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					 Graduation
Transitions 12



      Hatzic Secondary
      Graduation 2010
      hss.mpsd.ca
                    GRAD TRANSITION


 This year, your advisor is Ms. Cooper

 Your grad transition package can be downloaded from the
  Hatzic website @ hss.mpsd.ca (Graduation> Graduation Transition Plan)

 Your Grad Transition should be well organized and
  arranged in a binder

 Dividers should be used between each of the 3 sections

 Include a title page and make sure all sections are
  completed (refer to checklist p. 3)

 Proof-read your work and make sure it is neat and clean

 Presentation of your Grad Transition is required

 Avoid the rush!! Get your Grad Transition completed as
  soon as possible

 Final Completion Date is April 30, 2010




                                  2
                            Graduation Transition Checklist
                                              hss.mpsd.ca

Student Name:
Grade:
Advisor:
School:


Personal Health                                                        Pages 4 - 16

Complete
 □   Evidence of 150 minutes/week of moderate and vigorous physical activity in grades 11 & 12.
 □   Write - Up (Form C)
 □   Healthy Eating (Form D)
 □   Healthy Living – How to Deal with Stress (Form E)

Personal Health Requirement Met


Community Connections                                                  Pages 17 - 25

Complete
 □   30 Hours of work experience paid or unpaid – Evidence required
 □   Work/Volunteer Experience Reflection (Form G)
                   - Description of duties performed
                    - Description of Employability Skills developed
 □   Community Service - Volunteer Activity (Form H)
                    - Description of the activity

Community Connection Requirement Met


Career and Life                                                         Pages 26 - 45
Complete
 □   Evidence of Growth (“Attributes of a BC Graduate”)
 □   Transition Activity Sheet (Form I)
 □   Plans for the future
           -    Plan A & Plan B – each with a financial plan
 □   Scholarship Application including references (optional)
 □   Resume & Cover Letter
 □   Presentation (Form K)

 Career & Life Requirements Met




                                                       3
                       PERSONAL HEALTH


It’s important to recognize that good health is a vital component to
having a happy, successful and balanced life.


Understanding you and making thoughtful, well informed decisions
today will instill good healthy habits that will benefit you for a lifetime.


Three components to a Healthy Living Plan are:


   Regular Physical Activity
   Healthy Eating
   Healthy Living - Dealing with Stress




                                     4
                        Personal Health

Step 1   150 minutes/week of Physical Activity

        Document at least 150 minutes/week of moderate to vigorous
         physical activity in grades 11 and 12.

        Evidence can include: activity log (Form A), Confirmation of
         Physical Activity (Form B) or memberships, photos, letters from
         coaches, report card reflecting PE 11/12, Superfit, Sports Specific,
         Dance etc.

Step 2   What activities do you enjoy?

        List your top 10 choices for physical activity (Form C).

        Give one positive and one negative aspect to each choice
            o Think: Costs, facilities, weather, participants, etc.

        How do you think you will keep fit in the future?
           o Write a paragraph explaining your plans.




                                      5
                                                                 Form A


                       Physical Activity Log
Date Description of Physical Activity –   Minutes      Supporting
     (itemize activities)                              Documents




                                                         Running Total:
                                          Sub Total
                                          Of Minutes
                                           per page       _____________




                                      6
                                                                                      Form B




                    Graduation Transition
               Confirmation of Physical Activity

1. I would like to confirm that
   has completed the required 150 minutes/week of physical activity for their Graduation
   Transition Plan from
   to


2. Completed as part of (name of class / athletic team / other activity / name of gym, etc.)




3. Final Class Mark (If Applicable):                    %


4. Name of Teacher / Instructor / Authorized Representative (Name and Position)

                                                                             (print clearly)


5. Performance comments (optional):




Signature:

Date:




                                               7
                                                               Form C



                Top 10 Physical Activity Choices

        ACTIVITY                    POSITIVE        NEGATIVE




How do you think you will keep fit in the future?




                                        8
                                  Healthy Eating

Step 1: Carefully read “Maintaining Healthy Habits” found on Canada’s Food Guide

website (see link below). Record all information on Form D.

http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/maintain-adopt/index-eng.php


Step 2: From the paragraph “Steps towards Better Health and a Healthy Body

Weight”, find the recommended number of servings per day for the four food groups for your

age and gender. (click on amount)


Step 3: In the same paragraph, click on type and list two important factors you should look

for in each food group


Step 4: Go back to “Maintaining Healthy Eating” and click on “Limiting Foods”.

