GWL3O: Designing Your Future

GWL3O: Designing Your Future

$590$680

This course prepares students to make successful transitions to postsecondary destinations as they investigate specific postsecondary options based on their skills, interests, and personal characteristics. Students will explore the realities and opportunities of the workplace and examine factors that affect success, while refining their job-search and employability skills. Students will develop their portfolios with a focus on their targeted destination and develop an action plan for future success.

Prerequisites:  No Prerequisite

Course Preview

 

OVERALL EXPECTATIONS

1. Personal Knowledge and Management Skills
Throughout this course, students will:
• Analyze their personal characteristics, strengths, interests, skills, and competencies to determine career-related goals;
• Maintain a portfolio for use in career planning that provides up-to-date evidence of knowledge, skills, interests, and experience;
• Demonstrate an understanding of the personal-management skills, habits, and characteristics that could contribute to success in their selected postsecondary destinations and independent adult life.

2. Interpersonal Knowledge and Skills
By the end of this course, students will:
• Demonstrate interpersonal and teamwork skills required for success in their school, work, and community activities;
• Demonstrate an understanding of the elements of group dynamics in a variety of settings;
• Explain ways in which they can make a contribution to their communities and ways in which the community can assist them with career planning.

3. Exploration of Opportunities/strong>
By the end of this course, students will:
• Use research skills and strategies to gather and interpret relevant information about work and learning opportunities;
• Analyze emerging social and economic trends and their impact on individuals, workplaces, and career opportunities;
• Describe, on the basis of research, opportunities in various occupational sectors and explain the requirements and challenges of selected occupations;
• Demonstrate an understanding of types of workplaces, their related workplace issues, and legislation governing the workplace.

4. Preparation for Transitions and Change
By the end of this course, students will:
• Demonstrate an understanding of the transition process and the strategies used to facilitate change;
• Demonstrate effective use of a variety of strategies and resources for finding work and creating work;
• Apply goal-setting and action-planning processes to prepare for the transition from secondary school to their first postsecondary destination and for future transitions in their career.

OUTLINE OF COURSE CONTENT

Unit Name of Unit Time Allocated in Hours
Unit 1 Who Am I? 25
Unit 2 What Are My Opportunities? 24
Midterm Point
Unit 3 Who Do I Want to Become 27
Unit 4 What is My Plan for Achieving My Goals? 22
Final Evaluation – Individual Growth Plan – Portfolio Assessment 9
  Total 110 hours

TEACHING / LEARNING STRATEGIES

A variety of teaching and learning strategies are used in this course to meet the needs of a diverse range of learners.

· Information & Socratic Videos
· Student Feedback Forms
· Graphic Organizers
· Discussion Forums
· Scenarios/Case Studies
· Interactive Video Tools
· My Blueprint Portfolio Tool
·  Problem-Based Learning
· Role play
· Presentations
· Prezi/PowerPoint
· Authentic Document Use
· Journal Reflections
· Cover Letter/Resume writing
· My Blueprint Assessment Tools
· Check-Up Quizzes
· Brainstorming
· Self-Assessment
· Independent Reading
· Audio casts
· Experiential Learning
·  Web Research
·  Note making

 

STRATEGIES FOR ASSESSMENT AND EVALUATION OF STUDENT PERFORMANCE

We believe that the goal of assessment and evaluation is to support and enhance student learning. Our academic program exposes students to a variety of assessment and evaluation methods and techniques at all grade levels to encourage the development of critical thinking skills, creative problem solving and meaningful learning experiences.

Assessment as Learning Assessment for Learning Assessment of Learning
Student Product
· Quizzes
· My Blueprint Assessment Tools
Student Product
· Quizzes
· Pre-Submission Reviews (Rough Draft)
· Journal reflection feedback
· My Blueprint Assessment Tools
· Setting and Tracking of Personal Goals
· Padlet Content
· Experiential Learning Reflections
· Learning Logs
· Role Play
Student Product
· Assignments
· Tests
· Portfolio
· Presentations
· Letters/Documents/Resume
· Audio/Video Files
· Case Studies/Scenarios
· Journal Reflections
Observation
· Video Conferencing Sessions
· Observation for Discussion Forum participation and submissions
Observation
· Class discussions
· Presentations
Observation
· Presentations
· Audio Files
· Video Files – Interviews, Role Play
Conversation
· Student/Teacher conferences (Checklist)
Conversation
· Student?Teacher conferences (Checklist)
· Small Group Discussion (Checklist)
· Pair Work
Conversation
· Student/Teacher Conferences (Checklist)

FINAL GRADE

The percentage grade represents the quality of the students’ overall achievement of the expectations for the course and reflects the corresponding achievement as described in the achievement chart for Guidance and Career Education.

  1. Term work will be 70% of the overall grade for the course;
  2. The final written exam will be worth 30% of the grade.

Achievement Categories

Criteria Strategy Percentage
Knowledge and Understanding The ability to demonstrate thorough knowledge and understanding of the topics covered. Usually students demonstrate knowledge by explaining concepts, theories or terms. 20%
Thinking and Inquiry The ability to use past knowledge to make connections and extensions to create new knowledge. Usually students demonstrate thinking through problem solving and creating new ideas and/or theories. 25%
Communication The ability to use the five pillars of literacy to communicate a concept, idea or theory to others. Usually students will demonstrate proper communication skills through reading, writing, speaking, viewing and representing. 25%
Application The ability to use the theory, concepts and knowledge acquired and apply it to experiences, new situations and different tasks. Usually, students will demonstrate application through performing tasks like cases, plans, situational analyses, etc. 30%

 

Achievement Chart

A Summary Description of Achievement in Each Percentage Grade Range And Corresponding Level of Achievement

