texts (e.g., describe their own and
others’ interpretations of stories about the oppression of children, on themes
such as child labour or children in concentration camps during the Second World
War).
Understanding
the Forms of Texts
LS2.01 – explain how elements of specific
forms influence meaning in informational texts (e.g., analyse the function of
elements such as summaries, diagrams and charts, introductions, and conclusions
in various informational texts; explain the importance of elements such as the
table of contents, index, and bibliography in informational books);
LS2.02 – explain how elements of specific
forms influence meaning in literary texts (e.g., explain the role of suspense,
description, and humour in maintaining readers’ interest in a novel; explain
how the language of the narrator in a dramatic monologue reveals character).
Understanding
the Elements of Style
LS3.01 – describe the language in a variety of
informational and literary texts and explain how it is used to create an
appropriate voice and style to communicate information, ideas, and emotions
(e.g., explain how the use of appropriate business and technical language gives
authority to a writer’s ideas; explain why writers combine plain language and
specialized terms in technical writing; describe the effect of the use of
concrete and abstract language in a poem);
LS3.02 – describe the rhetorical and
literary devices, such as allusion and irony, used in literary and
informational texts, and explain how the devices enhance the meaning (e.g., explain
the dramatic irony in a play and how it contributes to the theme; discuss how
allusion and irony convey meaning in newspaper columns and magazine articles);
LS3.03 – explain the impact of the
authors’ choices of language and stylistic devices on the reader by examining
their own and others’ interpretations of the style of texts;
LS3.04 – explain how authors and editors
use design elements to organize content and communicate ideas (e.g., compare
the function of borders, shading, colour, type style, type size, and page
layout in magazines for different audiences; assess the contribution of graphs,
flowcharts, and timelines in business reports).
WRV.01 · use a variety of print and
electronic sources to gather information and ideas and to develop topics for
personal, school-related, and workplace-related writing;
WRV.02 · identify the informational and
literary forms suited to various purposes and audiences and use the forms
appropriately;
WRV.03 · use a variety of organizational
structures and patterns to produce coherent and effective written work;
WRV.04 · revise their written work,
collaboratively and independently, with a focus on a
WRV.05 · edit and proofread to produce
final drafts, using correctly the grammar, usage, spelling, and punctuation
conventions of standard Canadian English, as specified for this course, with
the support of print and electronic resources when appropriate.
Generating
Ideas and Gathering Information
WR1.01 – investigate potential topics for
written work, including an independent study project, by formulating questions,
identifying information needs and purposes for writing, and developing research
plans to gather information and ideas (e.g., consult relevant newspaper and
magazine articles and books to select, broaden, or narrow a topic; search job
databases for information on personal career opportunities and job-search
skills);
WR1.02 – classify and organize
information, ideas, and sources to suit specific forms and purposes for writing
(e.g., use index cards to classify and order information and ideas for an oral,
written, or multimedia presentation; cluster key images for writing a poem; use
a chart to compare how two different plays convey two different moods);
WR1.03 – analyse information and ideas
gathered from a variety of print and electronic sources to determine whether
the information and ideas are sufficient, relevant, and suitable to the form
and purpose for writing;
WR1.04 – use information and ideas from prior
knowledge, personal experience, and research to develop content for personal,
business, and technical writing (e.g., use personal experience and information
from interviews with employers and employees to write a report about workplace
safety; create an action plan and portfolio for a job search).
