CREDIT RECOVERY COURSE
Career Studies
(GLC2O)
2008
Acknowledgements
Program Coordinator
Lorna McPherson – Guidance/At Risk
Developers
Sharon Aitken
Jane Coughlan
Project sponsored by TDSB Student Success
Credit Recovery – Career Studies (GLC2O)
© 2008 Toronto District School Board
Reproduction of this document for use by schools within the Toronto District
School Board is encouraged.
For anyone other than Toronto District School Board staff, no part of this publication
may be reproduced, stored in a retrieval system, or transmitted, in any form or by any
other means, electronic, mechanical, photocopying, recording, or otherwise, without the
prior written permission of the Toronto District School Board. This permission must be
requested and obtained in writing from:
Toronto District School Board
Library and Learning Resources
3 Tippett Road
Toronto, ON M3H 2V1
Tel: 416-397-2595
Fax: 416-395-5173
Email: curriculumdocs@tdsb.on.ca
Every reasonable precaution has been taken to trace the owners of copyrighted material
and to make due acknowledgement. Any omission will gladly be rectified in future
printings.
This document has been reviewed for equity.
Table of Contents
Page
Introduction for Teachers
Overview
What Is Layered Curriculum?
Assessment and Evaluation Using Layered Curriculum
Accommodations
Credit Recovery: Student Information
Course Outline
1
1
2
3
4
5
6
Culminating Activities
Culminating Activity #1: Getting Ready for Work
Culminating Activity #2: Exploring the World of Retail
Culminating Activity #3: Career Lifeline – Making It Your Own
11
12
16
20
Course Modules
Unit 1, Personal Management: Module 1
Handout 1.1: Multiple Intelligences – What Are Yours?
Handout 1.2: Learning Styles
Handout 1.3: Graphic Organizer
Handout 1.4: Emotional Intelligence
Handout 1.5: Creating a Brochure
Handout 1.6: Writing a Paragraph
Handout 1.7: Outline for Writing an Essay
Handout 1.8: Concept Map
Handout 1.9 Getting Dramatic
Generic Rubrics: Unit 1: Module 1, Layers C, B, A
24
24
28
32
34
35
37
38
40
41
42
43
Unit 1, Personal Management: Module 2
Handout 2.1: How to Write a Report
Generic Rubrics: Unit 1: Module 2, Layers C, B, A
46
50
51
Unit 1, Personal Management: Module 3
Handout 3.1: How to Write a Summary
Generic Rubrics: Unit 1: Module 3, Layers C, B, A
54
58
59
Unit 2, Exploration of Opportunities: Module 4
Handout 4.1: Taking Good Notes
Handout 4.2: Making a Flow Chart
Generic Rubrics: Unit 2: Module 4, Layers C, B, A
62
66
67
69
Unit 2, Exploration of Opportunities: Module 5
Generic Rubrics: Unit 2: Module 5, Layers C, B, A
72
76
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© 2008 Toronto District School Board
-iCredit Recovery: Career Studies (GLC2O)
Table of Contents
Unit 2, Exploration of Opportunities: Module 6
Handout 6.1: Learning Opportunities
Handout 6.2: Business Letter Format
Handout 6.3: Job-Shadowing Experience
Handout 6.4: Creating a Poster or PowerPoint Presentation
Handout 6.5: Poster Evaluation Rubric
Handout 6.6: PowerPoint Evaluation Rubric
79
82
83
84
86
87
88
Unit 3, Preparation for Transitions and Change: Module 7
Handout 7.1: Discover Your Interests
Handout 7.2: Career Plan Vocabulary
Handout 7.3: School Staff Survey
Handout 7.4: Career/Life Planning Process
Handout 7.5: My Secondary School Planning Chart
89
93
95
96
97
98
Unit 3, Preparation for Transitions and Change: Module 8
Handout 8.1: My Community
Handout 8.2: Youth Opportunities Ontario
Handout 8.3: Monster Change and Transitions
Handout 8.4: The Changing Workplace, Then and Now – Questions
Handout 8.5: The Changing Workplace, Then and Now – Reflection
99
102
103
105
106
107
Unit 3, Preparation for Transitions and Change: Module 9
Handout 9.1: Resumé Information Sheet
Handout 9.2: Resumé Questionnaire
Handout 9.3: Networking Contacts
Handout 9.4: Choose Your Job
Handout 9.5: Your Job
Handout 9.6: Job Application Form Information Sheet
Handout 9.7: Application for Employment Form
Handout 9.8: Professional References Information Sheet
Handout 9.9: Reference Page Template
Handout 9.10: Resumé Template
Handout 9.11: Resumé Sample 1
Handout 9.12: Resumé Sample 2
Handout 9.13: Covering Letter Information Sheet
Handout 9.14: Resumé Evaluation Chart
Handout 9.15: Covering Letter Evaluation Chart
Handout 9.16: Interview Information Sheet
Handout 9.17: Common Interview Questions
Handout 9.18: Common Behavioural Questions Based on Situations
108
111
112
113
114
115
116
118
120
121
122
123
124
125
127
128
129
131
133
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© 2008 Toronto District School Board
- ii Credit Recovery: Career Studies (GLC2O)
Table of Contents
Course Resources
Glossary
Career/Life Planning Websites
Career Paths
Credit Recovery Profile
Essential Skills (Student Copy)
Essential Skills (Teacher Copy)
Scavenger Hunt (Student Copy)
Scavenger Hunt (Teacher Copy)
Create a Learning Profile: How Do You Like to Learn?
TDSB Download Pathways
134
135
137
141
144
146
147
148
149
150
151
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© 2008 Toronto District School Board
- iii Credit Recovery: Career Studies (GLC2O)
Table of Contents
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© 2008 Toronto District School Board
- iv Credit Recovery: Career Studies (GLC2O)
Table of Contents
Introduction for Teachers
Overview
The Career Studies Credit Recovery Course has been designed to accommodate all types of
learners. The approach taken, Layered Curriculum, is a form of differentiated instruction that not
only takes into account different ways of thinking, but also the element of choice.
Layered Curriculum is based on the work of Kathie Nunley, an educational psychologist. Her
research on brain development, combined with 15 years of experience as a high school biology
teacher, inspired her to develop the Layered Curriculum approach to differentiated instruction.
In addition, the Career Studies Credit Recovery course takes into consideration the work of Carol
Ann Tomlinson and Jay McTighe in the planning of the module lessons. “What is the Big Idea?”
and “What knowledge/understanding should be enduring?” are guiding principles in this
approach. Tomlinson’s and McTighe’s work complements Nunley’s work, as both move
students through Bloom’s Taxonomy to higher-order thinking skills, such as adapting, analyzing,
evaluation, and creating.
As well, the high-yield instructional strategies of Robert Marzano have also been embedded in
the Credit Recovery Career Studies module lessons.
The Career Studies Credit Recovery Course contains three strands. Each strand contains three
separate modules (i.e., a total of nine course modules). Students complete only those modules
where the overall expectations have not been met. (See each student’s Credit Recovery Profile to
determine which modules need to be completed.) A choice of activities and projects are indicated
in each of the Layers C, B, A for each of the three course strands.
Note:
Handouts from one module might be required to complete the assignment(s) in another module;
therefore, it is recommended that ALL the Module Handouts be photocopied separately and
stored where the teacher and the students can access them easily.
Resources that could be use on Day 1 to introduce the students to the course materials are:
• an Icebreaker on “Essential Skills”
• a “Scavenger Hunt” using the Course Outline. The Scavenger Hunt can be used to familiarize
the students with the course content in an interesting way.
Both Handouts are located in the course Resources section of this document.
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© 2008 Toronto District School Board
-1Credit Recovery: Career Studies (GLC2O)
Introduction
What Is Layered Curriculum?
Layered Curriculum It is a three-layered model that encourages higher-level thinking by
requiring more complex thought and investigation to earn a higher mark. Each layer represents a
different type of thinking or depth of study on a topic or unit of learning.
Layer C: The bottom layer
General knowledge, facts, vocabulary, basic
skills and concepts; covers core curriculum
Layer B: The middle layer
Practical application of skills and knowledge through
activities, projects, problem solving, and discovery
Layer A: The top layer
Critical analysis, critical thinking, leadership
decision-making skills; create/design a product
Three Keys to Layered Curriculum
•
•
•
Offers students choice in the activities
Encourages more complex thinking, such as problem solving
Increases daily student accountability
Benefits of Layered Curriculum
Highly Individualized Instruction
Responsibility
Each student’s interests, intelligences, and
learning styles are recognized, celebrated,
and used as part of the educational process.
Students take ownership of their learning by
demonstrating their knowledge and skills gained.
One-on-one Attention
Active Learning
Student and teacher conference in class
regularly.
Students are continuously engaged in the learning
process.
Researching Skills and Critical Thinking
Self-Esteem
Students learn how to research/locate
information they need.
Students come to understand that they are unique and
that everyone has abilities and gifts.
Critical-thinking skills are used to develop,
design, write, and construct various products.
Creativity is allowed to flourish.
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© 2008 Toronto District School Board
-2Credit Recovery: Career Studies (GLC2O)
Introduction
For More Information on Layered Curriculum and Differentiating Instruction
Websites
Nunley, Dr. Kathie F. Layered Curriculum. <www.help4teachers.com>.
Website for educators.
---. “Practical Classroom Applications of Current Brain Research.” brains.org.
<www.brains.org>.
Books
Marzano, Robert J., Debra Pickering, and Jane E. Pollock. Classroom Instruction That Works:
Research-Based Strategies for Increasing Student Achievement. Alexandria, VA:
Association for Supervision and Curriculum Development, 2001.
Nunley, Kathie F. Differentiating the High School Classroom: Solution Strategies for
18 Common Obstacles. Thousand Oaks, CA: Corwin Press 2005.
---. Layered Curriculum. 2nd ed. Amherst, NH: Brains.Org., 2004.
---. A Student’s Brain: The Parent/Teacher Manual. Kearney, NE: Morris Publishing. 2003.
Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed-Ability Classrooms, 2nd ed.
Alexandria, VA: Association for Supervision and Curriculum Development, 2001.
Tomlinson, Carol Ann, and Jay McTighe. Integrating Differentiated Instruction &
Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum
Development, 2006.
Assessment and Evaluation Using Layered Curriculum
Layer
Indicator
C
Indicates basic understanding of core concepts and skills
B
Indicates an understanding of the core concepts/skills and a
personal discovery through research or an application of the
material
A
Indicates students have mastered the concepts/skills and have
included a critical analysis of current issues and/or a creative
perspective related to the subject material
Note: Students complete only those modules where the overall expectations have not been
met, and they must complete all the layers in that particular module(s). Students may
achieve Levels 1 to 4 in any of the layers. (Fresh AER: Assessment, Evaluation, and Reporting
in Secondary Schools, Toronto District School Board, 2006.)
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© 2008 Toronto District School Board
-3Credit Recovery: Career Studies (GLC2O)
Introduction
Assignment of Marks
Seventy percent (70%) of the grade will be determined by either:
• the student’s performance in the Credit Recovery program
or
• the merging of previous evaluations provided by the subject teacher for successful
attainment of course expectations, as evidenced on the Credit Recovery Profile
Thirty percent (30%) of the grade will be based on:
• a culminating activity/unit (three choices are available)
Notes:
• The culminating activity/unit cannot be carried over from the original course failed.
• There is no limit placed on the final grade that a student receives. The grade is individually
based upon achieved expectations.
Accommodations
Accommodations are still expected when various described teaching/learning strategies are not
sufficient in conveying enduring understanding with students with exceptionalities, as well as
English Language Learners (ELLs).
Suggestions
Incorporate the following basic strategies to encourage students to actively use the new language
and vocabulary introduced by the lessons, and to help with concept clarification:
• Paired oral/aural activities
• Think/Pair/Share
• Demonstrating process for others – teacher/peers
• Writing scaffolds, letter-writing, note taking
Student development of their own literature glossaries that include use of the first language,
symbols, graphic representations, arrays of visualizations, etc., may also be helpful.
Success Tips for All Students
ƒ
ƒ
ƒ
ƒ
Carefully select assignment activities that fit with your learning style and intelligence.
Stay on task so that you use class time well.
Plan your time so that you get all your work done.
Remember, the teacher is always there to help.
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© 2008 Toronto District School Board
-4Credit Recovery: Career Studies (GLC2O)
Introduction
Credit Recovery: Student Information
Background
Research shows that accumulating credits in Grades 9 and 10 is an important predictor of
success. The Ministry of Education also empowers principals to grant credits when students
demonstrate course expectations in a setting other than the “regular” classroom.
Purpose
Credit Recovery is an in-school opportunity for success. In a Credit Recovery program, students
“recover” a credit they have missed. Credit Recovery takes place in a supportive environment:
usually the student is also registered in a Learning Strategies course. The point, of course, is not
only to recover the credit and move on, but also to develop the skills and work habits that will
contribute to continued success.
Teaching Approach
Although students have the support of a teacher, Credit Recovery requires considerable
independent learning. For this reason, taking responsibility for your learning—through consistent
attendance and effective study habits—is crucial.
Time
Each course consists of about 20 lessons and requires approximately 25 to 30 hours of
instructional time.
Guiding Principles
•
•
•
Credit Recovery courses specifically target achievement of overall curriculum expectations
and endeavour to provide a foundation for success in subsequent courses. That is why these
courses seem so streamlined.
Research shows that learning is improved when students understand how they learn and
reflect on their progress. That is why students are asked to reflect on what they have learned.
The course of study begins with the final Culminating Activity. The reason is that success on
this final evaluation is the goal. Everything in the course should prepare students for success.
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© 2008 Toronto District School Board
-5Credit Recovery: Career Studies (GLC2O)
Introduction
Course Outline
Description and Rationale
This course teaches students how to develop and achieve personal goals for future learning,
work, and community involvement. Student will assess their interests, skills, and characteristics
and investigate current economic and workplace trends, work opportunities, and ways to search
for work. The course explores post-secondary learning and career options, prepares students for
managing work and life transitions, and helps students focus on their goals through the
development of a career plan.
Eligibility
Students should have a mark of 35 percent (35%) and:
• want to be in the program on a voluntary basis
• be committed to attending the program
• be willing to develop the work habits and study skills that enable them to work
successfully and independently
• not be engaged in behaviours that would compromise the Credit Recovery classroom
environment
Course Content
The course content is organized into three distinct, but related, strands. The overall expectations
describe the knowledge and skills that students are expected to demonstrate by the end of the
course.
Strands
Personal Management
Overall Expectations
•
•
•
Exploration of
Opportunities
•
•
•
use a self-assessment process to develop a personal
profile for use in career-development planning
evaluate and apply the personal-management skills
and characteristics needed for school success,
document them in their portfolio, and demonstrate
their use in a variety of settings
demonstrate effective use of interpersonal skills
within a variety of settings
use a research process to locate and select relevant
career information from a variety of sources for
inclusion in a portfolio
identify current trends in society and the economy,
and describe their effect on work opportunities and
work environments
identify a broad range of options for present and
future learning, work, and community involvement
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© 2008 Toronto District School Board
-6Credit Recovery: Career Studies (GLC2O)
Introduction
Strands
Overall Expectations
Preparation for
Transition and Change
•
•
•
use appropriate decision-making and planning
processes to set goals and develop a career plan
analyze changes taking place in their personal lives,
their community, and the economy, and identify
strategies to facilitate smooth transitions during
change
demonstrate an understanding of, and the ability to
prepare for, the job-search process
Assessment and Evaluation
Assessment and evaluation methods for this course will reflect, whenever possible, authentic
practices found in the working world. Assessment and evaluation will be based on provincial
curriculum expectations and the achievement levels outlined in the secondary policy documents
(Fresh AER: Assessment, Evaluation, and Reporting in Secondary Schools). Students will
receive a percentage grade on the Provincial Report Card.
Assessment and evaluation are divided into four categories of knowledge and skills in Career
Studies: Knowledge/Understanding, Thinking, Communication, and Application.
COURSE WORK (70%)
Each course strand contains three separate modules (i.e., there is a total of nine course modules).
A choice of activities and projects are indicated in each of the Layers C, B, A for each of the
three course Strands.
Note: Students complete only those modules where the overall expectations have not been
met, and they must complete all the layers in that particular module(s). Students may
achieve Levels 1 to 4 in any of the layers. (Fresh AER: Assessment, Evaluation, and Reporting
in Secondary Schools, Toronto District School Board, 2006)
Layer
Indicator
C
Indicates basic understanding of core concepts and skills
B
Indicates an understanding of the core concepts/skills and a
personal discovery through research or an application of the
material
A
Indicates students have mastered the concepts/skills and have
included a critical analysis of current issues and/or a creative
perspective related to the subject material
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© 2008 Toronto District School Board
-7Credit Recovery: Career Studies (GLC2O)
Introduction
Seventy percent (70%) of the grade will be determined by either:
• the student’s performance in the Credit Recovery program
OR
• the merging of previous evaluations provided by the subject teacher for successful
attainment of course expectations, as evidenced on the Credit Recovery Profile
Thirty percent (30%) of the grade will be based on:
• a culminating activity/unit (three choices are available)
Notes:
• The culminating activity/unit cannot be carried over from the original course failed.
• There is no limit placed on the final grade that a student receives. The grade is individually
based upon achieved expectations.
Teaching/Learning Strategies
A wide variety of instructional strategies are used to provide learning opportunities to
accommodate different learning styles, interests, and ability levels. These include:
visual presentations
research
interviews
multimedia presentations
reports
direct instruction
dramatic presentations
job shadowing/volunteering
discussion groups
problem solving
decision making
practical applications
Learning Skills
Students will be assessed on an ongoing basis in the following five areas and will be given a
letter grade on the Provincial Report Card (E=Excellent, G= Good, S= Satisfactory, N= Needs
Improvement).
• Works Independently
• Team Work
• Organization
• Work Habits
• Initiative
For details on the above areas, see the Learning Skills Rubric.
Policy for Absences
Regular attendance and punctuality are essential if students are to receive maximum benefit from
this course. If students are absent from class, they are responsible for the homework and
assignments missed. When they return to class after an absence, they must present a note to
explain the absence (date, reason, and signature). Students must call their school if they plan to
be absent.
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© 2008 Toronto District School Board
-8Credit Recovery: Career Studies (GLC2O)
Introduction
Policy on Plagiarism
Plagiarism is one form of academic dishonesty and is a serious offence. Students are expected to
be academically honest by submitting their own original work, and the marks they receive are
intended to reflect their own academic achievement. They are required to follow their school’s
plagiarism policy. Plagiarism could result in a mark of zero (0) on an assignment.
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© 2008 Toronto District School Board
-9Credit Recovery: Career Studies (GLC2O)
Introduction
LEARNING SKILLS RUBRIC
Criteria
Works
Independently
Needs
Improvement
- Uses a few
strategies
Satisfactory
- Uses several
strategies
Good
- Uses a variety of
strategies
Excellent
- Uses a wide variety of strategies
- Rarely meets
deadlines
- Sometimes meets
deadlines
- Usually meets
deadlines
- Almost always
meets deadlines
- Rarely focused
- Focused, but
often needs
reminders to stay
on task
- Generally works
in the same role in
a group;
occasionally tries
alternative role
- Focused, but
occasionally needs
reminders to stay
on task
- Frequently tries
alternative roles in
a group
- Focused, and
rarely needs
reminders to stay
on task
- Takes on a
variety of roles in a
group
- Rarely shares
ideas
- Sometimes
shares ideas
- Usually shares
ideas
- Almost always
shares ideas
- Rarely listens
passively
- Rarely brings
required materials
to class
- Listens passively
and actively some
of the time
- Generally brings
required materials
to class
- Listens passively
and actively most
of the time
- Usually brings
required materials
to class
- Listens passively
and actively almost
all of the time
- Almost always
brings required
material to class
- Limited
organization
- Partial
organization
- Considerable
organization
- Effective
organization
- Rarely uses
resources
- Completes little,
if any, homework
- Sometimes uses
resources
- Completes more
than half of
homework
- Usually uses
resources
- Completes most
homework
- Almost always
uses resources
- Completes all
homework
- Rarely submits
work on time
- Sometimes
submits work on
time
- Usually submits
work on time
- Almost always
submits work on
time
- Rarely makes up
missed work
- Sometimes
makes up missed
homework
- Sometimes acts
to solve problems
- Usually makes up
missed work
- Sometimes
recognizes what
needs to be done
and does it
- Usually
recognizes what
needs to be done
and does it
- Almost always
makes up missed
work
- Almost always
acts to solve
problems
- Shows reluctance
to take on an
alternative role in a
group
Teamwork
Organization
Work Habits
- Rarely acts to
solve problems
Initiative
- Rarely recognizes
what needs to be
done and rarely
takes appropriate
steps
- Usually acts to
solve problems
- Almost always
Recognizes what
needs to be done
and does it
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© 2008 Toronto District School Board
- 10 Credit Recovery: Career Studies (GLC2O)
Introduction
Culminating Activities
The Culminating Activity is worth 30 percent of your final mark. Each Culminating Activity
addresses various overall expectations. The Evaluation Rubric accompanying each Culminating
Activity will clearly show you which expectations you need to achieve.