Percentage Grade Range Achievement Level Summary Description
80–100% Level 4 A very high to outstanding level of achievement.  Achievement is above the provincial standard.
70–79% Level 3 A high level of achievement.  Achievement is at the provincial standard.
60–69% Level 2 Moderate level of achievement.  Achievement is below, but approaching the provincial standard.
50–59% Level 1 A passable level of achievement.  Achievement is below the provincial standard
Below 50% Level R Insufficient achievement of curriculum expectations.  A credit will not be granted

 

RESOURCES REQUIRED BY THE STUDENT

GWL3O online course of study
Computer with the Internet access
Access to myBlueprint planner

 

PROGRAM PLANNING CONSIDERATION

Role of Technology in the Curriculum

Rosedale Academy courses leverage the power of information and communication technologies to provide rich, dynamic learning experiences.  Students explore, evaluate and create concepts and works using a wide array of digital tools.  They demonstrate their learning through text, video, voice and visual assignments that teach multi-literacy and media skills.  Students also enhance their computer and technology skills in ways that are useful for their future academic and personal pursuits.

Teachers at Rosedale Academy get to know their learners, provide rich, descriptive feedback and assess student contributions and products AS, FOR and OF learning through digital technologies.  They enable rapid feedback and communication at any time without borders in our global community.

 

Tool Use Benefit
Discussion forums Whole class discussion (written) Creates a record of each student’s contributions.
Group activities Small group collaboration and discussions. Encourages student participation.
Live video conferencing sessions Teacher leads the lesson with students as a class.  Teacher holds reviews sessions with whole class or individuals. Observations of whole class and individual students.  Assessment for learning.
Glossary Vocabulary reference and recording Allows students to reference key course vocabulary
Padlet Bulletin board activities showing content found around the Internet Allow a space for collaborative research for students and an opportunity to share ideas and resources
Group Activities Small group collaboration and discussion (written) Encourages student participation; creates a record
Brainstorming Lists Allow students to brainstorm together by adding words/phrases to a list or lists that dynamically adds student contributions Quick and live updates. Can be used like a live chat with all students. Allows for peer assessment as learning.
Peer Teaching Students research a given topic and share their findings and opinions with other students Fosters discussion between students and allows for content to be learned and expressed from a student perspective
Voice Thread Whole Class Discussion, Voice Response, Presentation, Socratic Instruction Creates a foundation for rich interactive oral language activities
Interactive Video’s – Articulate Utilizes a story telling mode to guide students through the course content Allows for differentiation as students choose different interactive elements engaging as it relates directly to the story of student’s life. Requires decision making skills

 

English as a Second Language

Rosedale Academy provides students with comprehensive ESL support to enhance their proficiency with the English language.

  • All Rosedale Academy instructional materials and resources are designed with English Language Learners in mind. Online and face-to-face instructional resources make use of differentiated learning methods and carefully structured language. These resources support English language development as students are taking credit courses in all academic fields.
  • Teachers at Rosedale Academy provide a variety of accommodations for English Language Learners. These accommodations include:  extended time for tests and exams; chunking of assignments and tests; a safe space for asking questions; formative feedback; mini-lessons in spelling, sentence structure and grammar; and access to ESL resources and expert discussion.
  • The self-paced delivery method of this course allows students to take the time that they require to engage in meaningful participation while still enjoying the enriching experience of working in an online global classroom.
  • All teachers at Rosedale Academy are responsible for helping students to develop their ability to use English in academic courses.

 

Career Education

This course promotes skills effective for a variety of careers and informs students of some of the career opportunities where oral and written communication is considerable assets. Students will learn how to use English to inform audiences about ideas, persuade audiences to change their opinion or buy a product, and to formulate ideas. Students will also understand the importance of social media in their search for future education and career opportunities. Finally, this course also helps to prepare students for university application by providing a unit that helps them write a persuasive application essay.  Beyond the immediate needs of the student, this also course focuses on demonstrating the value of English in jobs like business where clear communication is highly valued.

 

Academic Integrity

Students are expected to maintain high standards of honesty and academic integrity throughout their participation in all courses. This includes avoiding any instance of fraud, plagiarism and cheating.  Rosedale Academy takes the following steps to ensure academic integrity:

  • Students provide photo identification
  • Course assignments include audio and video components
  • Teachers Skype weekly with their classes
  • Students are encouraged and supported to develop original work
  • Exams are proctored by adults in trusted positions

When a teacher has reasonable grounds to believe that a student has violated these standards, the school principal will review the incident and, if needed, enforce disciplinary procedures. More information about Academic Honesty may be found in section 5.3 of the school calendar.

 

Late and Missed Assignment

Rosedale Academy provides a flexible, self-paced learning opportunity, which allows students to proceed through each course at their own speed.  Students may submit any assignment from any unit while he or she is enrolled in this course.  Assignments will not be accepted once the student’s enrolment period has ended. Students must complete and submit all course requirements prior to booking their final exam. Course requirements include but are not limited to: assignments, tests, and learning log.

SUGGESTED RESOURCES FOR THE STUDENT

Electronic:

My Blueprint assessment and research tool
http://www.myblueprint.ca/
What’s Next Guide
http://www.whatsnextguide.ca/
Einfo
http://www.electronicinfo.ca/
Passport to Safety
https://passporttosafety.parachutecanada.org/
Labour Market Indicators – Various Websites
http://www.tcu.gov.on.ca/eng/labourmarket/
http://www.servicecanada.gc.ca/eng/about/publication/jobseek/lminfo.shtml

SKU: GWL3O-2017-03 Category: Tag:

Additional information

Please select your status.

I am an ONTARIO student with an OEN ($590.00 CAD), I am an INTERNATIONAL student without an OEN ($680.00 CAD)