Choosing
the Form to Suit the Purpose and Audience
WR2.01 – select and use an appropriate
form to produce written work for a specific audience and purpose (e.g., outline
a study plan or course of action in an e-mail message to a teacher; write a
covering letter to a
WR2.02 – use literary and informational
texts as models of writing for specific purposes and audiences;
WR2.03 – select and use a voice and style
appropriate to the specific purpose and intended audience of business,
technical, workplace, and personal communications (e.g., use an informal,
conversational style in a personal letter; use a plain, concise style in a
report; use a plain, factual style to write a statement for the police
describing an a
Organizing
Ideas and Information in Written Work
WR3.01 – apply knowledge of report
structure to organize written reports, using:
(·)
an introduction that identifies the topic and explains its significance or
poses an inquiry question;
(·)
a body that presents information and data in connected and coherent paragraphs
supported by graphics, illustrations, and charts;
(·)
a conclusion that presents insights or recommendations;
WR3.02 – apply knowledge of essay
structure to organize short essays, using:
(·)
an introduction that engages the reader and introduces the topic or controlling
idea;
(·)
a body that develops ideas logically and coherently and incorporates supporting
examples and anecdotes;
(·)
a conclusion that follows logically from the introduction and body and presents
a summary or generalization;
WR3.03 – use patterns such as cause and
effect, problem-solution, classification, or positives and negatives to
organize information and ideas in reports and short essays (e.g., use
classification or problem-solution to organize a report about workplace safety;
use a cause-and-effect pattern in a personal essay about su
Revising
Drafts
WR4.01 – revise the content and
organization of drafts by adding relevant details and examples, restructuring
information, and strengthening connections between ideas (e.g., integrate and
synthesize data by summarizing information from several sources; add details to
a letter giving advice about alternative solutions to a conflict);
WR4.02 – revise drafts to improve
vividness, a
WR4.03 – revise drafts to maintain an
appropriate voice and style (e.g., modify the language in a workplace memo to
reflect a manager’s “voice”; revise a report for consistent use of a
plain-language style appropriate to the workplace; examine the pronouns used in
written work for consistency of person and gender; use a checklist to examine
writing for consistent use of inclusive and anti-discriminatory language);
WR4.04 – revise drafts to integrate
researched information, ideas, and quotations in an ethical manner (e.g.,
provide a context for quoted materials; use transition words and phrases to
link information from different sources).
Editing,
Proofreading, and Publishing
WR5.01 – cite researched information,
ideas, and quotations in a consistent and ethical manner a
WR5.02 – produce, format, and publish
written work, using appropriate technology to share writing with intended
audiences (e.g., adapt electronic templates to create a résumé and covering
letter for a job application; select the most effective fonts, typefaces, and
type sizes to publish an instruction manual);
WR5.03 – identify strengths and weaknesses
in their writing skills and create action plans to improve these skills for su
WR5.04 – edit and proofread their own and
others’ writing, identifying and correcting errors a
(·) Grammar and Usage: use parts of speech correctly and construct
sentences to communicate ideas clearly (e.g., use correctly the comparative and
superlative degrees of adjectives and adverbs; place words such as only,
nearly, scarcely, always, just, and even where they make the intended meaning
clear to the reader; avoid using reflexive pronouns such as myself, themselves
in compound subjects and objects);
(·) Grammar and Usage: use parallel structure for clarity in lists and
instructions (e.g., use the same grammatical form for items in a list; use the
imperative consistently when writing instructions);
(·) Spelling: demonstrate an understanding of a variety of spelling
patterns, rules, and strategies by recognizing and correcting their own and
others’ spelling errors (e.g., apply knowledge of rules and patterns for
doubling final consonants before a suffix; spell as separate words commonly
used expressions such as a lot, in between, every time);
(·) Spelling: use commonly confused words correctly (e.g., learn
spelling and use of adapt/adopt, choose/chose, complement/ compliment, desert/dessert,
loose/lose);
(·) Spelling: use a variety of print and electronic resources to flag
possible errors and improve spelling (e.g., refer to original sources such as
letters and catalogues for the spelling of names, companies, and products;
consult directories for a
(·) Punctuation: use punctuation correctly to achieve clarity in writing
(e.g., use punctuation consistently within a text; recognize that the principle
of clarity is most important in governing the use of individual marks of
punctuation).
LAV.01 · use knowledge of vocabulary and
language to read, write, and speak competently, with a focus on choosing,
developing, and sustaining an appropriate voice and tone in personal, creative,
and workplace-related communications;
LAV.02 · use listening techniques and oral
communication skills to participate in classroom discussions and more formal
activities, with a focus on using specialized language appropriately in
interviews, oral reports, and meetings.