Choose ONE of the following Culminating Activities to complete:
Culminating Activity #1: Getting Ready for Work
Use coursework such as a resumé, cover lettering, and self-assessments; obtain references;
and complete an application for a part-time job to create a professional portfolio.
Culminating Activity #2: Exploring the World of Retail
Conduct interviews with people you know, such as family or friends of different ages, who work
in retail; compile questions and data; then complete a report, PowerPoint presentation, or web
page.
Culminating Activity #3: Career Lifeline – Making It Your Own
Choose occupations of interest and make a photo documentary using PhotoStory 3, Moviemaker,
or PowerPoint.
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© 2008 Toronto District School Board
- 11 Credit Recovery: Career Studies (GLC2O)
Culminating Activities
Culminating Activity #1: Getting Ready for Work
This Culminating Activity is worth 30 percent of your final mark.
The Career Portfolio is a collection of your work and accomplishments that illustrates your
values, skills, abilities, and interests. Your portfolio should reflect experiences you have had both
in and out of school, and be a reflection of “the best of you.”
To complete this activity, include self-assessment tools such as personality and learning- styles
inventories (e.g., “Who Am I?,” Multiple Intelligences) and assignments you have completed in
your Career Studies and/or Credit Recovery Career Studies Course.
Professonal Portfolio Sections
SECTION A: REQUIRED ITEMS
•
Cover Page
•
•
Table of Contents
Goals
Minimum of three short-term goals
Your plan on how you will achieve the goals
Resumé
Covering Letter
Job Application
References (minimum of two)
•
•
•
•
Title “Getting Ready for Work”
Student Name
Name of Course
SECTION B: OTHER ITEMS
(Minimum of seven items)
Some ideas you might consider:
• Self-assessments (Career Studies)
• Journals (Career Studies)
• School assignments that you are proud of
• Report card transcripts that you are proud of
• Volunteer certificates
• Academic awards
• Sports achievements
• Artwork that you are proud of
• Participation recognition for out-of-school activities
• Letters of recommendation
• Badges, trophies, medals
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© 2008 Toronto District School Board
- 12 Credit Recovery: Career Studies (GLC2O)
Culminating Activities
SECTION C: REFLECTIONS
(Minimum of five)
From the items you chose in Section B, choose five and write a reflection on each, answering the
following questions:
• What is the item?
• Why have I chosen this item to be included in my portfolio?
• What is significant about this particular item?
• How does this item reflect “the best of me”?
• What have I learned about myself from what this item represents?
• What other information do you feel it’s important to include?
Evaluation Criteria
Your professional portfolio needs to be very presentable! This portfolio should be of the quality
that you would be proud to take to a prospective employer or to any other meeting when you
might need to highlight your values, skills, abilities, and interests.
“Getting Ready for Work” Evaluation Rubric
Make sure you review the Portfolio Evaluation Rubric to understand how you will be marked.
Additional Criteria
•
•
•
•
•
•
•
•
•
Presented in a 1-inch 3-ring binder
Completeness (meets all requirements)
Neatness
Legibility (word-processed)
Organization
Thoughtful reflections
Spelling and grammar
Creativity
Other
- plastic page protectors
- tabs or dividers used to separate sections
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© 2008 Toronto District School Board
- 13 Credit Recovery: Career Studies (GLC2O)
Culminating Activities
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© 2008 Toronto District School Board
- 14 Credit Recovery: Career Studies (GLC2O)
Culminating Activities
Organization
Selections of work,
organization of
portfolio, neatness, and
legibility of work, all
demonstrate an
understanding of the
skills required in the
workplace.
APPLICATION
Completeness
_ Cover page
_ Table of contents
_ Goals (min. of three)
_ Resumé
_ Covering letter
_ Job application
_ References (min. of
two)
_ Seven items
_ Five Reflections
Category/Criteria
KNOWLEDGE/
UNDERSTANDING
- The organization of the
portfolio reflects some
effort in planning and
selection.
- The work has many
spelling and grammar
errors.
- Few selections
demonstrate growth and
learning over time (e.g.,
initial and revised responses
to questions; first and
revised written drafts).
- The work has many
spelling and grammar
errors.
- Selections demonstrate
little evidence of growth
and learning over time
(e.g., initial and revised
responses to questions:
first and revised written
drafts).
- Several selections
demonstrate growth and
learning over time (e.g.,
initial and revised responses
to questions; first and
revised written drafts).
- The work has some
spelling or grammar errors.
- The organization of the
portfolio reflects planning
and appropriate selection.
- Many selections clearly
demonstrate growth and
learning over time (e.g.,
initial and revised responses
to questions; first and revised
written drafts).
- The work is free of spelling
and grammar errors.
- The organization of the
portfolio reflects thorough
planning and appropriate
selection.
- All required pieces are
included.
- All required pieces are
included.
- Some required pieces are
included.
- The organization of the
portfolio reflects a lack of
planning and inappropriate
selection.
- All aspects of the portfolio
are complete.
- Some aspects of the
portfolio are incomplete, but
these do not distract
seriously from the final
product.
- Some aspects of the
portfolio are incomplete and
therefore distract from the
final product.
- Major components of the
portfolio are incomplete or
are not included
Level 4
Date Due: _________________
Level 3
Level 2
Level 1
Student’s Name: ___________________________________
Evaluation Rubric: “Getting Ready for Work”
____/7
___/5
Teacher
Notes
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 15 Credit Recovery: Career Studies (GLC2O)
Culminating Activities
TOTAL POINTS
Reflection
Choices show effort and
careful analysis of
employability skills.
THINKING
Appropriate container
Attractive and neat
Presentation, format,
originality capture the
essence of the learning
in this course.
Category/Criteria
COMMUNICATION
- Selections demonstrate a
solid grasp of the portfolio
process (i.e., purposeful
collecting, selecting, and
reflecting on pieces).
- Selections demonstrate
some grasp of the portfolio
process (i.e., purposeful
collecting, selecting, and
reflecting on pieces).
- Selections demonstrate
some originality/ creativity.
- Selections demonstrate a
limited grasp of the portlio process (i.e., purposeful
collecting, selecting, and
reflecting on pieces).
- Selections demonstrate
little originality/ creativity.
- Selections demonstrate
originality/ creativity.
- Most entries reflect an
accurate assessment of the
student’s skills.
- Some choices are
inappropriate.
- Reflections do not relate
to employability skills.
- Completed reflection
sheets accompany most
items.
- Most selections are
categorized appropriately.
- Completed reflection
sheets accompany some
items.
- Some selections are not
categorized appropriately.
- Few selections are
categorized.
- Selections demonstrate a
high degree of
originality/creativity.
- Selections demonstrate a
thorough grasp of the
portfolio process (i.e.,
purposeful collecting,
selecting, and reflecting on
pieces).
- Reflections are complete
and thoughtful.
- Completed reflection sheets
accompany all items.
- All selections are
categorized appropriately.
- Headings, tabs, and/or other
organizers are highly
effective.
- Container used is suitable
and appropriate.
- Container used is suitable
and appropriate.
- Headings, tabs, and/or
other organizers are used
effectively.
- Exceptionally neat and
attractively presented.
Level 4
- Shows considerable
thought; work is neat and
demonstrates considerable
effort.
Level 3
- Completed reflection
sheets accompany few
items.
- Headings, tabs, and/or
other organizers are used
inconsistently.
- Container used is suitable.
- Container used lacks
suitability or
appropriateness.
- Headings, tabs, and/or
other organizers are absent
or used in a limited way.
- Shows a fair effort.
Level 2
- Portfolio lacks careful
attention to neatness.
Level 1
____/30
____/10
____/8
Teacher
Notes
Culminating Activity #2: Exploring the World of Retail
retail verb, noun — selling or related to selling direct to customers; the sale of commodities or
goods in small quantities to consumers
Here are the stories of three people who took a chance on the retail industry, and look where they
are today. Their names have been changed to protect their privacy, although they would probably
tell you their stories themselves!
James graduated from high school in the university-level courses. He had no desire to go to
university, so he applied to turn his part-time job at Canadian Tire into a full-time job. Canadian
Tire has given him a number of training opportunities, and after five years of hard work and
dedication, he still loves his work and is the respected manager of five departments.
Keisha left high school four credits short of graduating. Not knowing what to do, but working
part-time at Canadian Tire, Keisha decided to ask her manager if she could switch to full-time.
During the next few years, Keisha became highly motivated and was encouraged to take on more
responsibility in her department. Keisha received more training and learned about the different
departments. Recently, Keisha heard that it would be possible to transfer to a Canadian Tire store
in Vancouver, a city that she has longed to live in. She is planning to finish those four credits,
maybe through co-op. She is currently managing one department and keeping her eyes on the
West!
Ann quit high school before finishing Grade 11 because of family problems and boredom. She
got a job working full-time at GapKids and decided that she was going “to make it on her own.”
Ann moved to different store locations over time so she could learn about the whole business.
She really enjoyed merchandizing and store design because they met her creative interests. After
a few years, Ann had a good understanding of how to run a business, so she felt ready to begin a
small business of her own in her spare time. Ten years later, the transferable skills that Ann
learned from GapKids, such as organization, computer use, communication skills, and reading
texts have helped her become a successful entrepreneur, and she’s definitely “making it on her
own.”
Some Quick Facts about Retail
Did you know that the retail industry just surpassed the manufacturing industry for employment
in Canada for the first time ever? Why do you think that is? Maybe Canadian Tire and GapKids
have more opportunities, more industry growth, and more new directions available for the highenergy Generation Y worker? That’s you! Seem possible?
•
•
•
$400 billion in sales
Two-thirds of positions are full-time
One out of every ten businesses is a retail store
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 16 Credit Recovery: Career Studies (GLC2O)
Culminating Activities
Retailers invest over $70 billion into the economy annually
One-third of all retail employees are between 15 and 24 years old (compared with just 15
percent economy-wide)
(Canadian Statistics from The Graff Retail Group, 2007)
•
•
Tasks
You need to do all of the following. Read all six items twice before you begin. Consider the
choices within each task.
1. Before you begin these tasks, look at the Evaluation Rubric on the following page to see
exactly what is expected.
2. Look at James, Keisha, and Ann’s career paths again. Draw each of their Career Lifelines on
a separate mathematical number line (0 to 10). Create your own number chart as a guide for
all three number lines; do not worry about being exact with time. You may guesstimate the
time periods from the information given in the three short biographies. List one important
transferable skill you think each person has learned. Why has retail been a good choice for
each of them?
3. Select three to five people who you know are working in the retail industry. Try to find
people who are in different retail jobs with different numbers of years of experience. Some
examples are: sales clerk, part of the store management team, buying and merchandising
manager, marketing and advertising assistant, store designer, product developer,
accountant/bookkeeper, Information Technology-computer network specialist, franchise
owner or entrepreneur. These are just a few suggestions.
4. Design 10 to 15 questions to ask these people. You might consider some of the following
topics: education level, hiring policies, hours, training, flexibility, opportunities for
achievement in the company, benefits, salaries, job tasks, employees’ rights, safety policies,
ways to increase pay, and vacation time. Refer back to the lessons you have done in previous
modules to give you some main ideas to set up your questions. Read your questions over to
your teacher or a classmate. Type them. You will need three to five copies.
5. Observe and discuss informally the following areas with your three to five people. What
transferable skills (those skills he or she can take to other jobs) has the person you are
interviewing learned on his or her current job? How does this job fit into his or her life
balance? Is this person working every weekend? Does he or she have time for family and
hobbies?
6. Take the answers from your 10 to 15 questions and decide how you would like to present
them.
• First, put some of your findings into a pie graph or a bar graph. Use your questions that
have numbers in the answers. Ask your math teacher or look at your math textbook for
examples of the graphs.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 17 Credit Recovery: Career Studies (GLC2O)
Culminating Activities
•
Second, put the rest of your answers into a short report, a PowerPoint presentation, or a
small web page for teens. Consider how much time you have available and discuss your
ideas with your teacher.
7. As your conclusion, select the most successful retail job/occupation you have discovered
through your interviews. Explain how this one retail job might be one that you would like to
try after hearing from the people you have interviewed. Provide four or five reasons as to
why this job might be a fit for you.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 18 Credit Recovery: Career Studies (GLC2O)
Culminating Activities
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 19 Credit Recovery: Career Studies (GLC2O)
Culminating Activities
Date Due: _________________
Total Points
- Makes connections with
limited effectiveness
Making connections within
and between various
contexts (different jobs in
the workplace)
- Makes connections with
some effectiveness
- Transfers knowledge
and skills to new contexts
with some effectiveness
- Applies knowledge and
skills with some
effectiveness
- Applies knowledge and
skills with limited
effectiveness
- Transfers knowledge
and skills to new contexts
with limited effectiveness
- Uses critical-thinking
skills with some
effectiveness
- Expresses and organizes
ideas and information
with some effectiveness
Level 2
- Demonstrates some
knowledge and
understanding
- Uses planning and
processing skills with
some effectiveness
- Uses critical-thinking
skills with limited
effectiveness
- Expresses and organizes
ideas and information
with limited effectiveness
Level 1
- Demonstrates limited
knowledge and
understanding
- Uses planning and
processing skills with
limited effectiveness
Transfer of knowledge and
skills to new contexts
Use of critical-thinking
skills (reading, research,
problem solving)
Expression and
organization of ideas and
information in oral, visual,
and written forms
Application of knowledge
and skills (interpersonal
skills)
Understanding of process
Use of planning and
processing skills
Knowledge of content
Category/Criteria
- Makes connections with
considerable effectiveness
- Transfers knowledge
and skills with
considerable effectiveness
- Uses critical-thinking
skills with considerable
effectiveness
- Expresses and organizes
ideas and information
with considerable
effectiveness
- Applies knowledge and
skills with considerable
effectiveness
Level 3
- Demonstrates
considerable knowledge
and understanding
- Uses planning and
processing skills with
considerable effectiveness
- Makes connections with
a high degree of
effectiveness
- Transfers knowledge
and skills with a high
degree of effectiveness
- Uses critical-thinking
skills with a high degree
of effectiveness
- Expresses and organizes
ideas and information
with a high degree of
effectiveness
- Applies knowledge and
skills with a high degree
of effectiveness
Level 4
- Demonstrates thorough
knowledge and
understanding
- Uses planning and processing skills with a high
degree of effectiveness
Expectations
• Use a self-assessment process to develop a personal profile for use in career-development planning;
• Identify current trends in society and the economy, and describe their effect on work opportunities and work environments;
• Demonstrate effective use of interpersonal skills within a variety of settings;
• Use a research process to locate and select relevant career information from a variety of sources.
Student’s Name: ___________________________________
Evaluation Rubric: Exploring the World of Retail
/30
/10
/8
/7
/5
Points
Culminating Activity #3: Career Lifeline – Making It Your Own
There are many occupations that you will do in your lifetime because statistics show that teens
will have at least ten different jobs before they turn 30 years old. Does that surprise you? So
don’t worry about making the wrong decision! You will have lots of opportunities to find great
jobs that fit!
Careers are built over a lifetime and not by making just one big high school decision. The
decisions that you make now about what you are interested in, what workplace would suit your
personal style, what you might like to study, and what pastimes you will enjoy in the future all
have their place here… on your Career Lifeline.
What is a Career Lifeline? You have a few more years of high school. You have researched and
studied the opportunities available at this point in time for high school students. Think about
which occupations would be a good fit for you. Consider the changes in the world and as a result
the economy. What are some of the emerging occupations? Can you see yourself in one of them?
What occupations will become part of your career—and hence your Career Lifeline?
Your Career Lifeline will make a great movie! PhotoStory3 and MovieMaker are two software
programs that allow you to make a movie with digital photos. Check with your teacher; there
should be a digital camera in the school. As well, there will be a computer lab or laptop in your
school which has Windows XP, which is the program needed. The school IT person can ask the
TDSB HELPDESK to load the two software programs, as they are Board approved and
available; this is easier than it seems.
However, if all of this is not possible, work out a solution with your teacher. This may involve
preparing your Career Lifeline on PowerPoint, using visuals you download from the Internet, or
working after school at your home or a friend’s home using whatever program or website is
available.
Tasks
You need to do all of the following. Read all six items twice before you begin. Before you begin
these tasks, look at the Evaluation Rubric on the following page to see what is expected.
1. Look at your previous modules and self-assessments from this course and other courses, if
you like. What are some “dream jobs” that interested you? What occupations have given you
a glimpse of who you are and what you would enjoy doing? Make a list of 10 specific jobs or
occupations that interest you.
2. Using a graphic organizer of your choice (see examples in Unit 1, Module 1, on pages 34 and
41. See Graphic Organizer 1.3 and Concept Map 1.8. Brainstorm details about why you have
chosen these ten jobs or occupations. Some areas to consider would be the following: your
values, your lifestyle preference, your skills, your interests, your needs, your strengths, and
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 20 Credit Recovery: Career Studies (GLC2O)
Culminating Activities
your future goals, and salary. Look at your results. Are there any similarities among your
choices?
3. Now you need to make a storyboard using these ten areas of work. Think about what photo
you could take that illustrates what you love about each job and how the specific occupation
relates to who you are and where you are going. See the Storyboard Template on the
following page.
4. Using the ideas in your storyboard, take ten photos with the digital camera. When you have
your ten photos, upload them onto the desktop of the computer. Then, use either Photostory3
or Moviemaker to make a photo movie. Note: If it is not possible to access these programs,
you and your teacher will find an alternative way to use technology to show your career
interests and future goals.
5. Write one sentence describing each photo, then present your final product to your classmates.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 21 Credit Recovery: Career Studies (GLC2O)
Culminating Activities
Storyboard Template
Movie Title: _____________________________________
Student’s Name: _________________________________
Complete one storyboard template for each of your ten photos. Each photo will represent one of
the occupations you have chosen. Decide which image would best describe why you are
interested in this occupation. Once you have finished your ten storyboard templates, take the ten
photos. Use your templates as your guide. When you have all ten photos, bring each to life when
you place them collectively into one of the software programs to create your “living” Career
Lifeline.
Sketch what the scene and shot will look like.
Describe the shot (close-up, mid-shot, long shot, etc.), and
describe the camera angle (low, normal, high).
Do a brief search on the Internet to explain camera shots and angles; you may use new ones
you discover in your research as well.
Describe the kind of music and write specific text to support the occupation chosen.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 22 Credit Recovery: Career Studies (GLC2O)
Culminating Activities
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 23 Credit Recovery: Career Studies (GLC2O)
Culminating Activities
Date Due: _________________
- Uses critical-thinking
skills with some
effectiveness
- Expresses and organizes
ideas and information
with some effectiveness
- Applies knowledge and
skills with some
effectiveness
- Uses critical-thinking
skills with limited
effectiveness
- Expresses and organizes
ideas and information
with limited effectiveness
- Applies knowledge and
skills with limited
effectiveness
Use of critical-thinking
skills (reading, research,
decision making)
Expression and
organization of ideas and
information in oral, visual,
and written forms
Application of knowledge
and skills (learning,
technology)
- Makes connections with
some effectiveness
- Makes connections with
limited effectiveness
Making connections within
and between various
contexts (different jobs in
the workplace)
Total Points
- Transfers knowledge
and skills to new contexts
with some effectiveness
- Transfers knowledge
and skills to new contexts
with limited effectiveness
Transfer of knowledge and
skills to new contexts
Use of planning and
processing skills
Level 2
- Demonstrates some
knowledge and
understanding
- Uses planning and
processing skills with
some effectiveness
Level 1
- Demonstrates limited
knowledge and
understanding
- Uses planning and
processing skills with
limited effectiveness
Category/Criteria
Knowledge of content
Understanding of process
- Makes connections with
considerable effectiveness
- Transfers knowledge
and skills with
considerable effectiveness
- Uses critical-thinking
skills with considerable
effectiveness
- Expresses and organizes
ideas and information
with considerable
effectiveness
- Applies knowledge and
skills with considerable
effectiveness
Level 3
- Demonstrates
considerable knowledge
and understanding
- Uses planning and
processing skills with
considerable effectiveness
- Makes connections with
a high degree of
effectiveness
- Transfers knowledge
and skills with a high
degree of effectiveness
- Uses critical-thinking
skills with a high degree
of effectiveness
- Expresses and organizes
ideas and information
with a high degree of
effectiveness
- Applies knowledge and
skills with a high degree
of effectiveness
Level 4
- Demonstrates thorough
knowledge and
understanding
- Uses planning and processing skills with a high
degree of effectiveness
Expectations
• Use a self-assessment process to develop a personal profile for use in career-development planning;
• Identify current trends in society and the economy, and describe their effect on work opportunities and work environments;
• Demonstrate effective use of interpersonal skills within a variety of settings;
• Use appropriate decision-making and planning processes to set goals and develop a career plan.