List 3 foods and/or drinks that you should limit in your diet and include 3 healthy choices that

would help improve your diet.


Step 5: Go back to the “Maintaining Healthy Eating” and go to the left side of the page

and click “My Food Guide”. Click on “Start Building my Food Guide”. Complete the

Food Guide and print a copy.


Step 6: By using the Canada Food Guide and the information you have collected, name 4

ways you could improve your eating habits. (ie. What food group should you eat more of,

what foods should you cut back on, do you eat breakfast? etc.)


                                               9
                                Healthy Eating                            Form D



1) Food Groups                                        # of Servings/Day




2) Two Important Factors to look for in each Food Group:

Fruits & Vegetables




Grain Products




Milk & Alternatives




Meat & Alternatives




3) Foods to Limit


   Healthy Choices


4) List 4 ways you could improve your eating habits
   1.


   2.


   3.


   4.



                                      10
                     Stress Management
               A Teen’s Guide to Understanding
                         and Managing Stress




 Carefully read the following information on stress.
 Complete the Stress Index Test found at the Canadian Mental Health
  Association website:
  http://www.cmha.ca/bins/content_page.asp?cid=4-42-216&lang=1.
 Print out and attach (see sample on next page) your results and write
  down your score and comments given.
 Complete the Healthy Living Stress Management Sheet (Form E).




                                    11
12
                               Coping with Stress

What is Stress?

“Stress” is defined as the way our bodies and minds react to life changes.           It is the
uncomfortable feeling you get when you’re worried, scared, angry, frustrated or overwhelmed.
Since adolescence is a period of significant change, including physical, emotional, social and
academic changes, many teens are under more stress than at any other time of their life.

What Causes Stress?
Stress comes from many different places. Here are some typical examples:

   From parents. “Hurry up, finish this, do your homework, go out for the team, practice
   your music, do your best, stay out of trouble, make more friends, don’t ever try drugs, you
   have to do better, it’s not good enough.”
   From Friends. “Be cool, try this, show us you aren’t a loser, don’t hang out with those
   dorks.”
   From School. “You’re work is late again. I will not accept this assignment as this is the
   third time I’ve spoke to you about getting your work in on time.”
   Even from yourself. “I need to lose weight, wear the right clothes, get better grades,
   score more goals, and show my parent I’m not a baby.”

And also from:
      Watching parents argue or dealing with peer conflicts
      Figuring out how to be independent
      Feeling pressure to get good grades and to make career decisions
      Being pressured to try drugs, alcohol or sex
      Not being good enough at sports
      Worrying about how your body looks
      Worrying about neighbourhood or world problems
      Feeling guilty
      Worrying about your future

                                               13
                       Teenage “Stress Overload” Signs

          Increased physical illness (headaches, stomach aches, muscle pains, chronic fatigue)
          “Shutting down” and withdrawal from people and activities
          Increased anger or irritable; lashing out at others
          Increased tearfulness and feelings of hopefulness
          Chronic feelings of worry or nervousness
          Difficulty sleeping and eating or sleeping too much
          Difficulty concentrating
          Feeling overwhelmed

Our body’s natural reaction to life events that we perceive as overwhelming is the “fight or
flight” response, which may produce a faster heart rate, increased blood flow, shallow
breathing, a sense of dread and a desire to escape. However, teens can teach themselves to
perceive life challenges as being within their control and can even change their body’s
reactions to such events, promoting a lower heart rate, deeper breathing, clearer thinking and
feelings of calmness and control. There are many stress management skills that promote the
relaxation response.

How do People Deal with Stress?
      Nobody can avoid all stress, but you can learn ways to deal with it. When you’re
       stressed, it is normal to want to feel better.
      Harmful choices (such as drugs, cigarettes, alcohol, bullying, fighting & driving fast)
       might feel good for a couple of minutes, but they can be dangerous. They end up
       messing up your life, and then you become a lot more stressed. They’re especially
       dangerous if they are the only way you manage stress. This is one of the ways
       addictions start.
      However, there are many healthy ways to dealing with stress. They are safe, help you
       feel better and end up making you feel happier.