Developing
Vocabulary and Knowledge of Language Structures and Conventions
LA1.01 – apply a variety of strategies to extend
vocabulary, with an emphasis on acquiring the language proficiency needed to
function as responsible citizens, pursue careers, and participate in the
community (e.g., keep a personal list of significant words and phrases related
to renting an apartment, buying insurance, and owning a car; use knowledge of
roots, prefixes, and suffixes to extend vocabulary; compare vocabulary and
sentence patterns used in a formal business letter and a personal e-mail
message on the same topic);
LA1.02 – explain the meaning and function
of words and expressions specific to various community and workplace contexts
(e.g., report on vocabulary specific to their own work or community service;
list and define words from classified advertisements to use in applying for a
job; role-play a workplace meeting and assess the impact of each speaker’s
language);
LA1.03 – select and use appropriate
language to communicate in a consistent voice and tone in a variety of spoken
and written communications (e.g., simulate workplace telephone conversations or
interviews; write a letter of complaint to a store manager about bad service; compose
a thank-you letter to the school’s parents’ council to express appreciation);
LA1.04 – recognize, describe, and use
correctly, in oral and written language, the language structures of standard
Canadian English and its conventions of grammar, usage, spelling, and
punctuation, as prescribed for this course (e.g., refer to recognized style
guides for information about language conventions).
Developing
Listening and Speaking Skills
LA2.01 – communicate orally for a variety
of purposes, with a focus on assessing the validity of main arguments and
supporting details; applying information and ideas in new situations; using
specialized language appropriately; exploring alternatives; and identifying
values, priorities, and perspectives;
LA2.02 – communicate orally in group
discussions, applying such skills as the following: contributing productively
to discussions; setting priorities; recording and assessing key information;
summarizing the discussion; reporting on the process used by the group to solve
problems; and completing tasks as required to produce high-quality
presentations and products;
LA2.03 – use critical listening skills to
understand the content of oral communications (e.g., note the order in which
information and examples are presented; ask questions to extend understanding
and explore alternatives; make checklists and reminders based on oral
communications);
LA2.04 – use techniques for making
effective oral presentations, with a focus on organizing material coherently,
choosing relevant examples, using pauses and repetition, incorporating visual
aids and technology, providing opportunities for questions, and following a
LA2.05 – identify strengths and weaknesses
in their oral communication skills and make an action plan to improve these
skills for su
MDV.01 · use knowledge of the
characteristics of media forms, representations, audiences, and industry
practices to assess a variety of media works;
MDV.02 · demonstrate an understanding of
the connections among form, purpose, audience, and production options by
designing or creating media works, independently and collaboratively, based on
ideas, themes, and issues examined in this course.
Analysing
Media and Media Works
MD1.01 – demonstrate critical thinking
skills by identifying bias and explaining the difference between explicit and
implicit messages in media works (e.g., prepare an oral presentation on bias in
a TV documentary; identify aspects of Canadian culture as represented in a
range of Canadian television programs and films; write a report describing how
a marketing campaign is constructed to appeal to a specific audience);
MD1.02 – explain how the key elements of a
variety of media forms are used to communicate information and/or to influence
people (e.g., compare the techniques used in instructional videos and printed
manuals about using a household appliance; assess how language is used in
advertisements to influence consumers);
MD1.03 – explain the relationship between
audience and interpretation by analysing the reactions of different audiences
to a variety of media works (e.g., listen to an open-line phone-in radio
program and discuss the relationship between its content and the demographics
of the audience);
MD1.04 – explain the connections between
media works, media industry practices, including marketing and distribution
methods, and such factors as industry codes and government regulations (e.g.,
report on the marketing of toys and fast food related to movies; assess the
effects of Canadian content regulations on local radio and television
programming).
Creating
Media Works
MD2.01 – design or create media works
based on ideas, themes, and issues examined in this course (e.g., create a
photo essay on workplace safety for a clearly identified audience and describe
how it would be changed for a different audience; create a commercial for a
school event to be aired on one or more local radio stations);
MD2.02 – demonstrate an understanding of
the connections among form, purpose, audience, and production options by
describing design and production choices made during the creation of media
works (e.g., write a short personal essay describing the solutions to practical
and economic challenges encountered in the creation of a media work).
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 -a
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.