Student’s Name: ___________________________________
Evaluation Rubric: Career Lifeline – Making It Your Own
/30
/10
/8
/7
/5
Points
CREDIT RECOVERY CAREER STUDIES
(GLC2O)
UNIT 1:
PERSONAL MANAGEMENT
MODULE 1:
Use a self-assessment process to
develop a personal profile for use in
career development planning.
Unit 1, Personal Management: Module 1
Use a self-assessment process to develop a personal profile for use in career development
planning.
Tasks
• Layer C: Choose one of the C tasks below to gain 20 points.
• Layer B: Choose two of the B tasks below to gain 50 points.
• Layer A: Choose one of the A tasks below to gain 30 points.
TOTAL:
/100
NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end
of this module for your assessment and evaluation.
C Tasks
(Choose one.)
C1 Multiple Intelligences, or different kinds of “smarts,” created by Howard
Gardner, tell you about the eight different ways you can demonstrate your
intelligence. Complete Handout 1.1: Multiple Intelligences – What Are Yours?
Decide your top three intelligences. Write out typical activities you would do
around these three intelligences. How would you make one of your weaker
intelligences stronger?
C2 Learning Styles involve taking knowledge in through your eyes (visual),
ears (auditory), and body (bodily/kinesthetic). Complete Handout 1.2: Learning
Styles. Identify whether you are mostly visual, auditory, or bodily/kinesthetic.
Research your preferred learning style and discover five to eight strategies that
benefit you in the classroom and five to eight strategies that may benefit you in
your future work.
C3 Look at some of the self-assessments that you have done in a previous
course, preferably from your original Career Studies course. Include three to five
of the self-assessments, or more if you choose, and compare what they tell you
about your interests, your top multiple intelligences, learning styles, and
preferred work environments. Create a chart to organize your results and then
compile them into a one-page summary response. For help with this task, see
Handout 1.3: Graphic Organizer and Handout 3.1: How to Write a Summary in
Unit 1, Module 3.
Points
Choice
(√)
20
20
20
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 25 Credit Recovery: Career Studies (GLC2O)
Module 1
B Tasks
(Choose two.)
B1 Research Emotional Intelligence by Daniel Goleman. Prepare a short
PowerPoint presentation outlining the main ideas of Emotional Intelligence and
how it is important in your friendships, your personal life, and the world of
work. Share your work with your teacher and classmates. For background
information, you may research the Internet or Handout 1.4: Emotional
Intelligence.
B2 Dream about your possible future careers. If you could place yourself into
one of these careers for a few moments, what would your life look, sound, and
feel like. Walk backwards to discover what steps you would have taken to get
your dream career. What qualities, skills, and values that you have now and/or
are developing now have put you into this future career? You may use your
Multiple Intelligence and Learning Style quiz results, if you like. Write a short
report with your information. For help with this task, see Handout 2.1: How to
Write a Report.
B3 Create a brochure about yourself. In it, include your top three strengths, top
three abilities, top three interests, top three values, and top three future plans.
Use your self-assessments and the Internet to give you examples of each of these
categories and look at the Glossary included with this course. Include some
photos and drawings too! For help with this task, see Handout 1.5: Creating a
Brochure.
B4 Your life as a student. Collect four or five of your report cards from your
previous schools. Use both secondary and elementary report cards. Your teacher
can access copies of your previous report cards if need be from your Ontario
Student Record (OSR), which is located in Guidance. Look over the comments
and marks, and recall your memories of these schools. Write a student
autobiography. Rediscover your strengths, as highlighted in your report cards.
What similarities or differences do you see between your report cards and who
you are as a student today? You may write an autobiography or a summary. For
a model of an autobiography, see an English textbook or do research on the
Internet. For help with a summary, see Handout 3.1: How to Write a Summary.
B5 Answer these four questions: What do you value? What are you good at?
What talents do you have? What are your interests? You may ask a classmate to
help you complete your answers. Now ask a close friend, teacher, and/or family
friend to answer the same four questions, also about you. Compare your answers
with that person’s. Write in point form a few similarities and differences
between the two sets of answers. Then write one paragraph explaining three
similarities and one paragraph explaining three differences between your
answers and the other person’s. For help with this task, see Handout 1.6: Writing
a Paragraph.
Points
Choice
(√)
25
25
25
25
25
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 26 Credit Recovery: Career Studies (GLC2O)
Module 1
B6 Choose three successes you have achieved in difficult situations (e.g.,
giving a classroom presentation or speech, mastering a layup, learning to swim).
What qualities kept you going? What external influences, such as family, friends,
and teachers, encouraged you to continue in these three difficult situations and
not give up? Create a paragraph for each situation in which you answer these
questions. For help with this task, see Handout 1.6: Writing a Paragraph.
Choice
Points (√)
25
A Tasks
(Choose one.)
A1 What is the best way for you to plan and choose your career direction? How
would you include the talents, abilities, skills, and interests you have learned
about yourself in this module? Consider your influences, such as school, family,
and friends. What life experiences would help you plan? Write a five-paragraph
essay to explain your thoughts. Your thesis could be: “The best way to plan and
then choose my career direction is to consider my top interests, top skills, and
family’s opinions.” Or, your three body paragraphs could explain your talents,
abilities, and life experiences instead—you decide! For help with this task, see
Handout 1.8: Concept Map and Handout 1.7: Outline for Writing an Essay.
A2 Observe and talk to friends, family, and classmates who you think are
successful in school and in life. What methods for achieving success are working
for them? Now add their methods to methods for success that have worked for
you. Comparing all of the methods, decide on a Top 10 List. Then, take your
data and write a short dramatic monologue, or a song, in the style of your choice,
with you or someone else as the main character. Choose a title for your
presentation. Your title might be: Makin’ It, or create a title of your own. For
help with this task, see Handout 1.8: Getting Dramatic.
A3 Create a career counselling session as a dialogue between a teen who wants
to drop out of school and a career/guidance counsellor. In your dialogue, include
the student’s report cards, self-assessment tests, his or her dream jobs, personal
data, and any information you want to create that you think would be relevant.
Give the teen tips and strategies to help him or her not only stay in school, but
also find some ways to enjoy school. Read your dialogue to your teacher and
classmates. Remember that when you are creating a dialogue, you change lines
every time the speaker changes. Check out how to write a dialogue from your
English text as well.
Choice
Points (√)
30
30
30
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 27 Credit Recovery: Career Studies (GLC2O)
Module 1
Handout 1.1: Multiple Intelligences – What Are Yours?
Student: _____________________
Date: _____________________
Teacher: ____________________
Howard Gardner, an educational psychologist, researched human intelligence and came up with
the theory of Multiple Intelligences. Gardner believed that intelligence was not just IQ; in fact,
he discovered that there are various ways people demonstrate how smart they are. We just
needed to look closer. To date he has come up with eight Intelligences, or “smarts,” as some
people call them. They are:
• Verbal/Linguistic (Word Smart)
• Logical/Mathematical (Logic Smart)
• Visual/Spatial (Image Smart)
• Interpersonal (People Smart)
• Intrapersonal (Self Smart)
• Bodily/Kinesthetic (Body Smart)
• Musical (Music Smart)
• Naturalist (Nature Smart)
1. Read all of the statements below in the eight-part Multiple Intelligences quiz to discover your
top three ways of being smart.
2. Use the following guidelines to select which number best describes you for each statement.
4 really like me 3 a lot like me 2 a little like me 1 not like me at all
3. Write the appropriate number in the blank after each statement.
4. Add up your scores, as instructed at the end of this handout (“Identifying Your Top Three
Intelligences”).
Part 1
1. I like words and language in general. _____
2. I remember exact phrases and words people have said to me. _____
3. I enjoy writing for myself and sometimes reading my writing to others. _____
4. I like telling stories and discussing movies or TV shows I’ve seen. _____
5. I like to write short-answer or essay tests more than multiple-choice tests. _____
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 28 Credit Recovery: Career Studies (GLC2O)
Module 1
Part 2
1. I like math and math problems. _____
2. I prefer planning out my work before actually doing it. _____
3. I’m very interested in science and experiments. _____
4. I like to ask questions and I enjoy reasoning out the answers. _____
5. I like doing research and solving complex problems. _____
Part 3
1. I like colour and design. _____
2. I have a good sense of direction and can read maps and charts well. _____
3. I remember things I have seen well more than things I have heard. _____
4. I enjoy drawing, building, and visualizing. _____
5. Art is a favourite class of mine, as I understand form, shape, texture, and colour well. _____
Part 4
1. I get along well with others and enjoy spending time talking. _____
2. I enjoy team sports more than individual sports. _____
3. I enjoy listening to other people’s stories and empathizing with their feelings. _____
4. I like being the leader of a group who listens to other members’ ideas. _____
5. People are energizing for me; parties, visiting, and making new friends is fun. _____
Part 5
1. I am relaxed and am able to re-energize when I’m alone. _____
2. I prefer a small group of friends, not big crowds of people. _____
3. I know who I am and how I feel about things most of the time. _____
4. I enjoy thinking on my own about values and beliefs. _____
5. I understand my areas of strength and weakness. _____
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 29 Credit Recovery: Career Studies (GLC2O)
Module 1
Part 6
1. I enjoy moving around instead of sitting. _____
2. I tend to tap and move my feet or hands when I’m in class. _____
3. I learn best when it is a hands-on project, such as building or creating something. _____
4. I am good at sports, as I have good coordination. _____
5. I like to get up and take an active part in most activities. _____
Part 7
1. I would listen to my music all day if I could. _____
2. I often hear songs and melodies in my head. _____
3. I can follow the rhythm in music easily and I like dancing. _____
4. I play or would like to play a musical instrument. _____
5. I listen well and can distinguish which instrument is playing in a band or an orchestra. _____
Part 8
1. One of my favourite things to do is be outside. ______
2. I like hiking in parks and observing plants, insects, and animals. _____
3. I learn a lot when I go on a field trip and explore nature. _____
4. I recycle always and read up on environmental issues. _____
5. I’m interested in taking care of animals or marine life. _____
Identifying Your Top Three Intelligences
1. Add up your score for each of the above eight parts, and write it down in the space provided
below.
2. Identify the three parts that have the highest scores. These are your top three Intelligences.
Are you surprised? Write them down below, in the last line of this handout.
3. Do some additional research to find out more about what possible jobs might fit best with
your top three Intelligences, then complete the following chart.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 30 Credit Recovery: Career Studies (GLC2O)
Module 1
TOTAL SCORES
1. Verbal/Linguistic (Word Smart) __________
2. Logical/Mathematical (Logic Smart) __________
3. Visual/Spatial (Image Smart) __________
4. Interpersonal (People Smart) __________
5. Intrapersonal (Self Smart) __________
6. Bodily/Kinesthetic (Body Smart) __________
7. Musical (Music Smart) __________
8. Naturalist (Nature Smart) __________
My top three Intelligences are ____________________, ____________________,
____________________.
Possible jobs to best fit my top three Intelligences:
Type of Intelligence
Best Job Fits for This Intelligence
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 31 Credit Recovery: Career Studies (GLC2O)
Module 1
Handout 1.2: Learning Styles
Student: ______________________
Date: ____________________
Teacher: ______________________
When we learn, we take information in differently. We learn through our eyes, our ears, and our
bodies. These ways of learning are called learning styles. The three main types are: visual,
auditory, and tactile/kinesthetic.
Task
Read the following examples of ways to learn. When you see an example that reflects the way
you prefer to learn, put a check mark in the right column next to the example.
When you have read through all 15 examples, look again at Parts A, B, and C and see which has
the most check marks. That is your preferred learning style. If you have a tie, then you have a
combination of two styles.
PART A
1. You prefer the written copy of an assignment from your teacher.
2. Although you don’t mind working in groups, you prefer to take notes and then
go on your own to complete the work in a written format.
3. You like essays and written reports rather than building assignments.
4. When you are in a classroom, you read the writing on the wall posters, as well
as look at the pictures.
5. In addition to your textbooks, you read labels, magazines, and articles on the
Internet as part of your typical day.
PART B
1. You remember better if someone tells you something or reads it to you.
2. You learn languages easily and prefer speaking rather than writing.
3. You love classroom discussions and you easily follow the main ideas
discussed.
4. Using an audiotape version of information you need to learn makes it easier
for you to remember the details.
5. You would prefer to do your tests by telling your teacher the answers rather
than writing them down.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 32 Credit Recovery: Career Studies (GLC2O)
Module 1
PART C
1. If the classroom has an area for art supplies, you feel comfortable and eager to
get to work.
2. You like constructing or building a project as your class work.
3. If the work has a part that is written and a part where you design or construct
something, you usually begin the designing and constructing part first.
4. In science or math class, you enjoy getting up and walking around to do
measurements and calculations and then build a construct from them.
5. In class, you like to have materials or information you can manipulate into
some arrangement first and then begin to write about it.
Total Check Marks
PART A __________
PART B __________
PART C __________
(Your preferred Learning Style is PART A – Visual , PART B – Auditory,
PART C – Tactile/Kinesthetic, or a combination of PARTS A, B, or C.)
Research your preferred Learning Style. See other examples of how you learn best! You can also
find out what ways you can strengthen your non-preferred Learning Style.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 33 Credit Recovery: Career Studies (GLC2O)
Module 1
Handout 1.3: Graphic Organizer
Student: ____________________
Date: ___________________
Teacher: ____________________
____________
______________
________________
__________________
___________________
___________________________
Use one copy of this organizer for each self-assessment. For example, if you complete
Handout 1.1 and Handout 1.2, you will use two copies of this handout.
Put the name of the quiz, such as “Learning Styles,” in the middle of the hexagon, and the
specific details on the lines near the arrows. Add more detail lines and arrows if you like.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 34 Credit Recovery: Career Studies (GLC2O)
Module 1
Handout 1.4: Emotional Intelligence
Student: ________________________
Date: _______________
Teacher: ________________________
Daniel Goleman’s bestseller Emotional Intelligence examines where IQ meets EQ—in short,
how we apply what we know to how we live. Emotional Intelligence provides the evidence for
what many successful people already know: Being smart doesn’t just mean that you are good at
learning facts; being smart also means that you deal well with people’s emotions, as well as your
own emotions. The book was first published in 1995 and then rereleased on its tenth anniversary.
The five domains of Emotional Intelligence are as follows:
1. Knowing your emotions: Self-awareness is “recognizing a feeling as it happens”—that is the
basis of emotional intelligence. Accurately assessing yourself and then monitoring your feelings
is crucial to self-understanding. People with greater certainty about their feelings can direct their
lives better because they can identify their strengths, weaknesses, and self worth; they have a
sense of how they really feel when making personal decisions.
2. Managing your emotions: Handling your feelings appropriately in any situation is an ability
that builds on your self-awareness. Your incapacity to calm yourself down, to shake off anxiety,
gloom, or irritability—and the consequences of failure at managing your emotions—leaves you
battling constant feelings of distress. Yet, when you excel in the domain of managing your
emotions, you can bounce back far more quickly from life’s setbacks and upsets because you
understand better what is behind the emotional upset.
3. Motivating yourself: You also need to manage your emotions while you are pursuing a goal.
This way, you can pay attention, develop skills, and be creative while motivating yourself.
Delaying gratification and managing impulsiveness increase motivation and increase chances of
accomplishment. People who have the skill to shut off negative emotions internally and
externally in order to concentrate tend to be more highly productive and effective in whatever
they take on.
4. Recognizing emotions in others: Empathy—sensitivity to the feelings and concerns of others
and seeing things from their perspective—is another ability that builds on understanding of your
emotions and the emotional needs of others; this is the fundamental “people skill.” People who
are empathetic are more attuned to body language and social cues that indicate what others need
or want. This recognition of emotions in others makes you better at vocations such as the caring
professions, teaching, sales, and management. Empathy is probably the most important
emotional intelligence domain in our schools.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 35 Credit Recovery: Career Studies (GLC2O)
Module 1
5. Handling relationships: The art of relationships is, in large part, the skill of managing the
emotions of others. The skills necessary to develop your social competence are your ability to
evaluate, negotiate, and compromise. These abilities also develop popularity, leadership, and
how well you get along in groups. People who excel in these skills also read non-verbal
communication, such as body language and facial expressions, very well.
People differ in their abilities in each of the five domains. Some people are better at handling
their own anxiety, but not as adept at handling the upsets of others. Emotional Intelligence can be
learned and definitely developed if you begin to understand the five domains and how they work
in your life.
DANIEL GOLEMAN, Ph. D., wrote about the behavioural and brain sciences for The New York
Times for 12 years and is co-director of the Consortium for Research on Emotional Intelligence
in Organizations at Rutgers University. He has taught at Harvard, where he went to university,
and as a consultant, he addresses groups and businesses around the world. He is also the author
of Primal Leadership and co-author of Destructive Emotions.
(Ideas are taken from Emotional Intelligence by Daniel Goleman, Toronto, Bantam Books,
2005.)
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 36 Credit Recovery: Career Studies (GLC2O)
Module 1
Handout 1.5: Creating a Brochure
Student: ___________________________ Date: ______________________
Teacher: __________________________
What is a brochure?
A brochure is a single pamphlet that combines both visual elements and written information to
communicate a message and achieve a purpose. Both the visual and the written parts work
together to explain, persuade, entertain, and/or advertise a message.
Why create a brochure?
•
It’s an attractive and creative way to present any subject—even difficult ones.
•
People are familiar with brochures, so you won’t need to give any instructions on how to use
them.
•
People have different learning styles, as you know. Brochures are great for people who like
to learn with words, people who prefer images, and people who prefer both at the same time.
How do you create a brochure?
1. Use a graphic organizer or concept map to get you started. You can begin by brainstorming
the 5W’s: who, what, where, when, and why. See Handouts 1.3 and 1.8.
2. Research your topic and decide on the message and purpose of your brochure.
3. Think of your audience. Who will read your brochure and why?
4. Think of the language you will use. Will it be formal (Standard English), informal
(conversational), or slang (text messaging, street talk)?
5. Think of the types of fonts, use of space, and choices of colour on the brochure. Which
would appeal most to your audience and help them understand your message clearly.
6. If appropriate for your message, purpose, and audience, you may include images, graphs,
short phrases, short paragraphs, lists, and other features.
7. Brainstorm ideas around a topic, write the ideas and represent some of them visually with
pictures and diagrams, edit your brochure with your teacher, and then put the written and
visual pieces into a layout that creatively matches or supports your topic.
8. Quote your research at the end of your brochure if you have used ideas or exact text from
other sources.
9. Decide on your cover. How will you make it appealing and revealing of your topic?
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 37 Credit Recovery: Career Studies (GLC2O)
Module 1
Handout 1.6: Writing a Paragraph
Student: ______________________
Date: ____________________
Teacher: _____________________
Your first introduction to the paragraph probably looked something like this:
• Topic Sentence
• Body:
o Sentence
o Body: Specific Support
o Specific Support
o Specific Support
• Concluding Sentence
Now, you are going to create a well-constructed formal paragraph; it looks similar to the
paragraph you know, but the formal paragraph has a few more sentences.
When you write a formal paragraph, you need to:
A. tell the reader your topic or what you are going to prove
B. provide examples to support your topic or to prove your opinion
C. sum up by restating to the reader your main topic or what you have proven
D. vary the types of specific support that back up your main point or opinion. The five types
can be remembered by the word SEEDA: statistics, experts, examples, definitions, and
anecdotes (personal stories about the topic).
E. use Transition Words, which are necessary for all types of paragraphs because they act as
signals to tell the reader where and how your ideas are developing. There is a list of
common transition words at the bottom of the formal paragraph outline.
