Grade 10 Careers by mrl19919



    Course Of Study
     Career Studies

Course Overview
Career Studies

Course Developers: Pamela Roberts, Paul Schneider

Course Description
This course teaches students how to develop and achieve personal goals in education and work
and contribute to their communities. Student learning will include assessing their own know-
ledge, skills, and characteristics and investigating economic trends, workplace organization, work
opportunities, and ways to search for work. The course explores postsecondary learning options,
prepares students for community-based learning, and helps them build the capabilities needed for
managing work and life transitions. Students will design action plans for pursuing their goals.

Units: Titles and Time
 Unit 1 Why Am I Doing This?                                                       10 hours
  Unit 2 Who Am I?                                                                 10 hours
  Unit 3 What is Out There for Me?                                                 10 hours
 Unit 4 How Do I Get Where I Want to Go?                                           10 hours
  Unit 5 How Far Have I Come?                                                      10 hours

Unit Overviews

Unit 1: Why Am I Doing This?
Unit Description
The students will use a model to make balanced decisions; map out the roles they will
play in their careers and lives; assess who they are and how it affects their career; and
identify changes in the world that will affect their career.

    Activity            Assessment                                  Focus
1. Balanced     Knowledge/Understanding Apply the balanced-decision making model to
decision-       Application             scenarios to be role-played or presented in front of
making          Communication           the class.
2. Defining     Knowledge/Understanding Mapping of the different areas of a career.
careers         Thinking/Inquiry

3. Collecting   Knowledge/Understanding Compile a list of credentials from life experiences.
credentials     Thinking/Inquiry
4. Change in    Knowledge/Understanding Groups create a poster of past, present and future
the World of    Thinking/Inquiry        trends in jobs.
Work            Communication           Interview someone over 60 to learn of changes in the
                Application             world of work.
Unit 2: Who Am I?
Unit Description
The students will assess their interests, skills, values and accomplishments, analyse this
information to create a personal profile; describe what influences have shaped them; set
broad career goals; explain how skills they possess now are useful in their careers, and
plan ways to build upon these skills.

    Activity            Assessment                                  Focus
1. What are my  Knowledge/Understanding Take interest inventories and interpret the results
interests and   Thinking/Inquiry
skills?         Application
2. How am I     Knowledge/Understanding Take a skills and multiple intelligences inventory.
smart? How do   Thinking/Inquiry
I learn?        Application
3. What are my  Knowledge/Understanding An essay on what you are proud of.
personal        Thinking/Inquiry        Create a profile of all the information gathered from
characteristics?Application             the inventories.
4. My values    Knowledge/Understanding Rank a list of values from most to least important and
and influences. Thinking/Inquiry        discuss them.
                Communication           Role play scenarios where values are in conflict.
5. Transferable Knowledge/Understanding Group project: create an instructional poster of one
Skills          Thinking/Inquiry        transferable skill and present to the class.

Unit 3: What is Out There For Me?
Unit Description
Students will conduct research on work and learning opportunities; match their skills to different
occupations; assess the advantages and disadvantages of self-employment; discuss employment
rights and responsibilities; predict and learn how to cope with change in the world; and continue
to investigate broad career goals.
     Activity             Assessment                                 Focus
1. Exploring    Knowledge/Understanding Research on the internet various Professional
fields of work Application              Associations and the National Occupational
                Communication           Classification
2. Being an     Knowledge/Understanding Take a quiz to find out if you have what it takes to be
entrepreneur    Thinking/Inquiry        an entrepreneur.
                Communication           Discussion of the pros and cons of entrepreneurship.
3. Workplace Knowledge/Understanding Learn the laws that protect young workers.
safety          Thinking/Inquiry        Discuss common workplace safety issues and how to
                Application             respond in each situation
4.Trends and Knowledge/Understanding Learn about how attitude affects how you deal with
change          Thinking/Inquiry        change. Discussion of work-related stress, the effects
                Communication           on the individual, and ways to deal with it.
5. The world of Knowledge/Understanding .Learn the differences between university, college,
learning        Thinking/Inquiry        and apprenticeship programs.
                Communication           Research personal learning goals on the internet.
Unit 4: How Do I get Where I Want to Go?
Unit Description
Students will set work, learning, and personal community goals; research the job market;
create job application tools; market themselves; interview and be interviewed; and plan a
part-time job work search.

    Activity             Assessment                               Focus
1. Balanced       Knowledge/Understanding Create a plan of action based on goals and decisions.
decision-         Thinking/Inquiry        Review Annual Learning Plan (AEP) and graduation
making, goals     Application             requirements.
and plan of       Communication
2. The job        Knowledge/Understanding Learn ways to gain access to the job market.
market and        Thinking/Inquiry
3. Applying for   Knowledge/Understanding Fill out an application. Create a cover letter and
a job             Thinking/Inquiry        resume. Compare exceptional and poorly written
                  Application             resumes.

4. Interviewing Knowledge/Understanding Learn about interviewing skills
skills          Thinking/Inquiry        Practice interviewing skills through role-play and
                Communication           peer and teacher feedback.

Unit 5: How Far Have I Come?
Unit Description
Students will reflect on the career development process; examine their attitude toward
future planning and change; and incorporate life-long learning into their career plan.

    Activity             Assessment                                Focus
1. Attitudes      Knowledge/Understanding Students will learn about people who have shown
                  Application             resilience, adaptability and self-confidence.
2. Life-long      Knowledge/Understanding Students will reflect on life-long learners they know
learning          Thinking/Inquiry        and how they plan to be life-long learners.

3. Reflection     Knowledge/Understanding Students will reflect on the “High Five” principles
                  Thinking/Inquiry        that are key to the career development process.
Teaching/Learning Strategies
Teachers will adapt teaching/learning strategies throughout this course to suit students’ needs.
Although the expectations for the three strands are listed separately in the policy document,
instructional strategies encompass all of the strands in a holistic way.

                               Teaching/Learning Strategies Used
          Independent work, group work, organizational mapping, teacher directed
         discussion, shared reflection, portfolio, interviews, editing and revising, display
         boards, research hand-outs, group discussion, brainstorming, student research,
         projects, teacher as facilitator, demonstration, lecture, guided improvisation,
         information sharing, analytical writing, performing, collective collaboration,
         role-playing, and peer feedback.

Assessment & Evaluation of Student Achievement
The assessment/evaluation in this course is divided into the four categories of the Achievement
Chart. The Knowledge category embraces what students know, the facts and information
contained in the course. The Application category includes assessments of the students’
application of their knowledge, particularly as demonstrated through the development of their
workplace portfolio. The Thinking/Inquiry category is used to gather assessments that
demonstrate the students’ abilities to think and analyse what it is they have learned. Finally, the
Communication category comprises assessments of how well the students communicate orally
and in writing.

Teachers must assess Learning Skills separately on the report card.

Overall evaluation of the course must be divided so that Course Work is weighted 70% and the
Culminating Performance Task is weighted 30%. Evaluation should be balanced across all four
categories of the Achievement Chart, for both the course work and the culminating task.

Culminating Performance Task – 30%

       Culminating         Knowledge/         Thinking/      Communication        Application
     Performance Task     Understanding        Inquiry

     Written Exam                                                                   

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