                                                 14
              Stress Management Skills for Teens
   Learning to recognize your symptoms of stress and simple ways you can relax that
    works for you
   Taking deep breaths accompanied by thoughts of being in control (“I can handle this”
    or I can do this”)
   Using progressive muscle relaxation (repeatedly tensing and relaxing large muscles of
    the body, starting at the feet and moving upwards)
   Setting small goals and breaking tasks into smaller manageable chunks
   Making lists of what you need to get done
   Staying positive
   Exercising and eating regular meals
   Going for a walk or listening to music
   Focusing on things you can control
   Letting go of things you cannot control
   Talking about problems or concerns with others including friends, parents or other
    trusted adults
   Trying meditation (it’s been proven that 10-15 minutes each morning helps you think
    more calmly throughout the day
   Making sure your expectations of yourself are realistic
   Scheduling breaks and enjoyable activities such as music, art, sports and socializing
   Rehearsing and practicing feared situations (eg. Practicing for an interview or asking
    someone out)
   Accepting yourself as you are and learn to identify your unique strengths, then build on
    them, and realize no one is perfect!!

                                            Sources:
                          www.aap.org/stress/buildres1-A.cfm
           www.lifespan.org/services/childhealth/parenting/teen-stress.htm

                                              15
                                                                                         Form E


                                  Healthy Living
                            (Stress Management Form)
Every "yes" response on the stress index test indicates that item is a stressor in your life. List
the top 3 stressors that were identified as a concern.
1.

2.

3.

List 3 signs and symptoms you exhibit when you are under stress.

Signs (actions)                                 Symptoms (what happens to my body)




What are 4 stress management skills (p. 14) you could use to reduce your stress?


1.
2.
3.
4.

Who can you talk to or where can you turn if you need help dealing with stress?




Remember, how we perceive a stress-provoking event and how we react to it determines its
impact on our health. We may be motivated and invigorated by the events in our lives, or we
may see some as "stressful" and respond in a manner that may have a negative effect on our
physical, mental and social well-being. If we always respond in a negative way our health and
happiness may suffer. By understanding ourselves and our reactions to stress-provoking
situations, we can learn to handle stress more effectively.

                                                16
               Community Connections

Life after graduation may include responsibilities in the work force or

at a post secondary institution. As part of the Grad Transition we want

to make sure our students enhance their employability skills and

increase their personal and professional capacities before graduation.

Two components in the Community Connections are:

   Work Experience

     Volunteer Experience




                                  17
                        Community Connections

Step 1 - 30 Hours of Work or Volunteer Experience

       Provide documentation of work/volunteer experience eg. letter, form or certificate
        signed by the employer, community person or agency/organization, pay slip, log sheet
        (Form F) etc.

Step 2 - Work/Volunteer Experience Reflection
       Describe the procedures used in performing tasks (Form G)
       Identify the tools and/or equipment used in performing tasks
       Describe how the tasks contribute to the development of employability or life skills
           o Identify the Fundamental skills developed (Employability 2000 document)
           o Identify the Self-Management Skills developed (Employability 2000 document)
           o Explain how skills can be transferred to other situations

Step 3 - Participate in a community service event or activity
              (unless you used volunteer hours in Step 1)

   Provide documentation of participation in a community service activity or event eg. letter,
    Form H or certificate signed by the employer, community person or agency/organization.
    ***Note this is a Volunteer activity not as part of a class or paid work

Step 4 - Describe the Community Event or Activity
   Describe the tasks performed and the benefits to the community and student .
    (Form H)




                                              18
                                                                              Form G
                                                                              (p.1 of 5)




                      Community Connections
   30 hrs. Work OR 30 hrs. Volunteer Experience Reflection

Student Name:                                                     ______________

Workplace:                                                                _________

Work Supervisor:                                                          _________

Telephone:

Dates of Work Experience or Volunteer Experience: _________________________

Number of Hours Worked: ________________


Documentation Provided:         Letter       Certificate       Pay Stub

                                Other


Describe the type of work done and the procedures used in performing tasks.




                                             19
                                                                                          Form G
                                                                                          (p.2 of 5)
Identify the tools and/or equipment used in performing tasks.




What skills did you learn that will be helpful in the future?




EMPLOYABILITY SKILLS:

   Fundamental Skills
   You will be better prepared to progress in the world or work when you have the
   Fundamental Skills needed as a base for further development.