F. use a concept map to brainstorm your ideas and specific examples before you begin to
write. Remember to use the writing process: brainstorm, organize ideas, edit/rough copy,
good copy.
2. Support Sentence
FORMAL PARAGRAPH OUTLINE
a topic sentence presents the main topic or opinion of the whole
paragraph
transition word + present the first main point
3. Support Sentence
give the first specific support (SEEDA)
4. Support Sentence
explain the first specific support
5. Support Sentence
transition word + present the second main point
1. Topic Sentence
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 38 Credit Recovery: Career Studies (GLC2O)
Module 1
6. Support Sentence
give the second specific support (SEEDA)
7. Support Sentence
explain the second specific support
8. Support Sentence
transition word + present the third main point
9. Support Sentence
give the third specific support (SEEDA)
10. Support Sentence
explain the third specific support
11. Concluding
Sentence
a concluding sentence restates and emphasizes the main idea of the
whole paragraph
Transition Words, or T-Words, help the reader follow the direction of the writer’s thoughts.
For example, if the writer wants to add a new idea, he or she will use an Addition T-Word. Here
are a few examples for you:
•
Addition T-Words: first of all, second, third, in addition, moreover, furthermore •
Illustration or Example T-Words: for example, for instance, such as •
Time T-Words: first, next, before, during, last, while •
Conclusion T-Words: therefore, as a result, to conclude, in conclusion, finally •
Comparison T-Words: like, similarly, in the same way, compared to •
Contrast T-Words: but, however, instead, yet, nevertheless, on the contrary _____________________________________________________________________________________________
© 2008 Toronto District School Board
- 39 Credit Recovery: Career Studies (GLC2O)
Module 1
Handout 1.7: Outline for Writing an Essay
Student: ________________________
Date: ____________
Teacher: ________________________
In an outline, your ideas are presented in point form in the order in which they will appear in
your essay. This outline is for a five-paragraph essay. If you are writing a four-paragraph essay,
use two main ideas instead. Also see Handout 1.6: Writing a Paragraph for support in writing
the body paragraphs of your essay. In Handout 1.6, the paragraph is presented as a much longer
and more formal structure.
Introductory Paragraph
Opening statement (overall statement about topic) _____________________________________
_____________________________________________________________________________
Thesis statement (specific opinion on at topic) ________________________________________
_____________________________________________________________________________
Plan of development (three main ideas that support your thesis) __________________________
_____________________________________________________________________________
Body Paragraph (first main idea)
Topic sentence _________________________________________________________________
Three supporting sentences _______________________________________________________
Concluding sentence ____________________________________________________________
Body Paragraph (second main idea)
Topic sentence _________________________________________________________________
Three supporting sentences _______________________________________________________
Concluding sentence ____________________________________________________________
Body Paragraph (third main idea)
Topic sentence_________________________________________________________________
Three supporting sentences _______________________________________________________
Concluding sentence ____________________________________________________________
Concluding Paragraph
Restate thesis _________________________________________________________________
Sum up three main ideas _________________________________________________________
Give a general overview of the topic ________________________________________________
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 40 Credit Recovery: Career Studies (GLC2O)
Module 1
Handout 1.8: Concept Map
Student: __________________________
Date: ________________
Teacher: __________________________
Specific Detail
Specific detail
Specific Detail
Sub-topic
Ssss
Subtopic #1
Specific detail
TOPIC
Subtopic #2
Specific detail
Specific detail
Specific detail
Subtopic #3
Specific detail
Specific detail
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 41 Credit Recovery: Career Studies (GLC2O)
Module 1
Handout 1.9: Getting Dramatic
Student: ________________________
Date: ____________________
Teacher: _______________________
What is a short dramatic monologue?
In a dramatic monologue, the audience learns about the character and his or her thoughts and
feelings by what the character says. A dramatic monologue tells the audience various main ideas
and details about the character and a situation. A short dramatic dialogue is usually three minutes
long. You can decide with your teacher what is appropriate for your assignment.
Why do a dramatic monologue?
If you love performing, dramatic monologues are a creative and unique way to demonstrate your
learning. Also, dramatic monologues allow you to focus on both speaking and listening skills.
You will see how others respond to what you are saying, especially if they hear your voice and
message clearly.
How do you create a dramatic dialogue?
1. Use a graphic organizer to brainstorm all your ideas, and incorporate any information that
supports your purpose. See Handout 1.3.
2. Write a journal-type or conversation-style script of all the information that explains and
supports your purpose.
3. In your script, check that you have considered the following:
• Who is your character’s audience? (e.g., teacher, other teens, classmates)
• How is your character feeling? (e.g., happy, concerned, excited)
• Where is your character? (e.g., in class, a cafeteria, a shopping centre)
• What emotions are important for your character to relay—through words, gestures, facial
expressions—to his or her audience?
• Does your character change his or her mind about anything partway through or at the
end? Why?
• What kind of response is your character expecting from the audience? (e.g., contentment)
• Will your character have a “big” ending, where the audience is shocked or laughing out
loud, or will it be a “little” ending with some questions and thoughts for your audience to
walk away with. What does your character want?
4. Edit your draft
5. Begin practising. Find costumes or props to support the purpose of your monologue.
6. Present your dramatic monologue to your teacher and/or your classmates.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 42 Credit Recovery: Career Studies (GLC2O)
Module 1
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 43 Credit Recovery: Career Studies (GLC2O)
Date Due: _________________
Total Points
Use of critical-thinking
skills (reading, research,
decision making)
Expression and
organization of ideas
and information in oral,
visual, and written
forms
Understanding of
process
Use of planning and
processing skills
Category/Criteria
Knowledge of content
- Uses critical-thinking
skills with some
effectiveness
- Expresses and
organizes ideas and
information with some
effectiveness
- Uses planning and
processing skills with
some effectiveness
- Uses planning and
processing skills with
limited effectiveness
- Uses critical-thinking
skills with limited
effectiveness
- Expresses and
organizes ideas and
information with limited
effectiveness
Level 2
- Demonstrates some
knowledge and
understanding
Level 1
- Demonstrates limited
knowledge and
understanding
- Uses critical-thinking
skills with considerable
effectiveness
- Expresses and
organizes ideas and
information with
considerable
effectiveness
- Uses planning and
processing skills with
considerable
effectiveness
Level 3
- Demonstrates
considerable knowledge
and understanding
- Uses critical-thinking
skills with a high degree
of effectiveness
- Expresses and
organizes ideas and
information with a high
degree of effectiveness
- Uses planning and
processing skills with a
high degree of
effectiveness
Level 4
- Demonstrates
thorough knowledge
and understanding
Expectation
• Use a self-assessment process to develop a personal profile for use in career-development planning.
Student’s Name: ___________________________________
Generic Rubric: Unit 1, Module 1 – Layer C
/20
/8
/7
/5
Points
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 44 Credit Recovery: Career Studies (GLC2O)
Total Points
- Makes connections with
limited effectiveness
Making connections within
and between various
contexts (different jobs in
the workplace)
- Makes connections with
some effectiveness
- Transfers knowledge
and skills to new contexts
with some effectiveness
- Applies knowledge and
skills with some
effectiveness
- Applies knowledge and
skills with limited
effectiveness
- Transfers knowledge
and skills to new contexts
with limited effectiveness
- Uses critical-thinking
skills with some
effectiveness
- Expresses and organizes
ideas and information
with some effectiveness
Level 2
- Demonstrates some
knowledge and
understanding
- Uses planning and
processing skills with
some effectiveness
- Uses critical-thinking
skills with limited
effectiveness
- Expresses and organizes
ideas and information
with limited effectiveness
Level 1
- Demonstrates limited
knowledge and
understanding
- Uses planning and
processing skills with
limited effectiveness
Transfer of knowledge and
skills to new contexts
Use of critical-thinking
skills (reading, research,
decision making)
Expression and
organization of ideas and
information in oral, visual,
and written forms
Application of knowledge
and skills (learning,
technology)
Understanding of process
Use of planning and
processing skills
Category/Criteria
Knowledge of content
- Makes connections with
considerable effectiveness
- Transfers knowledge
and skills with
considerable effectiveness
- Uses critical-thinking
skills with considerable
effectiveness
- Expresses and organizes
ideas and information
with considerable
effectiveness
- Applies knowledge and
skills with considerable
effectiveness
Level 3
- Demonstrates
considerable knowledge
and understanding
- Uses planning and
processing skills with
considerable effectiveness
- Makes connections with
a high degree of
effectiveness
- Transfers knowledge
and skills with a high
degree of effectiveness
- Uses critical-thinking
skills with a high degree
of effectiveness
- Expresses and organizes
ideas and information
with a high degree of
effectiveness
- Applies knowledge and
skills with a high degree
of effectiveness
Level 4
- Demonstrates thorough
knowledge and
understanding
- Uses planning and
processing skills with a
high degree of
effectiveness
Date Due: _________________
Expectation
• Use a self-assessment process to develop a personal profile for use in career-development planning.
Student’s Name: ___________________________________
Generic Rubric: Unit 1, Module 1 – Layer B
/25
/10
/5
/5
/5
Points
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 45 Credit Recovery: Career Studies (GLC2O)
- Uses conventions
(e.g., appropriate style
and format) and
appropriate vocabulary
with limited
effectiveness
- Applies knowledge
and skills with limited
effectiveness
Use of conventions (e.g.,
appropriate style and
format) and appropriate
vocabulary
- Makes connections with
some effectiveness
- Makes connections
with limited
effectiveness
Making connections within
and between various
contexts (different jobs in
the workplace)
Total Points
- Transfers knowledge
and skills to new contexts
with some effectiveness
- Transfers knowledge
and skills to new
contexts with limited
effectiveness
- Applies knowledge and
skills with some
effectiveness
- Uses conventions (e.g.,
appropriate style and
format) and appropriate
vocabulary with some
effectiveness
- Uses critical-thinking
skills with some
effectiveness
- Expresses and organizes
ideas and information
with some effectiveness
Level 2
- Demonstrates some
knowledge and
understanding
- Uses planning and
processing skills with
some effectiveness
Transfer of knowledge and
skills to new contexts
Application of knowledge
and skills (learning,
technology)
- Uses critical-thinking
skills with limited
effectiveness
- Expresses and
organizes ideas and
information with
limited effectiveness
Level 1
- Demonstrates limited
knowledge and
understanding
- Uses planning and
processing skills with
limited effectiveness
Use of critical-thinking
skills (reading, research,
decision making)
Expression and
organization of ideas and
information in oral, visual,
and written forms
Understanding of process
Use of planning and
processing skills
Category/Criteria
Knowledge of content
- Makes connections with
considerable effectiveness
- Transfers knowledge
and skills with
considerable effectiveness
- Applies knowledge and
skills with considerable
effectiveness
- Uses conventions (e.g.,
appropriate style and
format) and appropriate
vocabulary with
considerable effectiveness
- Uses critical-thinking
skills with considerable
effectiveness
- Expresses and organizes
ideas and information
with considerable
effectiveness
Level 3
- Demonstrates
considerable knowledge
and understanding
- Uses planning and
processing skills with
considerable effectiveness
- Makes connections with a
high degree of effectiveness
- Transfers knowledge and
skills with a high degree of
effectiveness
- Applies knowledge and
skills with a high degree of
effectiveness
- Uses conventions (e.g.,
appropriate style and
format) and appropriate
vocabulary with a high
degree of effectiveness
- Uses critical-thinking
skills with a high degree of
effectiveness
- Expresses and organizes
ideas and information with a
high degree of effectiveness
Level 4
- Demonstrates thorough
knowledge and
understanding
- Uses planning and
processing skills with a high
degree of effectiveness
Date Due: _________________
Expectation
• Use a self-assessment process to develop a personal profile for use in career-development planning.
Student’s Name: ___________________________________
Generic Rubric: Unit 1, Module 1 – Layer A
/30
/10
/8
/8
/4
Points
CREDIT RECOVERY CAREER STUDIES
(GLC2O)
UNIT 1:
PERSONAL MANAGEMENT
MODULE 2:
Evaluate and apply the personalmanagement skills and
characteristics needed to school
success, document them in a
portfolio, and demonstrate their use
in a variety of settings.
Unit 1, Personal Management: Module 2
Evaluate and apply the personal-management skills and characteristics needed for school
success, document them in a portfolio, and demonstrate their use in a variety of settings.
Tasks
• Layer C: Choose one of the C tasks below to gain 20 points.
• Layer B: Choose two of the B tasks below to gain 50 points.
• Layer A: Choose one of the A tasks below to gain 30 points.
TOTAL:
/100
NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end
of this module for your assessment and evaluation.
C Tasks
(Choose one.)
C1 The Canadian Government and other world agencies decided on the
fundamental skills needed to succeed in the workplace anywhere in the
world. Research and identify the nine Essential Skills. Give an example of
when you use each of these skills in the classroom and in your personal
life. Go to Canadian Government website <www.hrsdc.gc.ca> to research
the nine Essential Skills. Create a graphic organizer or concept map to
represent your information visually. For help with this task, see
Handouts 1.3 and 1.8.
C2 Keep it? Chuck it? Will you need it later? Organization seems boring,
but believe it or not, being organized helps reduces stress. Choose one
area of your life that needs a lot of organizing. Create a visual
representation of the area you need to put in order and write out a “To-Do
List.” Now draw where you would put what so that you can put this area
of your life into order using your “To-Do List.” Some examples you need
to organize could be your school notes, locker, or bedroom.
C3 Find your school agenda, or create a new one. Over the next week or
two, write your assignment due dates, your study schedule, and your
personal life plans in your agenda. You may use the Internet for examples
of how to make an agenda and ways to problem-solve your time issues.
Decide what is important to include. Use this agenda for the following
weeks as well.
Points
Choice
(√)
20
20
20
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 47 Credit Recovery: Career Studies (GLC2O)
Module 2
B Tasks
(Choose two.)
B1 Choose three occupations that interest you. Research which of the
nine Essential Skills relate to each occupation. Which Skills are common
to all three? List ways that you can develop these skills in your current life
and school work. Include your answers in your Portfolio.
B2 What does it take to be successful? Collect 15–20 opinions from
friends, family, classmates, and teachers to answer this question. Some
examples could be “positive thinker” and “persistent.” Apply at least three
of these opinions to a success you have had in school. Explain why you
chose these three by giving specific examples.
B3 Communication skills you hear about commonly are listening,
speaking, reading, and writing. Which of these four is your strongest?
Your weakest? How do you know? Communication skills can also be nonverbal, which means communicating without words. Look around your
classroom. What messages are your classmates communicating through
their facial expressions, body language, and gestures? Interpret ten
different non-verbal messages. What is being communicated? Write a
short non-verbal dialogue using actions that communicate a typical school
frustration. And remember, it will be your actions in the dialogue and not
the words you use that communicate your typical school frustration. You
can act it out to your teacher and your classmates. See if they can guess
the frustration.
B4 Top job skills in this fast-paced labour market are flexibility and
adaptability. What do these terms mean? Think of people you know who
demonstrate these skills well. Write their names into your notes. Write
beside their names some of the actions these people do to demonstrate
flexibility and adaptability. What advice could you give teenagers who
want to develop their flexibility and adaptability? You may also do
research on the Internet and elsewhere to help you formulate your
response. Adapt your advice into a teen column similar to one used on
your favourite teen website, your school’s web page, or your school’s
yearbook.
B5 You have been on teams since you were young: school, community
sports, and class projects teams. Teams have members and leaders, or
players and captains. Why do you need both? Think back to two
successful teams in which you have participated. Using the 5W’s—Who,
What, Where, When, Why, and How—write a short report that explains
how teamwork has worked for you on your past teams. For help with this
task, see Handout 2.1: How to Write a Report.
Points
Choice
(√)
25
25
25
25
25
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 48 Credit Recovery: Career Studies (GLC2O)
Module 2
B6 Brainstorm some difficult tasks you have completed. They could be
making a sports team, passing a difficult course, or building a website or a
deck. Choose one task and describe it. Calculate the number of hours it
took, the number of times you wanted to give up, but didn’t, and your
thoughts about the people who encouraged you. Pat yourself on the back;
you didn’t quit. Write the word perseverance vertically down the side of
a piece of paper. Write one word for each letter, using the information you
have collected.
Choice
Points (√)
25
A Tasks
(Choose one.)
Read the following description on portfolios carefully before completing one of the A tasks.
A Career Studies Portfolio is a collection of your work that, when looked at together, gives you
some clear connections, or “pathways,” to your future. Your portfolio tracks your interests,
including your career interests, as well as abilities and skills you have learned. You will use a
combination of a paper and an electronic portfolio (sometimes known as an e-folio). Note that
portfolios are not static, but change, just as you do. Check the Internet for examples of both
paper and e-folios. Your search will give you plenty of examples of how to set up and organize
your work.As well, you will make a list of what contents you wish to include, such as your best
assignments, your resumé, and covering letter, your Multiple Intelligences Quiz results, and a list
of dream jobs you have gathered, to mention a few. You decide. Choose one or two examples to
begin with and then modify to create your own version of the portfolio and e-folio.
A1 Collect your interest surveys, career information, and skills and
abilities tests from your previous Career Studies class. Choose which ones
best describe you now and include them in your portfolio. You may
convert some into e-files. Write a letter to yourself ten years down the
road. Where are you? What career are you successfully enjoying? How
did you get there? Make a portfolio folder that represents you.
A2 Go through your Career Studies material. Select which assignments
and research are closest to who you are today, as well as your career
interests. Use your organizing and problem-solving skills to create a
portfolio system that has the ability to incorporate your past, present, and
future portfolio materials. Use your word-processing skills and your
creativity to make your portfolio unique and appealing.
A3 Research portfolios on the Internet and/or look at models from your
teacher. Select the important pieces to include from your assignments and
projects thus far in Career Studies. As you organize your portfolio, you
may also collect assignments/projects from such settings as other school
classes, the community, and the workplace. You will build the amount of
material you include in each section of your portfolio as you work through
the Career Studies course and other Grade 10, 11, and 12 classes you will
take in the semesters to follow.
Points
Choice
(√)
30
30
30
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 49 Credit Recovery: Career Studies (GLC2O)
Module 2
Handout 2.1: How to Write a Report
Student: _________________________
Date: ______________
Teacher: ________________________
When you write a report, you are giving an account of information you have read, heard, or seen.
There are specific elements that you need to include in your report. Two main types of reports
are a formal research report and short news report.
All reports begin with a title that captures the main idea. As well, the formal report requires at
least three subheadings set off from each body paragraph. For example, if your topic is
“Canada’s Top 100 Employers,” your three subheadings might be: Bayer Inc., Toronto
International Film Festival Inc., and Royal Canadian Mint. All of your information would be
developed under these three subheadings. The informal news report does not require
subheadings. The main ideas are embedded in the body of the report, like a paragraph.
All reports need a title, 5W’s (Who, What, Where, When, and Why), specific details, quotations,
transition words, and a brief conclusion. Reports are written in paragraph format. To review how
to write a paragraph, see Handout 1.6.
TITLE
5W’s: Who, What, Where, When, and Why: Answer these questions as applicable for the
main topic or event.
Who? ________________________________________________________________________
What? _______________________________________________________________________
Where? ______________________________________________________________________
When? _______________________________________________________________________
Why? ________________________________________________________________________
Use specific details to develop the report. Begin with the three to five main ideas from the main
topic you have read about or event you have observed. Then brainstorm specific details about
these main ideas. The number of specific details you include for each main idea depends on how
long your report is to be. Generally, two or three are sufficient in a short report. Remember to
add Transition Words in your sentences to guide your readers along with your ideas.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
News reports always have at least one quotation from someone who was present at the event.
Feel free to add more than one.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
A Conclusion statement is a part of both a formal researched report and a short news report.
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 50 Credit Recovery: Career Studies (GLC2O)
Module 2
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 51 Credit Recovery: Career Studies (GLC2O)
Module 2
Date Due: _________________
Total Points
Use of critical-thinking
skills (reading, research,
decision making)
Expression and
organization of ideas
and information in oral,
visual, and written
forms
Understanding of
process
Use of planning and
processing skills
Category/Criteria
Knowledge of content
- Uses critical-thinking
skills with some
effectiveness
- Expresses and
organizes ideas and
information with some
effectiveness
- Uses planning and
processing skills with
some effectiveness
- Uses planning and
processing skills with
limited effectiveness
- Uses critical-thinking
skills with limited
effectiveness
- Expresses and
organizes ideas and
information with limited
effectiveness
Level 2
- Demonstrates some
knowledge and
understanding
Level 1
- Demonstrates limited
knowledge and
understanding
- Uses critical-thinking
skills with considerable
effectiveness
- Expresses and
organizes ideas and
information with
considerable
effectiveness
- Uses planning and
processing skills with
considerable
effectiveness
Level 3
- Demonstrates
considerable knowledge
and understanding
- Uses critical-thinking
skills with a high degree
of effectiveness
- Expresses and
organizes ideas and
information with a high
degree of effectiveness
- Uses planning and
processing skills with a
high degree of
effectiveness
Level 4
- Demonstrates
thorough knowledge
and understanding
/20
/8
/7
/5
Points
Expectation
• Evaluate and apply the personal-management skills and characteristics needed for school success, document them in their portfolio, and
demonstrate their use in a variety of settings.
Student’s Name: ___________________________________
Generic Rubric: Unit 1, Module 2 – Layer C
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 52 Credit Recovery: Career Studies (GLC2O)
Module 2
Date Due: _________________
- Applies knowledge and
skills with limited
effectiveness
- Transfers knowledge
and skills to new contexts
with limited effectiveness
- Makes connections with
limited effectiveness
Application of knowledge
and skills (learning,
technology)
Transfer of knowledge and
skills to new contexts
Making connections within
and between various contexts
(different jobs in the
workplace)
Total Points
- Makes connections
with some effectiveness
- Transfers knowledge
and skills to new
contexts with some
effectiveness
- Uses critical-thinking
skills with some
effectiveness
- Expresses and
organizes ideas and
information with some
effectiveness
- Applies knowledge
and skills with some
effectiveness
- Uses critical-thinking
skills with limited
effectiveness
- Expresses and organizes
ideas and information
with limited effectiveness
Use of critical-thinking skills
(reading, research, decision
making)
Expression and organization
of ideas and information in
oral, visual, and written forms
Understanding of process
Use of planning and
processing skills
Level 2
- Demonstrates some
knowledge and
understanding
- Uses planning and
processing skills with
some effectiveness
Level 1
- Demonstrates limited
knowledge and
understanding
- Uses planning and
processing skills with
limited effectiveness
Category/Criteria
Knowledge of content
- Makes connections
with considerable
effectiveness
- Transfers knowledge
and skills with
considerable
effectiveness
- Uses critical-thinking
skills with considerable
effectiveness
- Expresses and
organizes ideas and
information with considerable effectiveness
- Applies knowledge
and skills with
considerable
effectiveness
Level 3
- Demonstrates
considerable knowledge
and understanding
- Uses planning and
processing skills with
considerable
effectiveness
- Makes connections
with a high degree of
effectiveness
- Transfers knowledge
and skills with a high
degree of effectiveness
- Uses critical-thinking
skills with a high
degree of effectiveness
- Expresses and
organizes ideas and
information with a high
degree of effectiveness
- Applies knowledge
and skills with a high
degree of effectiveness
Level 4
- Demonstrates
thorough knowledge
and understanding
- Uses planning and
processing skills with a
high degree of
effectiveness
/25
/10
/5
/5
/5
Points
Expectation
• Evaluate and apply the personal-management skills and characteristics needed for school success, document them in their portfolio, and
demonstrate their use in a variety of settings.
Student’s Name: ___________________________________
Generic Rubric: Unit 1, Module 2 – Layer B
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 53 Credit Recovery: Career Studies (GLC2O)
Module 2
Date Due: _________________
- Makes connections with
some effectiveness
- Makes connections with
limited effectiveness
Making connections within and
between various contexts
(different jobs in the workplace)
Total Points
- Makes connections with
considerable effectiveness
- Transfers knowledge and
skills with considerable
effectiveness
- Transfers knowledge
and skills to new contexts
with some effectiveness
- Transfers knowledge
and skills to new contexts
with limited effectiveness
Transfer of knowledge and
skills to new contexts
Application of knowledge and
skills (learning, technology)
- Uses conventions (e.g.,
appropriate style and
format) and appropriate
vocabulary with
considerable effectiveness
- Applies knowledge and
skills with considerable
effectiveness
- Uses conventions (e.g.,
appropriate style and
format) and appropriate
vocabulary with some
effectiveness
- Applies knowledge and
skills with some
effectiveness
- Uses conventions (e.g.,
appropriate style and
format) and appropriate
vocabulary with limited
effectiveness
- Applies knowledge and
skills with limited
effectiveness
Use of conventions (e.g.,
appropriate style and format)
and appropriate vocabulary
Level 3
- Demonstrates considerable
knowledge and
understanding
- Uses planning and
processing skills with
considerable effectiveness
- Uses critical-thinking
skills with considerable
effectiveness
- Expresses and organizes
ideas and information with
considerable effectiveness
Level 2
- Demonstrates some
knowledge and
understanding
- Uses planning and
processing skills with
some effectiveness
- Uses critical-thinking
skills with some
effectiveness
- Expresses and organizes
ideas and information
with some effectiveness
- Uses critical-thinking
skills with limited
effectiveness
- Expresses and organizes
ideas and information
with limited effectiveness
Level 1
- Demonstrates limited
knowledge and
understanding
- Uses planning and
processing skills with
limited effectiveness
Use of critical-thinking skills
(reading, research, decision
making)
Expression and organization of
ideas and information in oral,
visual, and written forms
Understanding of process
Use of planning and processing
skills
Category/Criteria
Knowledge of content
- Makes connections with
a high degree of
effectiveness
- Transfers knowledge
and skills with a high
degree of effectiveness
- Uses conventions (e.g.,
appropriate style and
format) and appropriate
vocabulary with a high
degree of effectiveness
- Applies knowledge and
skills with a high degree
of effectiveness
- Uses critical-thinking
skills with a high degree
of effectiveness
- Expresses and organizes
ideas and information
with a high degree of
effectiveness
Level 4
- Demonstrates thorough
knowledge and
understanding
- Uses planning and processing skills with a high
degree of effectiveness
Expectation
• Evaluate and apply the personal-management skills and characteristics needed for school success, document them in their portfolio, and
demonstrate their use in a variety of settings.
Student’s Name: ___________________________________
Generic Rubric: Unit 1, Module 2 – Layer A
/30
/10
/8
/8
/4
Points
CREDIT RECOVERY CAREER STUDIES
(GLC2O)
UNIT 1:
PERSONAL MANAGEMENT
MODULE 3:
Demonstrate effective use of
interpersonal skills within a variety
of settings.
Unit 1, Personal Management: Module 3
Demonstrate effective use of interpersonal skills within a variety of settings.
Tasks
• Layer C: Choose one of the C tasks below to gain 20 points.
• Layer B: Choose two of the B tasks below to gain 50 points.
• Layer A: Choose one of the A tasks below to gain 30 points.
TOTAL:
/100
NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end
of this module for your assessment and evaluation.
C Tasks
(Choose one.)
C1 Define the terms people smart and networking and then list ten reasons why
they are important to finding a job. In what two ways is each of these terms
important in school, family, and the community? Remember always that
interpersonal skills can also be non-verbal. How, for example, would you
express frustration and contentment to your teacher without saying or writing a
word.
C2 Read an article on Emotional Intelligence. You may use your library or the
Internet to find your article, and/or read Handout 1.4: Emotional Intelligence.
After reading the article(s), give a two-minute oral summary to your teacher.
Remember to show your article to your teacher. For help with this task, see
Handout 3.1: How to Write a Summary. Instead of writing a summary, however,
you will present your outline orally to your teacher.
C3 Think of your favourite team. What five qualities make a great team and
what 5 qualities make a great leader? What skills do the team and the leader need
to have in order to work well together? You may discuss your ideas with your
classmates. Use a graphic organizer or another visual representation, such as a
concept map, to organize and display the qualities and skills that you have
decided are important. For help with this task, see Handouts 1.3 and 1.8.
Points
Choice
(√)
20
20
20
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 55 Credit Recovery: Career Studies (GLC2O)
Module 3
B Tasks
(Choose two.)
B1 Demonstrate, by acting out for your teacher and/or your class, a short 20- to
30-line role play, where facial expressions and body language relate a stressful,
but successful, achievement. Some examples might be a job interview, asking for
help, or inviting someone new to go out. Remember to plan and practise first.
B2 Active listening involves your eyes and ears. When you listen actively, you
are “present,” which means that instead of thinking about what you are going to
say next while the other person is talking, you listen carefully to the words and
messages he or she is telling you. Think of a past situation where you used active
listening, and one situation where you didn’t. Analyze how your words and body
language were different. How do you think both situations affected the person
who was speaking to you. Write down your thoughts in a paragraph or two. For
help with this task, see Handout 1.6: Writing a Paragraph.
B3 Choose a topic that is important to you as a teenager. Outline your main
ideas about this topic. Now, consider this topic from the perspective of a
teenager at your school who is from a culture different from yours. Examine the
two viewpoints. How are the viewpoints similar and how are they different?
Check out your ideas by asking a teenager of this culture in your school. Explain
your findings in a short report. For help, see Handout 2.1: How to Write a
Report.
B4 In a successful workplace, people work together as a team. Some areas
important to achieving this success include: attention to understanding the task,
managing the task, and learning about others’ strengths and interests. After
carefully considering the preceding statements, write out or use a graphic
organizer to explain what occurs at a fast-food restaurant to serve you, and many
other customers, your hamburger, or salad, quickly and with a smile. For help
with this task, see Handouts 1.3 and 1.8.
B5 Read these two viewpoints:
1. All students should go into college, university, or an apprenticeship after
high school.
2. All students should work for a year or two before post-secondary school
study.
Write five pros and five cons for each viewpoint. As your conclusion, write in
one or two sentences which viewpoint you support and why. Put all of your
information into a summary. For help with this task, see Handout 3.1: How to
Write a Summary.
Points
Choice
(√)
25
25
25
25
25
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 56 Credit Recovery: Career Studies (GLC2O)
Module 3
B6 Conflict sometimes needs a mediator to find consensus between two parties.
Define the three terms in italics in the preceding sentence. Now, write a dialogue
that resolves a conflict between two classmates. You may use a conflict you have
experienced yourself, or one you have seen at your school. Reach an agreement
between the two parties. Use the Internet to find examples of mediation skills,
and think of examples of mediation you have observed as well. Remember when
writing a dialogue you will begin a new line when the speaker changes. Use your
English textbook to check up on the punctuation and examples of the dialogue.
Choice
Points (√)
25
A Tasks
(Choose one.)
Choice
Points (√)
A1 Is finding consensus among team members always necessary? Defend your
30
opinion and write a four-paragraph essay to persuade your teacher. Use specific
examples to support the main ideas in your two body paragraphs. For help with
this task, see Handout 1.8: Concept Map and Handout 1.7: Outline for Writing
an Essay.”
A2 Research some of the top leaders in Canada today. Choose one male and
one female who have character traits and work skills that you admire and find
30
interesting. Create a two-page conversation between them, where they discuss
their lives, their career pathways, and their dreams. See an English grammar text
for examples of proper punctuation and set up of a dialogue or conversation.
A3 Investigate what people mean by “respecting diversity in our communities.”
Discuss your ideas with your teacher or classmate. Then, design a teen program
30
that includes its own mission statement, to support and raise awareness about
respecting diversity in schools, communities, and workplaces. Research models
of mission statements on the Internet. What information is most important to
include?
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 57 Credit Recovery: Career Studies (GLC2O)
Module 3
Handout 3.1: How to Write a Summary
Student: _________________________
Date: _______________
Teacher: _________________________
A summary retells the main ideas and facts about the text you have read. The form of a summary
is similar to that of a paragraph. A summary may be one paragraph only or a few. The length of
the summary will depend on the amount of information to be summarized.
Unlike a summary, a paragraph can include personal examples or opinions, as well as the facts
from the text you have read or researched. A summary does not ask for your opinion. It is a
retelling of information that you have read only.
A summary asks the writer to condense a longer piece of text. That means you keep the main
ideas from the text and a few specific details only. The summary of the text will be much shorter
than the original text.
The organization of your summary paragraph can be divided into a beginning, a middle, and an
end, if your summary is for a short story.
Skim, which means read for the gist, or general understanding, of the text to find the main ideas.
Write them in point form in your Summary Outline.
You may begin to retell the story or article by giving your summary a title, but a title is not
always required.
In a summary, you are to use your own words; you may use some keywords from the text, but
do not copy word for word from the text you are summarizing.
Of course, you will need Transition Words and a short conclusion, just as you do in the
paragraph. Check out Unit 1, Module 1 for examples of Transition Words.
Summary Outline
Topic Sentence: (overall Topic of the text read)
____________________________________________________________________________________
____________________________________________________________________________________
Beginning: (two or three Main Ideas, one Supporting Detail, and Transition Words)
____________________________________________________________________________________
____________________________________________________________________________________
Middle: (two or three Main Ideas, one Supporting Detail, and Transitions Words)
____________________________________________________________________________________
____________________________________________________________________________________
End: (one or two Main Ideas, one Supporting Detail, and Transition Words)
______________________________________________________________________________________
______________________________________________________________________________________
Concluding Sentence: (Closing Remark and restatement about the Overall Topic)
___________________________________________________________________________________
____________________________________________________________________________________
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 58 Credit Recovery: Career Studies (GLC2O)
Module 3
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 59 Credit Recovery: Career Studies (GLC2O)
Module 3
Total Points
Use of critical-thinking
skills (reading, research,
decision making)
Expression and
organization of ideas
and information in oral,
visual, and written
forms
Understanding of
process
Use of planning and
processing skills
Category/Criteria
Knowledge of content
- Uses critical-thinking
skills with some
effectiveness
- Expresses and
organizes ideas and
information with some
effectiveness
- Uses planning and
processing skills with
some effectiveness
- Uses planning and
processing skills with
limited effectiveness
- Uses critical-thinking
skills with limited
effectiveness
- Expresses and
organizes ideas and
information with limited
effectiveness
Level 2
- Demonstrates some
knowledge and
understanding
Level 1
- Demonstrates limited
knowledge and
understanding
- Uses critical-thinking
skills with considerable
effectiveness
- Expresses and
organizes ideas and
information with
considerable
effectiveness
- Uses planning and
processing skills with
considerable
effectiveness
- Uses critical-thinking
skills with a high degree
of effectiveness
- Expresses and
organizes ideas and
information with a high
degree of effectiveness
- Uses planning and
processing skills with a
high degree of
effectiveness
Level 4
- Demonstrates
thorough knowledge
and understanding
Date Due: _________________
Level 3
- Demonstrates
considerable knowledge
and understanding
Expectation
• Demonstrate effective use of interpersonal skills within a variety of settings.
Student’s Name: ___________________________________
Generic Rubric: Unit 1, Module 3 – Layer C
/20
/8
/7
/5
Points
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 60Credit Recovery: Career Studies (GLC2O)
Module 3
Total Points
- Makes connections with
limited effectiveness
Making connections within
and between various
contexts (different jobs in
the workplace)
- Makes connections with
some effectiveness
- Transfers knowledge
and skills to new contexts
with some effectiveness
- Applies knowledge and
skills with some
effectiveness
- Applies knowledge and
skills with limited
effectiveness
- Transfers knowledge
and skills to new contexts
with limited effectiveness
- Uses critical-thinking
skills with some
effectiveness
- Expresses and organizes
ideas and information
with some effectiveness
Level 2
- Demonstrates some
knowledge and
understanding
- Uses planning and
processing skills with
some effectiveness
- Uses critical-thinking
skills with limited
effectiveness
- Expresses and organizes
ideas and information
with limited effectiveness
Level 1
- Demonstrates limited
knowledge and
understanding
- Uses planning and
processing skills with
limited effectiveness
Transfer of knowledge and
skills to new contexts
Use of critical-thinking
skills (reading, research,
decision making)
Expression and
organization of ideas and
information in oral, visual,
and written forms
Application of knowledge
and skills (learning,
technology)
Understanding of process
Use of planning and
processing skills
Category/Criteria
Knowledge of content
Expectation
• Demonstrate effective use of interpersonal skills within a variety of settings.
Student’s Name: ___________________________________
Generic Rubric: Unit 1, Module 3 – Layer B
- Makes connections with
considerable effectiveness
- Transfers knowledge
and skills with
considerable effectiveness
- Uses critical-thinking
skills with considerable
effectiveness
- Expresses and organizes
ideas and information
with considerable
effectiveness
- Applies knowledge and
skills with considerable
effectiveness
Level 3
- Demonstrates
considerable knowledge
and understanding
- Uses planning and
processing skills with
considerable effectiveness
- Makes connections with
a high degree of
effectiveness
- Transfers knowledge
and skills with a high
degree of effectiveness
- Uses critical-thinking
skills with a high degree
of effectiveness
- Expresses and organizes
ideas and information
with a high degree of
effectiveness
- Applies knowledge and
skills with a high degree
of effectiveness
Level 4
- Demonstrates thorough
knowledge and
understanding
- Uses planning and
processing skills with a
high degree of
effectiveness
Date Due: _________________
/25
/10
/5
/5
/5
Points
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 61Credit Recovery: Career Studies (GLC2O)
Module 3
- Uses conventions (e.g.,
appropriate style and
format) and appropriate
vocabulary with limited
effectiveness
- Applies knowledge and
skills with limited
effectiveness
Use of conventions (e.g.,
appropriate style and
format) and appropriate
vocabulary
- Makes connections with
some effectiveness
- Makes connections with
limited effectiveness
Making connections within
and between various
contexts (different jobs in
the workplace)
Total Points
- Transfers knowledge
and skills to new contexts
with some effectiveness
- Transfers knowledge
and skills to new contexts
with limited effectiveness
Transfer of knowledge and
skills to new contexts
Application of knowledge
and skills (learning,
technology)
- Uses conventions (e.g.,
appropriate style and
format) and appropriate
vocabulary with some
effectiveness
- Applies knowledge and
skills with some
effectiveness
- Uses critical-thinking
skills with some
effectiveness
- Expresses and organizes
ideas and information
with some effectiveness
- Uses critical-thinking
skills with limited
effectiveness
- Expresses and organizes
ideas and information
with limited effectiveness
Use of critical-thinking
skills (reading, research,
decision making)
Expression and
organization of ideas and
information in oral, visual,
and written forms
Understanding of process
Use of planning and
processing skills
Level 2
- Demonstrates some
knowledge and
understanding
- Uses planning and
processing skills with
some effectiveness
Level 1
- Demonstrates limited
knowledge and
understanding
- Uses planning and
processing skills with
limited effectiveness
Category/Criteria
Knowledge of content
Expectation
• Demonstrate effective use of interpersonal skills within a variety of settings.
Student’s Name: ___________________________________
Generic Rubric: Unit 1, Module 3 – Layer A
- Makes connections with
considerable effectiveness
- Transfers knowledge
and skills with
considerable effectiveness
- Uses conventions (e.g.,
appropriate style and
format) and appropriate
vocabulary with considerable effectiveness
- Applies knowledge and
skills with considerable
effectiveness
- Uses critical-thinking
skills with considerable
effectiveness
- Expresses and organizes
ideas and information
with considerable
effectiveness
Level 3
- Demonstrates
considerable knowledge
and understanding
- Uses planning and
processing skills with
considerable effectiveness
- Makes connections with
a high degree of
effectiveness
- Transfers knowledge
and skills with a high
degree of effectiveness
- Uses conventions (e.g.,
appropriate style and
format) and appropriate
vocabulary with a high
degree of effectiveness
- Applies knowledge and
skills with a high degree
of effectiveness
- Uses critical-thinking
skills with a high degree
of effectiveness
- Expresses and organizes
ideas and information
with a high degree of
effectiveness
Level 4
- Demonstrates thorough
knowledge and
understanding
- Uses planning and processing skills with a high
degree of effectiveness
Date Due: _________________
/30
/10
/8
/8
/4
Points
CREDIT RECOVERY CAREER STUDIES
(GLC2O)
UNIT 2:
EXPLORATION OF OPPORTUNITIES
MODULE 4:
Use a research process to locate and
select relevant career information
from a variety of sources for
inclusion in a portfolio
Unit 2, Exploration of Opportunities: Module 4
Use a research process to locate and select relevant career information from a variety of
sources for inclusion in a portfolio.
Tasks
• Layer C: Choose one of the C tasks below to gain 20 points.
• Layer B: Choose two of the B tasks below to gain 50 points.
• Layer A: Choose one of the A tasks below to gain 30 points.
TOTAL:
/100
NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end
of this module for your assessment and evaluation.
C Tasks
(Choose one.)