   From the list below, identify the Fundamental Skills you used or developed in
   this work or volunteer experience:


   Communicate
   Read and understand information presented in a variety of forms
       (eg. Words, graphs, charts, diagrams).
   Write and speak so others pay attention and understand.
   Listen and ask questions to understand and appreciate the points of view of others.
   Share information using a range of information and communications technologies
       (eg. Voice, e-mail, computer)
   Use relevant scientific, technological, and mathematical knowledge and skills to explain or clarify
   ideas
   Other (Explain):




                                                  20
                                                                                    Form G
                                                                                    (p.3 of 5)

Manage Information

Locate, gather and organize information using appropriate technology and information systems
Access, analyze, and apply knowledge and skills from various disciplines (eg. Arts, languages,
science, technology, mathematics, social sciences, and the humanities).
Other (Explain):


Use Numbers

Decide what needs to be measured or calculated
Observe and record data using appropriate methods, tools, and technology
Make estimates and verify calculations
Other (Explain):


Think & Solve Problems

Assess situations and identify problems
Seek different points of view and evaluate them based on facts
Recognize the human, interpersonal, technical, scientific and mathematical dimensions of a
problem
Readily use science, technology, and mathematics as ways to think, gain and share knowledge,
solve problems, and make decisions
Evaluate solutions to make recommendations or decisions
Implement solutions
Check to see if a solution works, and act on opportunities for improvement.
Other (Explain):


PERSONAL MANAGEMENT SKILL

From the list below, identify the Personal Management Skills you used or
developed in this work or volunteer experience:

Demonstrate Positive Attitudes & Behaviours

Feel good about yourself and feel confident
Deal with people, problems, and situations with honesty, integrity, and personal ethics
Recognize your own and other people’s good efforts
Take care of your personal health
Show interest, initiative, and effort
Other (Explain):



                                              21
                                                                              Form G
                                                                              (p.4 of 5)


Be Responsible

Set goals and priorities balancing work and personal life
Plan and manage time, money, and other resources to achieve goals
Assess, weigh, and manage risk
Be accountable for your actions of your group
Be socially responsible and contribute to your community
Other (Explain):

Be Adaptable

Work independently or as a part of a team
Carry out multiple tasks or projects
Be innovative and resourceful; identify and suggest alternative ways to achieve goals and
get the job done
Be open and respond constructively to change
Lean from your mistakes and accept feedback
Cope with uncertainty
Other (Explain):

Learn Continuously

Be willing to continuously learn and grow
Assess personal strengths and areas for development
Set your own learning goals
Identify and access learning sources and opportunities
Plan for and achieve your leaning goals
Other (Explain):

Work Safely

Be aware of personal and group health and safety practices and procedures, and act in
accordance with these
Other (Explain):


TEAMWORK SKILLS

You will be better prepared to add value to the outcomes of a task, project or team if you
have the Teamwork Skills and attributes needed to contribute productively.


                                           22
                                                                               Form G
                                                                               (p.5 of 5)

From the list below, identify the Teamwork Skills you used or developed in
this work or volunteer experience:

Work With Others

Understand and work within the dynamics of a group
Ensure that a team’s purpose and objectives are clear
Be flexible; respectful and open to and supportive of the thoughts, opinions and
contributions of others in the group
Recognize and respect people’s diversity, individual differences, and perspectives
Accept and provide feedback in a constructive and considerate manner
Contribute to a team by sharing information and expertise
Lead or support when appropriate, motivating a group for high performance
Understand the role of conflict in a group to reach solutions
Manage and resolve conflict when appropriate
Other (Explain):


Participate in Projects and Tasks

Plan, design or carry out a project or task from start to finish with well-defined objectives
and outcomes
Develop a plan, seek feedback, test, revise, and implement
Work to agreed quality standards and specifications
Select and use appropriate tools and technology for a task or project
Adapt to changing requirements and information
Continuously monitor the success of a project or task and identify ways to improve
Other (Explain):


Explain how the skills you learned or developed can be transferred to other situations.




   Feel free to use this template of provide your own documentation for your responses.


                                            23
                                       Employability Skills 2000+
       The skills you need to enter, stay in, and progress in the world of
         work - whether you work on your own or as a part of a team