C1 <www.careercruising .com> is an amazing tool to answer your careerrelated questions. Use your school’s password and research four possible career
pathways of interest. Take notes and put the information you discover into your
portfolio. If you have a problem with the password, call the TDSB Career Centre
West or East for support. Your teacher will get you the number. For help with
this task, see Handout 4.1: Taking Good Notes.
C2 <www.careercruising .com> will also give you a chance to look up your
four dream jobs. Dream big! Check out years of school needed, salaries, work
environments, and future prospects, if possible. Take notes and put your findings
into your portfolio. For help with this task, see Handout 4.1: Taking Good Notes.
C3 <www.careercruising .com> has careers that require post-secondary
education and some that allow you to go straight to the workplace from high
school. Research a career from each of the four pathways: apprenticeship, school
to work, university, and college. Take notes and include in your portfolio the
information you discover. For help with this task, see Handout 4.1: Taking Good
Notes.
Points
Choice
(√)
20
20
20
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 63 Credit Recovery: Career Studies (GLC2O)
Module 4
B Tasks
(Choose two.)
B1 The TDSB has a Virtual Career Centre. It is a one-stop shopping site for
career information. See what more information you can discover about two of
the four occupations you looked into in Layer C. Decide which one is your
favourite at this time. Give reasons to explain your answer. Use your notes to
create a short brochure to promote this occupation, using all the reasons and data
that have made it your favourite. For help with this task, see Handout 1.5:
Creating a Brochure.
B2 Ontario Prospects is an annual career guide for high school students. It has
stories of work experiences and career possibilities that you’ll find interesting.
Explore the pages of the current guide at <www.ontarioprospects.info>, or just
search “Ontario Prospects.” Use your interests, skills, and abilities when doing
your search. Take notes on the articles that you find of interest and discuss your
findings with your teacher. For help with this task, see Handout 4.1: Taking
Good Notes.
B3 How might gender affect your career decisions? Does it really matter in the
twenty-first century? Make a list of ten traditional and ten non-traditional
occupations for women. What are the possibilities for women in plumbing, law,
or acting? Use the Internet to help you in your search. For help with this task, see
Handout 4.1: Taking Good Notes. Put your notes into a short summary. See
Handout 3.1: How to Write a Summary.
B4 Who is Generation Y? Research this demographic, or age group. What kind
of work do they want to do? List five different work environments and five
different types of work preferred by Generation Y. Write down any similarities
between your interests and those of Generation Y. Create a short report. For help
with this task, see Handout 2.1: How to Write a Report.
B5 The more interests and skills you have, the more opportunities you have to
find occupations you would enjoy anywhere in Canada. Go to
<www.labourmarketinformation.ca> to check out the “wages and salaries” in
three different areas of Canada. Search three different occupations and the details
for each, available on the website. Create a short oral presentation for your
teacher to promote the three occupations and three different areas you have
chosen to research. Check the Internet for five important tips to consider when
giving a short oral presentation (e.g., showing enthusiasm about your subject so
that others become enthusiastic and interested too).
Points
Choice
(√)
25
25
25
25
25
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 64 Credit Recovery: Career Studies (GLC2O)
Module 4
B6 Fashion, fine art, theatre, cooking—I want to create! What do I need to do
to create one of my career choices? Search Ontario colleges and universities for
details. Where is it possible to study these occupations? How many years of
study are needed? What are the costs, education, and skills required to apply?
Create a profile for two different occupations, and think of a creative way to
promote occupations you are interested in to other students. Make a short, threeto five-minute presentation of your findings to one or two students in your class
who love the idea of working in a creative occupation.
Choice
Points (√)
25
A Tasks
(Choose one.)
A1 Talk to an entrepreneur. What was his or her business idea? How did this
entrepreneur get started? When does he or she take holidays? Discuss his or her
business-building process step by step. Take a business idea of yours. Using
your example entrepreneur’s information, write out your own step-by-step
business plan. Search the website <www.bsa.canadabusiness.ca> for business
plans ideas. For help with this task, see Handout 4.2: Making a Flow Chart.
A2 <www.jobfutures.org> has up-to-date provincial labour-market resources. It
also gives you information on current trends and future outlook for
“163 occupations common to Ontario.” Judge five of the best options available
for Ali or Victoria, two teenagers who have just graduated from high school and
who want to explore future options. They are both willing to work full-time now
and are willing to relocate. Put your results for one of the teens into a summary.
For help with this task, see Handout 3.1: How to Write a Summary.
A3 Canadians living with disabilities are working at all levels of society. Anne
Jarry, Executive Director for the CNIB (Canadian National Institute for the
Blind), lost her eyesight in 1986. What support services are available for job
seekers with disabilities? Begin your search with
<www.hrsdc.gc.ca/en/disability_issues/funding_programs/opportunities_fund/
index.shtml>, or the Office for Disability Issues in Canada. Compile a list of
services and write out areas of interest for jobs for teenagers with a disability.
Put your information into a brochure for these teens to read. For help with this
task, see Handout 1.5: Creating a Brochure. See Brochure Handout 1.5. Your
title could be, “Abilities Happen When Working Together,” or create a title of
your own.
Points
Choice
(√)
30
30
30
Note: Remember to include your research and data in your portfolio.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 65 Credit Recovery: Career Studies (GLC2O)
Module 4
Handout 4.1: Taking Good Notes
Student: _____________________________
Date: _____________________
Teacher: ____________________________
What’s the big deal about note taking, anyway?
Taking good notes in class helps you organize main ideas and key points so that your brain can
organize the information better when you study later. Effective note taking makes for effective
learning—and higher marks!
Why take good notes?
•
•
•
Good note taking helps you focus on and therefore remember the content of what your
teacher has said.
Understanding key information from your notes helps you make connections to other
learning in the unit you are studying. As well, you will be able to make connections to other
units, classes, or subjects.
When you take good notes, you will require less time studying to know your course content.
No time is wasted trying to figure out from your notes what your teacher presented a week, a
month, or more ago.
How do you take good class notes?
•
•
•
•
•
•
Listen for and write down the main ideas. Classroom lessons, or lectures, are like paragraphs.
The main topic is usually presented first, and then the details to support it follow.
Write keywords from what is said. Don’t worry about spelling in your notes—just get the
main content down on paper. Teachers usually will say, “This is important,” or “Don’t forget
this section.” These are cues your teachers are giving you. Are you listening?
Put big ideas and small important details into your own words. You’ll usually remember your
own words when you study more than you will remember the words of your teacher!
Sit where you can see and hear, away from the “visiting” section of the class. Listening to
others and your teacher at the same time doesn’t make for great note taking, nor for great
memory retention later either.
Create a system to keep main ideas and specific, but important details separate. You might
use a highlighter for the main ideas, and bullets for the details. You decide what method will
help you keep your points organized and understandable weeks later.
Keep a separate space at the bottom of each page, or at the left or right side of the page,
where you can interject your note taking with insights or questions that you may have.
Parentheses ( ) work too!
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 66 Credit Recovery: Career Studies (GLC2O)
Module 4
Handout 4.2: Making a Flow Chart
Student: _________________________
Date: __________________
Teacher: __________________________
What is a flow chart?
A flow chart explains a process. Mapping a process is clearer when you use graphics or shapes.
You can see the steps more easily. Therefore, if you want to explain the steps to make a
sandwich, get a good grade on an ESL exam, or prepare for your future, try making a flow chart.
Why use a flow chart?
• It clarifies steps and possible stumbling blocks in a process.
• You can review the process easily and see where it is working and if it needs to be changed.
• Everyone in a group can clearly see the process and then discuss it.
• If you have a problem or dilemma, you can break it down to look at the parts, as well as the
whole process.
• The purpose of the process is presented clearly.
How do you create a flow chart?
1. Choose shapes that will explain each step of the process. Make a legend so your reader
knows what direction and steps you are taking and why. See the examples below and what
they could represent.
Start; Finish
Direction of ideas
Connection between/among ideas
Decisions made
Or (this idea or that idea)
Choice
Questions
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 67 Credit Recovery: Career Studies (GLC2O)
Module 4
Still thinking
Action
2. Keep your descriptions of the steps in your process short. Use short phrases and single words
mostly when you are creating your flow chart.
3. The main direction of the process in your flow chart moves from the top to the bottom on the
page. Look for examples of flow charts in science, geography, business, or math textbooks.
You could also browse on the Internet for examples.
4. Try to keep your flow chart to one page.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 68 Credit Recovery: Career Studies (GLC2O)
Module 4
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 69 Credit Recovery: Career Studies (GLC2O)
Module 4
Date Due: _________________
Total Points
Use of critical-thinking
skills (reading, research,
decision making)
Expression and
organization of ideas
and information in oral,
visual, and written
forms
Understanding of
process
Use of planning and
processing skills
Category/Criteria
Knowledge of content
- Uses critical-thinking
skills with some
effectiveness
- Expresses and
organizes ideas and
information with some
effectiveness
- Uses planning and
processing skills with
some effectiveness
- Uses planning and
processing skills with
limited effectiveness
- Uses critical-thinking
skills with limited
effectiveness
- Expresses and
organizes ideas and
information with limited
effectiveness
Level 2
- Demonstrates some
knowledge and
understanding
Level 1
- Demonstrates limited
knowledge and
understanding
- Uses critical-thinking
skills with considerable
effectiveness
- Expresses and
organizes ideas and
information with
considerable
effectiveness
- Uses planning and
processing skills with
considerable
effectiveness
Level 3
- Demonstrates
considerable knowledge
and understanding
- Uses critical-thinking
skills with a high degree
of effectiveness
- Expresses and
organizes ideas and
information with a high
degree of effectiveness
- Uses planning and
processing skills with a
high degree of
effectiveness
Level 4
- Demonstrates
thorough knowledge
and understanding
Expectation
• Use a research process to locate and select relevant career information from a variety of sources for inclusion in a portfolio.
Student’s Name: ___________________________________
Generic Rubric: Unit 2, Module 4 – Layer C
/20
/8
/7
/5
Points
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 70 Credit Recovery: Career Studies (GLC2O)
Module 4
Date Due: _________________
Total Points
- Makes connections with
limited effectiveness
Making connections within
and between various
contexts (different jobs in
the workplace)
- Makes connections with
some effectiveness
- Transfers knowledge
and skills to new contexts
with some effectiveness
- Applies knowledge and
skills with some
effectiveness
- Applies knowledge and
skills with limited
effectiveness
- Transfers knowledge
and skills to new contexts
with limited effectiveness
- Uses critical-thinking
skills with some
effectiveness
- Expresses and organizes
ideas and information
with some effectiveness
Level 2
- Demonstrates some
knowledge and
understanding
- Uses planning and
processing skills with
some effectiveness
- Uses critical-thinking
skills with limited
effectiveness
- Expresses and organizes
ideas and information
with limited effectiveness
Level 1
- Demonstrates limited
knowledge and
understanding
- Uses planning and
processing skills with
limited effectiveness
Transfer of knowledge and
skills to new contexts
Use of critical-thinking
skills (reading, research,
decision making)
Expression and
organization of ideas and
information in oral, visual,
and written forms
Application of knowledge
and skills (learning,
technology)
Understanding of process
Use of planning and
processing skills
Category/Criteria
Knowledge of content
- Makes connections with
considerable effectiveness
- Transfers knowledge
and skills with
considerable effectiveness
- Uses critical-thinking
skills with considerable
effectiveness
- Expresses and organizes
ideas and information
with considerable
effectiveness
- Applies knowledge and
skills with considerable
effectiveness
Level 3
- Demonstrates
considerable knowledge
and understanding
- Uses planning and
processing skills with
considerable effectiveness
- Makes connections with
a high degree of
effectiveness
- Transfers knowledge
and skills with a high
degree of effectiveness
- Uses critical-thinking
skills with a high degree
of effectiveness
- Expresses and organizes
ideas and information
with a high degree of
effectiveness
- Applies knowledge and
skills with a high degree
of effectiveness
Level 4
- Demonstrates thorough
knowledge and
understanding
- Uses planning and
processing skills with a
high degree of
effectiveness
Expectation
• Use a research process to locate and select relevant career information from a variety of sources for inclusion in a portfolio.
Student’s Name: ___________________________________
Generic Rubric: Unit 2, Module 4 – Layer B
/25
/10
/5
/5
/5
Points
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 71 Credit Recovery: Career Studies (GLC2O)
Module 4
Date Due: _________________
- Uses conventions (e.g.,
appropriate style and
format) and appropriate
vocabulary with limited
effectiveness
- Applies knowledge and
skills with limited
effectiveness
Use of conventions (e.g.,
appropriate style and format)
and appropriate vocabulary
- Makes connections with
some effectiveness
- Makes connections with
limited effectiveness
Making connections within and
between various contexts
(different jobs in the workplace)
Total Points
- Transfers knowledge
and skills to new contexts
with some effectiveness
- Transfers knowledge
and skills to new contexts
with limited effectiveness
- Uses conventions (e.g.,
appropriate style and
format) and appropriate
vocabulary with some
effectiveness
- Applies knowledge and
skills with some
effectiveness
- Uses critical-thinking
skills with some
effectiveness
- Expresses and organizes
ideas and information
with some effectiveness
Level 2
- Demonstrates some
knowledge and
understanding
- Uses planning and
processing skills with
some effectiveness
Transfer of knowledge and
skills to new contexts
Application of knowledge and
skills (learning, technology)
- Uses critical-thinking
skills with limited
effectiveness
- Expresses and organizes
ideas and information
with limited effectiveness
Level 1
- Demonstrates limited
knowledge and
understanding
- Uses planning and
processing skills with
limited effectiveness
Use of critical-thinking skills
(reading, research, decision
making)
Expression and organization of
ideas and information in oral,
visual, and written forms
Understanding of process
Use of planning and processing
skills
Category/Criteria
Knowledge of content
- Makes connections with
considerable effectiveness
- Makes connections with
a high degree of
effectiveness
- Transfers knowledge
and skills with a high
degree of effectiveness
- Uses conventions (e.g.,
appropriate style and
format) and appropriate
vocabulary with a high
degree of effectiveness
- Applies knowledge and
skills with a high degree
of effectiveness
- Uses conventions (e.g.,
appropriate style and
format) and appropriate
vocabulary with
considerable effectiveness
- Applies knowledge and
skills with considerable
effectiveness
- Transfers knowledge
and skills with
considerable effectiveness
- Uses critical-thinking
skills with a high degree
of effectiveness
- Expresses and organizes
ideas and information
with a high degree of
effectiveness
Level 4
- Demonstrates thorough
knowledge and
understanding
- Uses planning and
processing skills with a
high degree of
effectiveness
- Uses critical-thinking
skills with considerable
effectiveness
- Expresses and organizes
ideas and information
with considerable
effectiveness
Level 3
- Demonstrates
considerable knowledge
and understanding
- Uses planning and
processing skills with
considerable effectiveness
Expectation
• Use a research process to locate and select relevant career information from a variety of sources for inclusion in a portfolio.
Student’s Name: ___________________________________
Generic Rubric: Unit 2, Module 4 – Layer A
/30
/10
/8
/8
/4
Points
CREDIT RECOVERY CAREER STUDIES
(GLC2O)
UNIT 2:
EXPLORATION OF OPPORTUNITIES
MODULE 5:
Identify current trends in society and
the community economy, and
describe their effect on work
opportunities and work
environments.
Unit 2, Exploration of Opportunities: Module 5
Identify current trends in society and the economy, and describe their effect on work
opportunities and work environments.
Tasks
• Layer C: Choose one of the C tasks below to gain 20 points.
• Layer B: Choose two of the B tasks below to gain 50 points.
• Layer A: Choose one of the A tasks below to gain 30 points.
TOTAL:
/100
NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end
of this module for your assessment and evaluation.
C Tasks
(Choose one.)
C1 Define new occupation, emerging occupation, and evolving
occupation. Give some examples of occupations for each group.
Research Canada’s labour market and list some examples for each group.
Use the TDSB Career Centre resource called Labour Market Snapshot.
Go to <www.tdsb.on.ca> Program, Teaching and Learning > Guidance >
Career Centre Resources > Labour Market Snapshot. There are four or
more Labour Market Snapshots available, so you must read on to find
your information. Write a summary of your findings. For help with this
task, see Handout 3.1: How to Write a Summary.
C2 Look up the meaning of Canadian demographic. Where and how do
you fit? Where do your parents, guardians, and grandparents fit into the
Canadian demographic? Look up the needs and wants for each group.
Write a summary of your findings. For help with this task, see Handout
3.1: How to Write a Summary.
C3 What are the advantages of speaking another language? What
language(s) do you speak? Research immigration in Canada. List ten
factors why people from other countries come to Canada. What areas of
Canada are the top destinations for work? Why do you think these are the
top destinations? Create a dialogue between you and a newcomer to
Canada. Include the information you discovered here. See your English
grammar text to see the conventions of writing the dialogue.
Points
Choice
(√)
20
20
20
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 73 Credit Recovery: Career Studies (GLC2O)
Module 5
B Tasks
(Choose two.)
B1 Why are Calgary and Edmonton strong current and future areas for
work in Canada? List five factors as to why these areas are so strong.
You may consider their industry as one factor. How does Ontario
compare with Alberta in the five factors you have chosen? Use a graphic
organizer such as a concept map to present your data. For an example of
a graphic organizer, see Handout 1.8: Concept Map.
B2 What’s happening in the auto industry? We hear about layoffs and
great deals on buying cars. Research the Canadian auto industry to see
where the industry is now and where it will be in a few years. Write a
paragraph that could be used in a newspaper. For help with this task, see
Handout 1.6: Writing a Paragraph.
B3 One of the emerging job markets is the environment. What are some
of the current and future occupations related to the environment? What
areas of Canada are hot now, and why? Create an eco-friendly brochure
to present your data—current and future occupations and the areas of
Canada where you will find them. For help with this task, see
Handout 1.5: Creating a Brochure.
B4 Define biotechnology. How does science fit into this future work
market? What are some of the occupations emerging in this industry?
What skills are in demand? What high school math do you need to have
for biotechnology occupations? Put your information into a summary.
For help with this task, see Handout 3.1: How to Write a Summary.
B5 Aerospace is not on the radar screen of most students who are
looking for future opportunities. Using some of the previous websites,
such as Human Resources Skills Development Canada, research
emerging occupations the aerospace sector. Take notes on your research.
For help with this task, see Handout 4.1: Taking Good Notes.
B6 Multimedia is where it’s at for many teens. Multimedia includes the
Internet, digital cameras for video and film, blogs, and video games.
What skills are required for jobs in these areas? What education do you
need? What advice would you give someone who is interested in this
field of work. Write a short report. For help with this task, see
Handout 2.1: How to Write a Report.
Points
Choice
(√)
25
25
25
25
25
25
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 74 Credit Recovery: Career Studies (GLC2O)
Module 5
A Tasks
(Choose one.)
A1 About 70 percent of all new jobs created over the next five years are
expected to require some sort of post-secondary education. Lifelong
learning is a reality for the workforce today. How will this affect you?
Evaluate your future plans. Develop a plan for the next three years. Write
out your plan in a form of your choice, but leave room to update the same
plan for the three years that follow.
A2 Choose one of the emerging industries from Layer B. Research five
occupations in that sector that you would like to know more about. Look
into education, wages, and future growth areas in Canada. Again, use the
websites presented in previous tasks, including Career Cruising and
HRSDC, if you like. Create an overview report with details to put into
your portfolio. For help with this task, see Handout 2.1: How to Write a
Report.
A3 New industries mean safety issues, new skill requirements, job
security and benefits, and emerging work-style alternatives. How will all
of these influence job opportunities and work environments for you? If
you could create your ideal new job, what would it look like and feel like
overall? Describe it, design it, and then present it in a creative way to
your teacher and classmates.
Points
Choice
(√)
30
30
30
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 75 Credit Recovery: Career Studies (GLC2O)
Module 5
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 76 Credit Recovery: Career Studies (GLC2O)
Module 5
Date Due: _________________
Total Points
Use of critical-thinking
skills (reading, research,
decision making)
Expression and
organization of ideas
and information in oral,
visual, and written
forms
Understanding of
process
Use of planning and
processing skills
Category/Criteria
Knowledge of content
- Uses critical-thinking
skills with some
effectiveness
- Expresses and
organizes ideas and
information with some
effectiveness
- Uses planning and
processing skills with
some effectiveness
- Uses planning and
processing skills with
limited effectiveness
- Uses critical-thinking
skills with limited
effectiveness
- Expresses and
organizes ideas and
information with limited
effectiveness
Level 2
- Demonstrates some
knowledge and
understanding
Level 1
- Demonstrates limited
knowledge and
understanding
- Uses critical-thinking
skills with considerable
effectiveness
- Expresses and
organizes ideas and
information with
considerable
effectiveness
- Uses planning and
processing skills with
considerable
effectiveness
Level 3
- Demonstrates
considerable knowledge
and understanding
- Uses critical-thinking
skills with a high degree
of effectiveness
- Expresses and
organizes ideas and
information with a high
degree of effectiveness
- Uses planning and
processing skills with a
high degree of
effectiveness
Level 4
- Demonstrates
thorough knowledge
and understanding
Expectation
• Identify current trends in society and the economy, and describe their effect on work opportunities and work environments.
Student’s Name: ___________________________________
Generic Rubric: Unit 2, Module 5 – Layer C
/20
/8
/7
/5
Points
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 77 Credit Recovery: Career Studies (GLC2O)
Module 5
Date Due: _________________
Total Points
- Makes connections with
limited effectiveness
Making connections within
and between various
contexts (different jobs in
the workplace)
- Makes connections with
some effectiveness
- Transfers knowledge
and skills to new contexts
with some effectiveness
- Applies knowledge and
skills with some
effectiveness
- Applies knowledge and
skills with limited
effectiveness
- Transfers knowledge
and skills to new contexts
with limited effectiveness
- Uses critical-thinking
skills with some
effectiveness
- Expresses and organizes
ideas and information
with some effectiveness
Level 2
- Demonstrates some
knowledge and
understanding
- Uses planning and
processing skills with
some effectiveness
- Uses critical-thinking
skills with limited
effectiveness
- Expresses and organizes
ideas and information
with limited effectiveness
Level 1
- Demonstrates limited
knowledge and
understanding
- Uses planning and
processing skills with
limited effectiveness
Transfer of knowledge and
skills to new contexts
Use of critical-thinking
skills (reading, research,
decision making)
Expression and
organization of ideas and
information in oral, visual,
and written forms
Application of knowledge
and skills (learning,
technology)
Understanding of process
Use of planning and
processing skills
Category/Criteria
Knowledge of content
- Makes connections with
considerable effectiveness
- Transfers knowledge
and skills with
considerable effectiveness
- Uses critical-thinking
skills with considerable
effectiveness
- Expresses and organizes
ideas and information
with considerable
effectiveness
- Applies knowledge and
skills with considerable
effectiveness
Level 3
- Demonstrates
considerable knowledge
and understanding
- Uses planning and
processing skills with
considerable effectiveness
- Makes connections with
a high degree of
effectiveness
- Transfers knowledge
and skills with a high
degree of effectiveness
- Uses critical-thinking
skills with a high degree
of effectiveness
- Expresses and organizes
ideas and information
with a high degree of
effectiveness
- Applies knowledge and
skills with a high degree
of effectiveness
Level 4
- Demonstrates thorough
knowledge and
understanding
- Uses planning and
processing skills with a
high degree of
effectiveness
Expectation
• Identify current trends in society and the economy, and describe their effect on work opportunities and work environments.
Student’s Name: ___________________________________
Generic Rubric: Unit 2, Module 5 – Layer B
/25
/10
/5
/5
/5
Points
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 78 Credit Recovery: Career Studies (GLC2O)
Module 5
Date Due: _________________
- Uses conventions (e.g.,
appropriate style and
format) and appropriate
vocabulary with limited
effectiveness
- Applies knowledge and
skills with limited
effectiveness
Use of conventions (e.g.,
appropriate style and
format) and appropriate
vocabulary
- Makes connections with
some effectiveness
- Makes connections with
limited effectiveness
Making connections within
and between various
contexts (different jobs in
the workplace)
Total Points
- Transfers knowledge
and skills to new contexts
with some effectiveness
- Transfers knowledge
and skills to new contexts
with limited effectiveness
- Uses conventions (e.g.,
appropriate style and
format) and appropriate
vocabulary with some
effectiveness
- Applies knowledge and
skills with some
effectiveness
- Uses critical-thinking
skills with some
effectiveness
- Expresses and organizes
ideas and information
with some effectiveness
Level 2
- Demonstrates some
knowledge and
understanding
- Uses planning and
processing skills with
some effectiveness
Transfer of knowledge and
skills to new contexts
Application of knowledge
and skills (learning,
technology)
- Uses critical-thinking
skills with limited
effectiveness
- Expresses and organizes
ideas and information
with limited effectiveness
Level 1
- Demonstrates limited
knowledge and
understanding
- Uses planning and
processing skills with
limited effectiveness
Use of critical-thinking
skills (reading, research,
decision making)
Expression and
organization of ideas and
information in oral, visual,
and written forms
Understanding of process
Use of planning and
processing skills
Category/Criteria
Knowledge of content
- Makes connections with
considerable effectiveness
- Transfers knowledge
and skills with
considerable effectiveness
- Uses conventions (e.g.,
appropriate style and
format) and appropriate
vocabulary with
considerable effectiveness
- Applies knowledge and
skills with considerable
effectiveness
- Uses critical-thinking
skills with considerable
effectiveness
- Expresses and organizes
ideas and information
with considerable
effectiveness
Level 3
- Demonstrates
considerable knowledge
and understanding
- Uses planning and
processing skills with
considerable effectiveness
- Makes connections with
a high degree of
effectiveness
- Transfers knowledge
and skills with a high
degree of effectiveness
- Uses conventions (e.g.,
appropriate style and
format) and appropriate
vocabulary with a high
degree of effectiveness
- Applies knowledge and
skills with a high degree
of effectiveness
- Uses critical-thinking
skills with a high degree
of effectiveness
- Expresses and organizes
ideas and information
with a high degree of
effectiveness
Level 4
- Demonstrates thorough
knowledge and
understanding
- Uses planning and processing skills with a high
degree of effectiveness
Expectation
• Identify current trends in society and the economy, and describe their effect on work opportunities and work environments.
Student’s Name: ___________________________________
Generic Rubric: Unit 2, Module 5 – Layer A
/30
/10
/8
/8
/4
Points
CREDIT RECOVERY CAREER STUDIES
(GLC2O)
UNIT 2:
EXPLORATION OF OPPORTUNITIES
MODULE 6:
Identify a broad range of options for
present and future learning, work,
and community involvement.
Unit 2, Exploration of Opportunities: Module 6
Identify a broad range of options for present and future learning, work, and community
involvement.
Tasks
• Layer C: Choose one of the C tasks below to gain 20 points.
• Layer B: Choose one of the B tasks below to gain 50 points.
• Layer A: Choose one of the A tasks below to gain 30 points.
TOTAL:
/100
NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end
of this module for your assessment and evaluation.
C Tasks
(Choose one)
C1 Make vocabulary cards for key terms listed on Handout 6.1: Learning
Opportunities.
C2 List ten volunteer opportunities available in your school and/or your
community. Include the name of the contact person(s) and the telephone
number(s) for each of these opportunities.
C3 Make a three-column table. List three people in your life who have offered
career advice. Describe what career advice they have given you and what you
think of their advice. Use the following headings for your table: Name of Person,
Advice Given, and Your Opinion of the Advice.
Choice
Points (√)
20
20
20
B Tasks
(Choose one)
B1 Write a one-page letter to a new student who has recently moved to your
school, in which you describe the volunteer opportunities available in your
school and/or community. Include the contact information (e.g., name of the
person, department, location, address, telephone number). Use proper business
letter format. For help with this task, see Handout 6.2: Business Letter Format
B2 Make a poster advertising the volunteer opportunities available in your
school and/or your community. Include the contact information (e.g., name of
the person, department, location, address, telephone number). For help with
this task, see Handout 6.4: Creating a Poster/PowerPoint Presentation and
Handout 6.5: Poster Evaluation Rubric
Points
Choice
(√)
50
50
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 80 Credit Recovery: Career Studies (GLC2O)
Module 6
B3 Make a chart and describe the advantages and disadvantages of each of the
four post-secondary learning options (e.g., apprenticeships, community
college, university, on-the-job training). Based on your personal interests,
competencies, and aspirations, identify which option is best suited for you and
why.
Choice
Points (√)
50
A Tasks
(Choose one.)
A1 Complete five hours of Volunteer Work. Obtain the “Community
Involvement Passport” from your Guidance Department. Make sure the
volunteer activity is an approved activity. When you have finished your
volunteer work, complete the “Community Involvement Passport” and submit to
your teacher and Guidance Department so that the hours can be added to your
school record. For help with this activity, see <www.volunteertoronto.ca> and
<www.tdsb.on.ca/summerdestinations>.
A2 Complete five hours of a job-shadowing experience. Then complete
Handout 6.3: Job-Shadowing Experience.
A3 Make a poster or a PowerPoint presentation advertising the Co-op
Education opportunities available in your school. The presentation must include
the following:
• What is Co-op?
• Why take Co-op?
• Who is eligible for co-op/
• Placement opportunities available through your school’s Co-op
Education Department
• How do you sign up for Co-op?
You will need to meet with a Co-op teacher in your school to research the
information for the poster/presentation. For help with this task, see Handout 6.4:
Creating a Poster or PowerPoint Presentation, Handout 6.5: Poster Evaluation
Rubric, and Handout 6.6: PowerPoint Evaluation Rubric.
Choice
Points (√)
30
30
30
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 81 Credit Recovery: Career Studies (GLC2O)
Module 6
Handout 6.1: Learning Opportunities
Student’s Name: ___________________________
Date Due: __________
Teacher’s Name: ________________________
Part A
Make separate vocabulary cards, complete with definitions, for the following key terms:
•
Co-operative Education
•
Job Shadowing
•
Job Twinning
•
Volunteer Work
•
Part-time Work
•
On-the-job Training
•
Apprenticeship
•
Community College
•
University
•
Bachelor’s Degree
•
Trade
•
Diploma
Part B
Write a sentence for each word above as it pertains to your interest in that area.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 82 Credit Recovery: Career Studies (GLC2O)
Module 6
Handout 6.2: Business Letter Format
Main Features of a Good Business Letter
• Left justified
• Two spaces between each line in the body part
• No spelling or grammatical errors
• When the letter is complete, adjust the letter on the page so that the margins at the top and the
bottom of the page are equal. The letter is still left justified, but placed in the centre of the
page.
THE OUTSIDE ADDRESS: This is your address.
THE DATE: Use date letter written.
THE INSIDE ADDRESS: This is the name and address of the person to whom
you are sending the letter.
SALUTATION: Dear ________________:
BODY OF THE LETTER: Use two or three paragraphs to describe the
information you want to convey.
COMPLIMENTARY CLOSING: Use Yours truly or Sincerely,
Leave four or five spaces and then
TYPE YOUR NAME:
Do not forget to sign your letter, in pen, in the space
above your name.
ENCLOSURES: List only the items (if any) included with the letter.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 83 Credit Recovery: Career Studies (GLC2O)
Module 6
Handout 6.3: Job-Shadowing Experience (page 1 of 2)
Student’s Name: ___________________________
Date Due: __________
Teacher’s Name: ________________________
What is Job Shadowing?
Job Shadowing is a one-on-one observation of a worker at a place of employment for one
working day. It involves the pairing of a student with a worker in a specific occupation.
Complete the following information, questions, reflection,
and submit to your teacher.
Name of Placement: ____________________________________________________________
Name of Contact Person: ________________________________________________________
Contact Person’s Telephone Number: _____________________________________________
Start Date: ____________________________________________________________________
Date of Completion: ____________________________________________________________
Contact Person’s Signature: _____________________________________________________
Student’s Signature: _______________________________________________________
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 84 Credit Recovery: Career Studies (GLC2O)
Module 6
Handout 6.3: Job-Shadowing Experience (page 2 of 2)
Write or type the answers to the following questions:
1. What resources, services, or products does the agency/company provide?
2. How many employees does the agency/company employ?
3. What activities did you observe during your visit?
4. List the different kinds of jobs there are in the company and the education
required for each job.
5. What skills/attributes does the employer look for when hiring a new employee?
6. What are some of the reasons for an employee being fired?
7. List five things you liked about the job-shadowing experience.
8. List five things you did not like about the job-shadowing experience.
Reflection
What did you learn from this experience? Write one paragraph using correct spelling and
grammar. For help in writing a paragraph, see Handout 1.6: Writing a Paragraph.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 85 Credit Recovery: Career Studies (GLC2O)
Module 6
Handout 6.4: Creating a Poster or PowerPoint Presentation
What is a poster?
A poster is a visual image with some text used to convey a message. Posters are an easy,
inexpensive, and quick way to get a point across to a large number of people.
How do you create a poster or PowerPoint presentation?
•
Decide on a message or focus.
•
Select a target audience.
•
Address the 5W`s + How, using facts to support your message.
ƒ Who
ƒ What
ƒ When
ƒ Where
ƒ Why
ƒ How
•
Research your information.
•
Use large, colourful, eye-catching photos, clip art, pictures from magazines, graphics
(they should be easy to read from a distance).
•
Use a combination of visuals (photos, clip art, pictures from magazines, graphics) and
text in an eye-catching design.
•
Include the name of the organization, its logo, and contact information.
•
Create a rough draft. Get feedback from other people before you complete the final poster
or PowerPoint presentation.
•
Make it look professional. It should be neat and easy to read or view.
Note: Read Handout 6.5: Poster Evaluation Rubric or Handout 6.6: PowerPoint Rubric to
understand more fully what is expected for this task.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 86 Credit Recovery: Career Studies (GLC2O)
Module 6
Handout 6.5: Poster Evaluation Rubric
Criteria
Level 1
Level 2
Level 3
Level 4
- Colour and/or
symbols and
graphics are unclear
and do not support
the theme of the
poster
- Colours and/or
symbols and
graphics minimally
support the theme
of the poster
- Colours and/or
symbols and
graphics effectively
support the theme
of poster
- Colours and/or
symbols and
graphics are very
effectively used,
making the message
or purpose obvious
to the targeted
audience
Evidence of research
- Demonstrates
little evidence of
research
- Demonstrates
some evidence of
research in text
and/or symbols
(e.g., in sourcing of
imagery)
- Demonstrates
clear evidence of
research in text and
symbols (e.g., in
sourcing of
imagery)
- Demonstrates
evidence of considerable research in
text and symbols
(e.g., in sourcing of
imagery)
Presents a clear
message
- Demonstrates very
limited evidence of
a clear message
- Demonstrates
some evidence of a
clear message, but
it is sometimes
unclear
- Demonstrates a
clear message
- Provides support
for a clear message,
using persuasive
detail
Clear expression of
ideas and
presentation of a
point of view
- Communicates
information as
isolated pieces in a
random fashion
- Communicates
important
information, but
without a clear
theme, message, or
overall structure
- Clearly
communicates the
theme, message, or
point of view to the
targeted audience
- Clearly and
effectively
communicates the
theme, message, or
point of view to the
targeted audience
Effective use of text
and captions
- Text and captions
are poorly
displayed, and the
message is unclear
- Text and captions
are clearly
displayed, but do
not support the
message
- Text and captions
support the message
- Text and captions
deliver the message
with impact
Knowledge/
Understanding
Effective use of
colour, symbols, and
graphics
Thinking
Communication
Application
Overall impact and
creativity
- Demonstrates
- Visuals and texts
- Demonstrates
- Demonstrates a
limited effort in
are clear, though
clear effort and
powerful
presentation; text
their connection
thoughtful
combination of
and visuals do not
may not be obvious; preparation, with
visuals and text in
complement each
design may show a
elements of
an eye-catching
other; limited
hint of the unusual
creativity in the text design
creativity and
or creative
or in the visual
appeal to the eye
components
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 87 Credit Recovery: Career Studies (GLC2O)
Module 6
Handout 6.6: PowerPoint Evaluation Rubric
Criteria
Level 1
Level 2
Level 3
Level 4
Knowledge/
Understanding
- Content is
confusing or
contains one or
more factual errors
- Content is generally
accurate, but contains
one factual error
- Most of the content
is accurate and
contains relevant
information
- All the content is
accurate and there
are no factual
errors
Thinking
- Is poorly
researched and
lacks development
- Demonstrates
minimal research and
development
- Is well researched
and developed
- Is extremely well
researched and
developed
Communication
- Lacks a clear
plan for the
organization of the
information
- Some information is
logically sequenced,
but an occasional slide
or piece of information
seems out of place
- Most information is
organized in a logical
sequence, but one
slide or piece of
information seems out
of place
- Information is
organized in a
clear, logical way,
and the message is
clear and effective
- Contains more
that two
grammatical and/
or spelling errors
- Contains one or two
grammatical errors, but
has no spelling errors
- Contains one
spelling error, but has
no grammatical errors
- Contains no
spelling or
grammatical errors
- Demonstrates
limited effort in
preparation and
minimal creativity
- Demonstrates some
effort and shows some
preparation and some
creativity
- Demonstrates clear
effort, thoughtful
preparation and
creativity
- Demonstrates
exceptional
preparation and
creativity
- Several graphics/
font size and
formatting are
unattractive and
detract from the
content and/or are
hard to read
- Some graphics/font
size and formatting are
unattractive and does
not support the topic;
may be hard to read
- Most of the graphics/
font size and
formatting are
attractive and
enhances the content
and readability
- All graphics/font
size and formatting
are attractive and
enhances the
content and
readability
Application
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 88 Credit Recovery: Career Studies (GLC2O)
Module 6
CREDIT RECOVERY CAREER STUDIES
(GLC2O)
UNIT 3:
PREPARATION FOR TRANSITIONS
AND CHANGE
MODULE 7:
Use appropriate decision-making
and planning processes to set goals
and develop a career plan.
Unit 3, Preparation for Transitions and Change: Module 7
Use appropriate decision-making and planning processes to set goals and develop a career
plan.
Tasks
• Layer C: Choose one of the C tasks below to gain 20 points.
• Layer B: Choose one of the B tasks below to gain 50 points.
• Layer A: Choose one of the A tasks below to gain 30 points.
TOTAL:
/100
NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end
of this module for your assessment and evaluation.
C Tasks
(Choose one.)
C1 Complete Handout 7.1: Discover Your Interests. Choose five of your
favourite subjects in school. For each subject, list five occupations that are
related to that subject.
Define the term goal then list two goals you want to achieve in the next three
years.
C2 Complete Handout 7.1: Discover Your Interests and Handout 7.2: CareerPlan Vocabulary.
List two goals you want to achieve in the next three years.
C3 Complete Handout 7.1: Discover Your Interests.
Define short-term goals and long-term goals and give three examples of each.
Ask a friend what their short-term and long-term goals are.
Points
Choice
(√)
20
20
20
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 90 Credit Recovery: Career Studies (GLC2O)
Module 7
B Tasks
(Choose one.)
B1 Develop a list of five criteria that you would use to evaluate an occupation
and why each of the criteria are useful when researching an occupation. For help
with this task, see <www.nextsteps.org>.
B2 What is the best way to make a career decision? Research several websites
and make a list of five websites that are designed to help teenagers make choices
about occupations. Prepare a summary description for each website. From your
research, indicate in a short written report which advice you like and write on
how this advice will help you achieve your career goal. The report can be typed
or handwritten in legible writing. For help with this task, see Handout 3.1: How
to Write a Summary and Handout 2.1: How to Write a Report.
B3 Survey five school staff members (e.g., teachers, secretaries, caretakers,
cafeteria workers, principal, vice-principals, social worker, and educational
assistants). Complete Handout 7.3: School Staff Survey.
Points
Choice
(√)
50
50
50
A Tasks
(Choose one.)
A1 Steps to achieving your career goals are organized into a Career Plan.
Using the information you have learned about yourself from this module and/or
previous lessons, produce a career plan that includes the following information
needed to achieve your career goals:
• secondary school courses
• activities in the school and community
• post-secondary options
Points
Choice
(√)
30
Your plan can be in the form of a poster or PowerPoint presentation or written
report.
For help with this activity, see Handout 7.4: Career/Life Planning Process,
Handout 1.7: Outline for Writing an Essay, Handout 1.6: Writing a Paragraph,
Handout 6.5: Poster Evaluation Rubric, and Handout 6.6: PowerPoint
Evaluation Rubric.
A2 Using the information you have learned about yourself from this module
and/or previous lessons, list your three career goals. Also identify three potential
barriers that could interfere with the achievement of your career goals. List
decisions or solutions that you could use to overcome each barrier.
30
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 91 Credit Recovery: Career Studies (GLC2O)
Module 7
A3 Obtain your Credit Counselling Summary from your Guidance Department
(this summary lists all the courses you have taken, are currently taking, and your
credits). Using your Credit Counselling Summary as a guide, complete
Handout 7.5: My Secondary School Planning Chart.