FUNDEMENTAL SKILLS                              TEAMWORK SKILLS                      PERSONAL MANAGEMENT SKILLS

The skills needed as a base for further         The skills and attributes needed     The personal skills, attitudes and
Development. You will be better prepared        to contribute productively           behaviours that drive one’s potential
to progress in the world of work when you       You will be better prepared to       for growth You will be able to offer yourself
can:                                            add value to the outcomes of a       greater possibilities for achievement when
                                                task, project or team when you       you can:
Communicate                                     can:
• read and understand information                                                    Demonstrate Positive Attitudes
presented in a variety of forms (e.g.,          Work with Others                     & Behaviours
words, graphs, charts, diagrams)                • understand and work within         • feel good about yourself and be confident
• write and speak so others pay attention       the                                  • deal with people, problems and
and understand                                  dynamics of a group                  situations with honesty, integrity and
• listen and ask questions to understand        • ensure that a team’s purpose       personal ethics
and appreciate the points of view of others     and objectives are clear             • recognize your own and other people’s
• share information using a range of            • be flexible: respect, be open to   good efforts
information         and        communications   and supportive of the thoughts,      • take care of your personal health
technologies                                    opinions and contributions of        • show interest, initiative and effort
(e.g., voice, e-mail, computers)                others in a group
• use relevant scientific, technological and    • recognize and respect people’s     Be Responsible
mathematical knowledge and skills to            diversity, individual differences    • set goals and priorities balancing work
explain or clarify ideas                        and perspectives                     and personal life
                                                • accept and provide feedback        • plan and manage time, money and other
Manage Information                              in a                                 resources to achieve goals
• locate, gather and organize information       constructive and considerate         • assess, weigh and manage risk
using appropriate technology and                manner                               • be accountable for your actions and the
information systems                             • contribute to a team by            actions of your group
• access, analyze and apply knowledge and       sharing                              • be socially responsible and contribute to
skills from various disciplines (e.g., the      information and expertise            your community
arts, languages, science, technology,           • lead or support when
mathematics, social sciences, and the           appropriate, motivating a group      Be Adaptable
humanities)                                     for high performance                 • work independently or as a part of a team
                                                • understand the role of conflict    • carry out multiple tasks or projects
Use Numbers                                     in a group to reach solutions        • be innovative and resourceful: identify
• decide what needs to be measured or           • manage and resolve conflict        and suggest alternative ways to achieve
calculated                                      when appropriate                     goals and get the job done
• observe and record data using appropriate                                          • be open and respond constructively
methods, tools and technology                   Participate in Projects &            to change
• make estimates and verify calculations        Tasks                                • learn from your mistakes and accept
                                                • plan, design or carry out a        feedback
Think & Solve Problems                          project or task from start to        • cope with uncertainty
• assess situations and identify problems       finish with well-defined
• seek different points of view and evaluate    objectives and outcomes              Learn Continuously
them based on facts                             • develop a plan, seek feedback,     • be willing to continuously learn
• recognize the human, interpersonal,           test, revise and implement           and grow
technical, scientific and mathematical          • work to agreed quality             • assess personal strengths and areas
dimensions of a problem                         standards and specifications         for development
• identify the root cause of a problem          • adapt to changing                  • set your own learning goals
• be creative and innovative in exploring       requirements and information         • identify and access learning sources
possible solutions                              • continuously monitor the           and opportunities
• readily use science, technology and           success of a project or task and     • plan for and achieve your learning goals
mathematics as ways to think, gain and          identify ways to improve             Work Safely
share knowledge, solve problems and             • select and use appropriate         • be aware of personal and group health
make decisions                                  tools and technology for a task      and safety practices and procedures, and
• evaluate solutions to make                    or project                           act in accordance with these.
recommendations or decisions
• implement solutions
• check to see if a solution works, and act
on opportunities for improvement




                                                               24
                                                                                  Form H



                               Graduation Transition
                        Confirmation of Volunteer Service
                  (Can be an official volunteer position or arranged privately)


I would like to confirm that

has completed            hours of service in the (Select) School or Community / Organization /

Business Name / School Activity:



Describe the specific job or duty performed in/for the school or community:




The activity was completed on, or between the following dates:

                                         and

Name of Supervising adult:

Contact Phone number of supervisor:

Performance comments (optional):




Signature:                                                    Date:


                                               25
                           Career and Life
It is important for students to explore personal, school and career goals in

order to make a successful transition after high school. Planning for life after

grade 12 is an ongoing process and requires a lot of thought and research.



Five components in the Grad Transition plan to help make this process easier

are listed below:

  Evidence of Growth throughout your school years

  Transition Activities

  Goals for grad year

  Plans for the future

  Resume & cover letter writing




                                      26
                          Career & Life
                     Grade 12 Transition Plan


                      Post Secondary Checklist
The following is a checklist of things that would be worthwhile for you as a
graduate. This is for your information; you do not need to produce
evidence for your presentation.

Things I need to have before I graduate:

□   Social Insurance Card
□   Medical Health Plan/Care Card
□   Copy of Birth Certificate
□   Personal Banking (account in your own name)
□   Financial Plan
□   Summer employment application
□   Filled a TD 1 Form (Tax Category Application)
□   Passport (if you are intending on traveling outside of Canada)
□   Arrangements to get your Passport to Education




                                      27
                   Career & Life
 Evidence of Growth Reflecting Attributes of a BC Graduate

Please showcase your particular passions and successes in this section.

             You must show evidence
                of the following:

  □ Your interests.
  □ Your skills & accomplishments - including art, technology or
      applied skills (ie. woodworking, metal, sewing, foods,
      mechanics, etc.)
  □   Any activities that you are involved in outside of school such
      as sports, music, dance, clubs/organizations, etc.

Examples you can use:
         Pictures
         Class work
         Artwork
         Videos
         Projects you have completed either at school or as a
          hobby
         Certificates, Diplomas or School Awards
         Community awards which show your involvement in
          either sports, volunteer or other extra-curricular
          activities within the community

      Must be a minimum of three pages
                                  28
                                        Attributes of a BC Graduate
During a year-long, province-wide consultation, thousands of BC citizens identified the following
characteristics of the ideal BC graduate
In their intellectual development, graduates should achieve:
■ competency in reading, writing, mathematics, social studies and science, including the ability to use
these skills in problem-solving and decision-making
■ the ability to use and understand information technologies
■ the ability to communicate effectively with a range of audiences; this includes the ability to access,
synthesize and present information; it also includes
– knowledge of both a first and second language
– an understanding and appreciation of artistic and aesthetic expression
■ the ability to think critically and solve problems, using information to develop    opinions and make
sound judgments and decisions
■ an understanding of the importance of a lifelong commitment to continuous learning
In their human and social development, graduates should achieve:
■ the knowledge and skills required to be socially responsible citizens who act in caring and principled
ways, respecting the diversity of all people and the rights of others to hold different ideas and beliefs
■ the knowledge and understanding they need to participate in democracy as Canadian and global
citizens, acting in accordance with the laws, rights and responsibilities of a democracy
■ the attitudes, knowledge and positive habits they need to be healthy individuals, responsible for their
physical and emotional well-being
■ the attitudes and competencies they need to be community contributors who take the initiative to
improve their own and others’ quality of life
In their career development, graduates should achieve:
■ the confidence and competencies they need to be self-directed individuals who display initiative, set
priorities, establish goals, and take responsibility for pursuing those goals in an ever-changing society
■ knowledge and understanding of the range of career choices available to them, the prospects for
success in those careers, and the actions required to pursue specific career paths
■ experience in planning for, and working towards, career and life goals
■ the skills required to work effectively and safely with others, and to succeed both as individual and
collaborative workers


    The Graduation Program is designed to support every graduate to acquire these attributes.

                                                     29
                                                                                      Form I


              Complete transition activities that support career,
                           life and learning goals

   Participate in career-related activities outside the school setting (eg. work experience,
    job shadowing, job fairs, seminars, open-houses, workshops) and/or engage in ongoing
    career research and self-assessment eg Career Cruising


    List career-related activities you have participated in such as:
    work experience, job shadowing, job fairs, seminars, open-houses, and
    workshops.

    Record the activities that you have been involved in:

    1.

    2.

    3.

    4.

    5.

    6.

    7.

    8.




                                            30
Step 5: Plans for the Future

What are your plans after Graduation?

You will need to complete both Plan A and Plan B in order to be prepared if Plan A doesn’t
work out.




                                      PLAN “A”
My Plan A for after I graduate is: (check one)

    Attend School           Start or continue               Work                   Other
                            apprenticeship
                                training
                                                                                   
   Complete the                                      Complete the Work        Write a half page
   Education box                                    box on the next page   describing what your
      below                 Complete the                                      future plans are
                         Education box below



                                  PLAN A – Education

Post Secondary Institute:

Degree, Diploma or Certificate Program

Pre-requisites for Admission:




GPA required For Acceptance

Closing Date for Application:

How Much will it Cost?

Are you applying for any Scholarships or Bursaries
                                            -OR-
COMPLETE FINANCIAL PLAN “A” ON PAGE 33




                                                31
                                    PLAN A – Work


Where:


How Many Hours:


Job Title:


Duties:


                                           -OR-
Wage:


Transportation (how will you get there):


COMPLETE FINANCIAL PLAN “A” ON PAGE 33




                                            32
                   Monthly Budget for Plan A

INCOME

Part/Full Time Earnings:                          $
Cash/Savings:                                     $
Student Loan:                                     $
Awards/Passports/Scholarships:                    $
Other Income:                                     $

      TOTAL INCOME:                               $             (A)


EXPENSES

Rent/Housing                                      $
Hydro                                             $
Heat (Gas)                                        $
Telephone                                         $
Cable                                             $
Groceries                                         $
Eating out                                        $
Clothing                                          $
Personal Hygiene (shampoo, deodorant, etc)        $
Grooming (Hair, Make-up)                          $
Bus Pass                                          $
Car Payments                                      $
Car Insurance                                     $
Gas/Oil                                           $
Car repairs                                       $
Medical and Dental                                $
Prescriptions                                     $
Entertainment                                     $
Fitness                                           $
Tuition                                           $
Books/Supplies                                    $
Other                                             $

      TOTAL EXPENSES:                             $              (B)

GRAND TOTAL:                                      $              (C)

                                                  (A – B = C)

Are your expenses more than your income? If yes, explain how you will
cover these expenses:




                                     33
                                        PLAN “B”

My Plan B for after I graduate is: (check one)

     Attend School           Start or continue                Work                   Other
                             apprenticeship
                                 training
                                                                                     
    Complete the                                       Complete the Work        Write a half page
    Education box                                     box on the next page   describing what your
       below                   Complete the                                     future plans are
                            Education box below


                                  PLAN B – Education

Post Secondary Institute:

Degree, Diploma or Certificate Program

Pre-requisites for Admission:




GPA required For Acceptance

Closing Date for Application:

How Much will it Cost?

Are you applying for any Scholarships or Bursaries

                                             -OR-
COMPLETE FINANCIAL PLAN “A” ON PAGE 36




                                                  34
                                    PLAN B – Work


Where:


How Many Hours:


Job Title:


Duties:


                                           -OR-
Wage:


Transportation (how will you get there):


COMPLETE FINANCIAL PLAN “A” ON PAGE 36




                                            35
                   Monthly Budget for Plan A

INCOME

Part/Full Time Earnings:                          $
Cash/Savings:                                     $
Student Loan:                                     $
Awards/Passports/Scholarships:                    $
Other Income:                                     $

      TOTAL INCOME:                               $             (A)


EXPENSES

Rent/Housing                                      $
Hydro                                             $
Heat (Gas)                                        $
Telephone                                         $
Cable                                             $
Groceries                                         $
Eating out                                        $
Clothing                                          $
Personal Hygiene (shampoo, deodorant, etc)        $
Grooming (Hair, Make-up)                          $
Bus Pass                                          $
Car Payments                                      $
Car Insurance                                     $
Gas/Oil                                           $
Car repairs                                       $
Medical and Dental                                $
Prescriptions                                     $
Entertainment                                     $
Fitness                                           $
Tuition                                           $
Books/Supplies                                    $
Other                                             $

      TOTAL EXPENSES:                             $              (B)

GRAND TOTAL:                                      $              (C)

                                                  (A – B = C)

Are your expenses more than your income? If yes, explain how you will
cover these expenses:



                                     36
INCLUDE:


      Updated Resume (see sample on the following pages (p. 39 - 41) AND
                          Action Words for Resumes (p. 42)


      Sample of a Cover Letter (See Sample 43)



Students applying for scholarships will also need to include the following:
     Application for Scholarships & Bursaries

     Autobiographical Essay

     Letters of Reference




                                        37
                                     Your Name
                                     123 Anywhere
                               Mission, B.C. V2V 8D8
                                    (999) 999-9999
                              email: name@provider.com


OBJECTIVE: (Explain briefly what kind of employment you are seeking.)
Position in Retail Sales
                             SUMMARY OF QUALIFICATIONS
(List your attributes and qualifications related to the job opening that you may have to offer.)
         3 years customer service experience
         Accurate with money transactions
         Hard working, reliable and friendly
         Worked part-time while attending school
         Professional attitude towards customers

                                    WORK EXPERIENCE
(List dates of jobs you have held and job skills.)
  Sales Associate, Joe's Department Store, City, Province Dates Employed
         Greeted customers
         Assisted customers with selection, purchases
         Balanced cash drawer
         Handled exchanges and returns
         Responded to customer complaints

 Cashier, Joe's Department Store, City, Province               Dates Employed
       Rang up customers' purchases
       Processed cash, credit card purchases
       Balanced cash drawer

 Customer Service Rep, Pacific Bell, City, Province    Dates Employed
      Telemarketing for phone company
      Processed cash, credit card purchases
      Assisted customers with problems and complaints

 EDUCATION
 Oceanside High School
 Diploma, 2000
 4.0 GPA, Student Leadership Award, Captain of Team…

 REFERENCES:
 Name, Company, Position
 Phone Number

 Name, Company, Position
 Phone Number

                                           39
                 ACTION WORDS FOR RESUMES
   The word list is categorized into various skill areas
   Action verbs give your resume power and direction
   Represent clear/concise message about your skills to the employer
Manual Skills             Teaching Skills           Communication       Management
Assembled                 Influenced                Influenced          Developed
Bent                      Persuaded                 Persuaded           Planned
Bound                     Briefed                   Helped              Organized
Controlled                Informed                  Directed            Executed
Cut                       Encouraged                Lead                Supervised
Operated                  Communicated              Reasoned            Scheduled
Tended                    Advised                   Sold                Assigned
Ground                    Guided                    Developed           Directed
Set-up                    Coached                   Recruited           Coordinated
Fed                       Instructed                Created             Analyzed
Moved                     Explained                 Negotiated          Delegated
Lifted                    Enlightened               Arranged            Hired
Pulled                    Stimulated                Mediated            Recommended
Shipped                   Invented                  Reconciled          Evaluated
Handled                   Adapted Adopted           Obtained            Administered
Drilled                   Facilitated               Wrote               Produced
                          Coordinated               Interpreted         Controlled
Financial Skills          Developed                 Enlisted
Calculated                Enabled                   Motivated           Detailed Skills
Computed                  Clarified                 Read                Approved
Planned                   Evaluated                 Spoke               Validated
Managed                   Decided                                       Retained
Budgeted                  Initiated                 Research Skills     Executed
Audited                                             Clarified           Dispatched
                          Creative Skills
Appraise                                            Surveyed            Responded
                          Innovated
Researched                                          Interviewed         Implemented
                          Developed
Analyzed                                            Investigated        Enforced
                          Created
Dept Records                                        Inspected           Met deadlines
                          Imagined
Detailed                                            Gathered            Arranged
                          Designed
Allocated                                           Examined            Judged
                          Planned
Administered                                        Diagnosed           Collected
                          Integrated
Developed                                           Reviewed            Compiled
                          Generated
Solved                                              Organized           Purchased
                          Perceived
                                                    Evaluated           Compared
                          Visualized
Helping Skills                                      Critiqued           Inspected
                          Fashioned
Related                                             Collected           Organized
                          Shaped
Guided                                              Interpreted         Classified
                          Wrote
Led                                                 Decided             Operated
                          Performed
Adjusted                                            Wrote               Copied
                          Acted
Serviced                                            Extracted           Retrieved
                          Played
Attended                                            Extrapolated        Recorded
                                                    Synthesized         Processed
                                               39
Date

Contact Person's Name
Contact Person's Position or Title
Company's Name
Company's Street Address
Company's City, Province, and Postal Code

Dear Mr./Ms. Contact Person's Name:

In response to your ad in (the name of the newspaper or periodical), I would like to
apply for (the title of job position). The qualities you need are a close match for the ones
that I have developed in my education and employment.

This paragraph should highlight special skills, abilities and education. Sell yourself
and let them know why you are the best candidate.
        For example: I am currently attending Mission Secondary School, and plan to
         complete a certificate program by May of 200_. I have knowledge of many of
         your desired skills, and this position would give me the practical experience
         needed in my career field.

I am confident that my knowledge and abilities would be of value to your company. I
would like to request a few minutes of your time to discuss my qualifications. I will contact
you on date you will call to arrange a meeting. If you have any questions in the meantime,
please do not hesitate to call.

Sincerely,



Student Name
Address
City, Province, Postal Code
Phone
Email

Enclosure: Resume



                                             43
                          Graduation Transitions
                         Career & Life Presentation
“Showcase selected components of the Transition Plan, eg. an exit interview, presentation,
conversation with a teacher, or other manner determined by the school or school district.”

Students will choose one of the following presentation alternatives and confirm their
choice with those involved and their advisor.

Following are your choices:

  □ Staff member with whom you have a special relationship or who has specific
     knowledge relevant to the student’s interests, ie. Applied Skills, Fine Arts,
     Academic, Chef Training etc.

  □ Administrator

  □ Counselor

  □ Elementary School Staff member

  □ Other – an adult of the student’s choice approved by an advisor. The interview will
     be conducted on the school premise

  □ Make sure you get the Presentation Verification Form
    completed by your interviewer (Form K)




                                            44
                                                                   Form K


                    Presentation Verification

The Ministry of Education has indicated that Graduation Transitions is
going to be reported on the student’s transcripts and report cards as:

                            “Requirement Met”


Below is the evaluation sheet that you will take to your presentation to be
completed by the individual that saw your presentation. This becomes your
evidence.


     Presenter (Student):

     Date:

     “Presentee”:

     Comments:




                                    45

				
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