• For all the courses you have successfully completed, name each course and
its course code.
• For all the courses you are currently taking, name the course and the course
code.
• Record the number of community involvement hours you have completed.
• Indicate whether or not you have successfully completed the provincial
literacy (EQAO) requirements.
Choice
Points (√)
30
Complete your plan for high school courses you will need to take in order to
graduate from high school. Include any missing requirements, such as 40 hours
of community involvement and EQAO.
Note: You may need help completing the planning chart; so consult your teacher
and/or your school’s guidance counsellor.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 92 Credit Recovery: Career Studies (GLC2O)
Module 7
Handout 7.1: Discover Your Interests
Student’s Name: ___________________________
Date Due: __________
Teacher’s Name: ___________________________
For each symbol below, write your answer at the appropriate area.
Three words that describe me best (ask a friend)
I dream of
Four activities I like do
Two skills I have
Three school subjects I enjoy
Five important people important in
my life
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 93 Credit Recovery: Career Studies (GLC2O)
Module 7
One value important to my happiness
Two songs that I like
Four occupations I am interested in
Three key things I have
learned about myself
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 94 Credit Recovery: Career Studies (GLC2O)
Module 7
Handout 7.2: Career Plan Vocabulary
Student’s Name: ___________________________
Date Due: __________
Teacher’s Name: ___________________________ Make vocabulary cards, complete with definitions, for each of the following key terms:
•
Job
•
Occupation
•
Career
•
Post-secondary
•
Career Centre
•
Career Cluster
•
Career Plan
•
Attitude
•
OSSD
•
Career Goal
•
Skill
•
Transferable Skill
•
Barrier
•
Personal Profile
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 95 Credit Recovery: Career Studies (GLC2O)
Module 7
Handout 7.3: School Staff Survey
Student’s Name: ___________________________
Date Due: __________
Teacher’s Name: ___________________________
STAFF MEMBER
SCHOOL
POSITION
FIRST
PAID JOB
HOW
MUCH
HE/SHE
WAS PAID
LIST ONE
TRANSFERABLE
SKILL HE/SHE
LEARNED
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
List three things you have learned from doing this survey that can help you with your
career planning:
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 96 Credit Recovery: Career Studies (GLC2O)
Module 7
Handout 7.4: Career/Life Planning Process
Career/Life Planning
Process
Self-Knowledge
Interests
Who
Skills, Abilities, Aptitudes
am
I?
Values
Personal Style
How
will
I
get
there?
Goals
Ac tio n!
Goals
Goals
Career Knowledge
Community/Leisure
Education
Occupations/Jobs
Long-Term
Vision
Goal Setting
Decision
Making
What’s
out
there
for
me?
What
should
I
choose?
Source: School-to-Work Connections (Grades 9–12), Toronto District School Board, 2004.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 97 Credit Recovery: Career Studies (GLC2O)
Module 7
Handout 7.5: My Secondary School Planning Chart
Student’s Name: ___________________________
Date Due: __________
Teacher’s Name: ___________________________
40 Hours of Community Involvement YES NO
Provincial Literacy requirement YES NO COMPULSORY CREDITS CREDITS 4 3 2 1 1 1 1 1 0.5 0.5 SUBJECT YEAR 1 Grade 9 English * ( 1 per grade) Math (1 credit in Grade 11 or 12 ) Science Canadian History Canadian Geography The Arts Health & Physical Education French as a Second Language Career Studies Civics YEAR 2 Grade 10 YEAR 3 Grade 11 YEAR 4 Grade 12 Plus one additional credit from each of the following groups: GROUP 1: Additional credit in English OR French as a Second Language OR Native Language OR a Classical or International Languages OR Social Sciences and The Humanities OR Canadian and World Studies OR Guidance and Career Education OR Cooperative Education ** 1 GROUP 2: Additional credit in Health and Physical Education OR the Arts OR Business Studies OR Cooperative Education** 1 GROUP 3: Additional credit in Science OR Technology Education OR Cooperative Education ** 1 PLUS 12 OPTIONAL CREDITS * A maximum of three ESL or ELD may be counted toward the four compulsory credits in English, but a fourth must be earned for a Grade 12 compulsory English. ** A maximum of two credits in Cooperative Education. _____________________________________________________________________________________________
© 2008 Toronto District School Board
- 98 Credit Recovery: Career Studies (GLC2O)
Module 7
CREDIT RECOVERY CAREER STUDIES
(GLC2O)
UNIT 3:
PREPARATION FOR TRANSITIONS
AND CHANGE
MODULE 8:
Analyze changes taking place in their
personal lives, community, and the
economy, and identify strategies to
facilitate smooth transitions during
change.
Unit 3, Preparation for Transitions and Change: Module 8
Analyze changes taking place in their personal lives, their community, and the economy,
and identify strategies to facilitate smooth transitions during change.
Tasks
• Layer C: Choose one of the C tasks below to gain 20 points.
• Layer B: Choose one of the B tasks below to gain 50 points.
• Layer A: Choose one of the A tasks below to gain 30 points.
TOTAL:
/100
NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end
of this module for your assessment and evaluation.
C Tasks
(Choose one.)
C1 Complete Handout 8.1: My Community.
C2 Go to <www.youthjobs.gov.on.ca>. Choose five different links and
complete Handout 8.2: Youth Opportunities Ontario.
C3 Go to <www.monster.ca>. Under “Career Centre,” click on “SelfAssessment,” then on “Monster Quizzes and Tools.” Click on “Workstyle
Quizzes.” Complete the following two Quizzes:
• “Are you cut out for teamwork?”
• “What’s your work style?”
Points
20
Choice
(√)
20
20
Now complete Handout 8.3: Monster Change and Transitions.
B Tasks
(Choose one.)
B1 Go to <www.servicecanada.gc.ca>. In the centre of the page under
“Programs and Services for You, All Canadians,” click on “Social Insurance
Number (SIN).” Read who is eligible and what documents are required.
Download the application form, complete it, and submit it online or to your
teacher. When you get your SIN card, show it to your teacher. If you already
have a SIN card, show it to your teacher.
Points
Choice
(√)
50
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 100 Credit Recovery: Career Studies (GLC2O)
Module 8
B2 Interview a person on the topic of dealing with change and transition. To
complete the assignment, use Handout 8.4: The Changing Workplace, Then and
Now – Questions and Handout 8.5: The Changing Workplace, Then and Now –
Reflection.
B3 Use magazines, newspapers, and brochures to construct a collage entitled
“The Impact of Technology on Future Life and Work.” Include 15 to 20 visuals,
and then write a one-sentence descriptor for each visual as it relates to the topic.
Choice
Points (√)
50
50
A Tasks
(Choose one.)
A1 Canada’s workplace has spent much of the last decade or so transforming
itself into what called a “knowledge-based” economy.
Write a one-page essay (double-spaced), describing what this statement means to
you and how will it change the type of work you will do in the future. For help
with this task, see Handout 1.7: Outline for Writing an Essay, Handout 1.8:
Concept Map, and <www.cbc.ca/news/work/disappearingjobs>.
A2 Define the following terms: Job Sharing, Contract Work, Full- Time
Permanent Work, Flex Time, Self-Employed, Shift Work, Part-Time Work.
Choose two ways in which how people work has changed over the last ten years.
Write a one-page essay (double-spaced), describing what these changes are and
how have they impacted current work and personal life. For help with this task,
see Handout 1.7: Outline for Writing an Essay and Handout 1.8: Concept Map.
A3 Recall a situation in your life where you had to deal with change.
Write a one-page essay (double-spaced), in which you describe the situation and
identify five positive ways you dealt with transition and change and how it was
beneficial in your personal life. For help with this task, see Handout 1.7: Outline
for Writing an Essay and Handout 1.8: Concept Map.
Points
Choice
(√)
30
30
30
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 101 Credit Recovery: Career Studies (GLC2O)
Module 8
Handout 8.1: My Community
Student’s Name: ___________________________
Date Due: __________
Teacher’s Name: ___________________________
Think of businesses or community services located in your community (e.g., retail stores,
grocery stores, cleaners, recreation centres). Using the graphic organizer below:
1. Put your name in the central square.
2. In each of the other squares, fill in the following information about one of the businesses
or community services:
• company name
• product(s)/service(s) provided
• estimated number of employees
• frequency of use by you or your family
• type of transportation needed to get there (e.g., walking, TTC, car)
3. Circle the square of the place where you would like to get a part-time job. Write a
sentence explaining what type of job you would like to get there and why.
_________ Name
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 102 Credit Recovery: Career Studies (GLC2O)
Module 8
Handout 8.2: Youth Opportunities Ontario (page 1 of 2)
Student’s Name: ___________________________
Date Due: __________
Teacher’s Name: ___________________________
SITE
INFORMATION
HOW YOU CAN USE THIS
INFORMATION
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 103 Credit Recovery: Career Studies (GLC2O)
Module 8
Handout 8.2: Youth Opportunities Ontario (page 2 of 2)
SITE
INFORMATION
HOW YOU CAN USE THIS
INFORMATION
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 104 Credit Recovery: Career Studies (GLC2O)
Module 8
Handout 8.3: Monster Change and Transitions
Student’s Name: ___________________________
Date Due: __________
Teacher’s Name: ___________________________
1.
Go to <www.monster.ca>.
2.
Under “Career Centre,” click on “Self-Assessment.”
3.
Then click on “Monster Quizzes and Tools.”
4.
Finally, click on “Workstyle Quizzes” and complete the following two Quizzes:
•
•
5.
“Are you cut out for teamwork?” (Score________)
“What’s your work style?” (Score________)
Write two paragraphs describing what you have learned by completing the two quizzes, and
identify some of the personal and work-related transitions you may need to consider and/or
develop. For help with this, see Handout 1.6: Writing a Paragraph.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 105 Credit Recovery: Career Studies (GLC2O)
Module 8
Handout 8.4: The Changing Workplace, Then and Now – Questions
1. Interview an adult who has been working for at least five to ten years. The person can be a
relative, teacher, parent, guardian, caregiver, employer, or volunteer supervisor.
2. Be sure the person you are interviewing understands each question, and then record the
answer he or she gives you. (Do not be afraid to ask the person to elaborate, when necessary,
if you do not understand what they are saying.) Questions
Student’s Name: ___________________________ Date of Interview: __________
Interviewee’s Name: ________________________ Relationship: ______________
1.
Describe your present job (responsibilities, salary, benefits, typical day).
2.
What education and preparation is required for your present job?
3.
What was your first job? How did you find it?
4.
What influenced you in your selection of jobs?
5.
Who influenced you in your job selection?
6.
What are the most important skills for success in your present work?
7.
Do you work as a team member and/or as an individual? Explain in what situations you do so.
8.
What changes have taken place in your workplace in the last five to ten years? What has caused these
changes?
9.
What advice would you give to a young person entering your career area?
10. How did you find your present work?
11. How is finding work different today compared to ten years ago?
12. What is the future outlook for potential employment in your present career area? _____________________________________________________________________________________________
© 2008 Toronto District School Board
- 106 Credit Recovery: Career Studies (GLC2O)
Module 8
Handout 8.5: The Changing Workplace, Then and Now – Reflection
Student’s Name: ___________________________ Date of Interview: __________
Interviewee’s Name: ________________________ Relationship: ______________
1. How does the work experience of the adult you interviewed reflect the trends in
employment?
2. How effectively do you think the interviewee is managing his or her career?
3. List the examples of lifelong learning that you heard from the interviewee.
4. Do you receive any good advice or new ideas about searching for work?
5. To what extent have factors like the use of technology, globalization of the economy,
or concern for the environment impacted on the workplace of the person you
interviewed?
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 107 Credit Recovery: Career Studies (GLC2O)
Module 8
CREDIT RECOVERY CAREER STUDIES
(GLC2O)
UNIT 3:
PREPARATION FOR TRANSITIONS
AND CHANGE
MODULE 9:
Demonstrate an understanding of,
and the ability to prepare for, the
job search.
Unit 3, Preparation for Transitions and Change: Module 9
Demonstrate an understanding of, and the ability to prepare for, the job-search process.
Tasks
•
•
•
Layer C: Choose one of the C tasks below to gain 20 points.
Layer B: Choose one of the B tasks below to gain 50 points.
Layer A: Choose one of the A tasks below to gain 30 points.
TOTAL:
/100
NOTE TO TEACHER: A generic rubric for Layers C, B, and A activities is placed at the end
of this module for your assessment and evaluation.
C Tasks
(Choose one.)
C1 Read Handout 9.1: Resumé Information Sheet. Then complete Handout 9.2:
Resumé Questionnaire.
C2 Create a list of people and /or agencies to help you identify jobs in the
community. Complete Handout 9.3: Networking Contacts.
C4 Read Handout 9.4: Choose Your Job. After you have chosen your job, write
one paragraph on why you picked it. Provide evidence that you have read this
job ad by highlighting the job requirements noted in the posting. For help with
this task, see Handout 9.5: Your Job and Handout 1.6: Writing a Paragraph.
Points
Choice
(√)
20
20
20
B Tasks
(Choose one.)
B1 Read Handout 9.6: Job Application Form Information Sheet. Then obtain a
real application form from a company you may want to work for (e.g., a fastfood chain, an amusement park, a library, a video store, a grocery store, a retail
store). Complete the real application form and return it to your teacher. (For
practice, complete Handout 9.7: Application for Employment Form.)
Points
Choice
(√)
50
Read Handout 9.8: Professional References Information Sheet. Ask two or three
responsible adults you know well for permission to use them as references.
Complete Handout 9.9: Reference Page Template.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 109 Credit Recovery: Career Studies (GLC2O)
Module 9
B2 Refer back to your job choice as indicated on Handout 9.4: Choose Your
Job. Write a rough draft of your resumé. For help with this task, see
Handout 9.1: The Resumé Information Sheet, Handout 9.10: Resumé Template,
Handout 9.11: Resumé Sample 1, Handout 9.12: Resumé Sample 2,
<www.mazemaster.on.ca>, and <www.nextsteps.org>.
Have two people review your resumé for content suggestions and editing.
B3 Refer back to your job choice as indicated on Handout 9.4: Choose Your
Job. Write a rough draft of your covering letter. For help with this task, see
Handout 9.13: Covering Letter Information Sheet, <www.mazemaster.on.ca>
and <www.nextsteps.org>.
Choice
Points (√)
50
50
Have two people review your covering letter for content suggestions and editing.
A Tasks
(Choose one.)
A1 Complete a final copy of your resumé. Include Handout 9.14: Resumé
Evaluation Chart with your resumé.
A2 Complete a final copy of your covering letter, using word-processing
software and appropriate formatting, vocabulary, and conventions. Include
Handout 9.15: Covering Letter Evaluation Chart with your covering letter.
A3 Read Handout 9.16: Interview Information Sheet. Choose your research
method (e.g., websites, videos or DVDs, books) and record your method on this
handout. Record your answers on Handout 9.17: Common Interview Questions
and Handout 9.18: Common Behavioural Questions Based on Situations.
Choice
Points (√)
30
30
30
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 110 Credit Recovery: Career Studies (GLC2O)
Module 9
Handout 9.1: Resumé Information Sheet
The purpose of the resumé is to get an interview. You must make a strong first impression to sell
yourself to the potential employer. It takes an employer only about eight seconds to review a
resumé. So make sure your resumé is neat and professional looking.
Your resumé includes your contact information, the job you are applying for, and a summary of
your qualifications, work and/or volunteer experience, education, accomplishments, and
hobbies/interests.
There are three types of resumés. Consider the following to determine which style is best for
you.
Chronological Resumé: Lists your job history and /or volunteer experience in reverse
chronological order, with your most recent job/volunteer position first, and work backwards
through the years.
Functional, or Skills-Based, Resumé: Highlights your skills, accomplishments, and abilities. It
is an effective resumé when you have the skills, but little or no experience for the job for which
you are applying.
Combination Resumé: Combines the elements of the Functional/Skills-Based resumé and the
Chronological resumé. It begins with a skills summary and follows with a reverse chronological
listing of relevant experience. It is the most commonly used form of resumé.
Resumé Checklist
• One or two pages long
• Free of spelling, punctuation, and grammatical errors
• Proofread your resumé three times. Have at least two other people read it for content,
spelling, and grammar.
• Use action words such as achieved, organized, participated, repaired, communicated,
developed, created, established, completed, and accomplished.
• Never list references on the resumé. Have the references list available for the interview. (To
learn more about references, see Handout 9.8: Professional References Information Sheet.)
• Do not use the word I.
• Spell out words in full. Do not use abbreviations (e.g., Street not St., and Avenue not Ave.).
• Centre your resumé on the page so that the top and bottom margins are approximately the
same size.
• Create a professional, clean appearance, with neat margins, adequate white space, and
consistent alignment of dates and places; use consistent spacing between sections, bolding,
and indentations. Do not underline, and use very few upper-case words.
• The largest font size you should use on a resumé is 16-point, for the header or contactinformation area. The rest of the resumé should be in 10- to 12-point.
• Be positive in your descriptions of yourself and the work/volunteer work you have done.
• Keep your resumé on disk for easy alterations and updates. Each job application may require
alterations to your resumé to better reflect your skills for that particular job.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 111 Credit Recovery: Career Studies (GLC2O)
Module 9
Handout 9.2: Resumé Questionnaire
Student’s Name: ___________________________
Date Due: __________
Teacher’s Name: ________________________
1.
What is the purpose of a resumé?
2.
What is the maximum recommended length for a resumé?
3.
List three action verbs that you would use in a resumé.
4.
How long does it take an employer to review a resumé?
5.
What is the most popular type of resumé?
6.
List the three types of resumés?
7.
Should you list your references on a resumé?
8.
Name three headings will find on a resumé?
9.
Do minor spelling errors really matter on a resumé as long as it looks presentable?
10. Should abbreviations be used on a resumé?
11. Which resumé type do you think is best for you? Why?
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 112 Credit Recovery: Career Studies (GLC2O)
Module 9
Handout 9.3: Networking Contacts
Student’s Name: ___________________________
Teacher’s Name: ________________________ Date Due: __________
List all the people that you know who qualify as your personal network, including their positions
and contact information.
Example: Jamil Smith, Co-op teacher, 416-394-3456, jamil.smith@tdsb.on.ca [OK to add a
fictitious e-mail?]
Note: Don’t forget to put your networking contacts list in your portfolio file. If you need a
reference in the future, you can contact one of your networking contacts. Remember you cannot
use relatives, parents/guardians, or friends as a reference.
Personal Connections
(Family, Friends, Relatives, Neighbours)
Your School Staff Connections
(Teachers, Coaches, Guidance Counsellors,
Librarian, Support Staff [Caretakers,
Secretaries])
•
______________________________
•
______________________________
•
______________________________
•
______________________________
•
______________________________
•
______________________________
Volunteer/Work Connections
(Supervisor, mentors)
Outside-School Connections
(Club members, doctor, dentist, religious
leader, coaches)
•
______________________________
•
______________________________
•
______________________________
•
______________________________
•
______________________________
•
______________________________
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 113 Credit Recovery: Career Studies (GLC2O)
Module 9
Handout 9.4: Choose Your Job
Choose a job from Classified Job Ads #1, #2, or #3.
You will refer back to your job of choice to prepare your resumé and covering letter.
Classified Job Ad #1
You found the following job on the Internet website of The Toronto Star, Classified Ad Section.
You saw the ad today, so use today’s date when corresponding with the employer.
The SOP Store is currently seeking part-time employees for its new location at Yonge and Lawrence.
Cashier and Sales Representative positions are available immediately. Interested candidates must be
energetic, friendly, motivated to provide good customer service, and willing to learn. No previous
experience is needed. Second language is an asset. Indicate position applying for and quote Job #G146
when applying for the job. Applicants should submit a covering letter and resumé to:
Ms. Sharon Burns, Manager
The SOP Store
1450 Lawrence Ave. West
Toronto, ON M4G 1G6
Classified Job Ad #2
You found the following job on the Internet website of The Toronto Star, Classified Ad Section.
You saw the ad today, so use today’s date when corresponding with the employer.
Canada’s Wacky Theme Park is currently seeking part-time employees for the summer. Positions available:
Ride Operator, Park Security, Food Vendors. Interested candidates must be energetic, friendly, motivated
to provide good customer service, and willing to learn. No previous experience is needed. Second language
is an asset. Indicate the position applying for and quote Job #W123 when applying for the job. Applicants
should submit a covering letter and resumé to:
Mr. John Brown, Human Resources
Canada’s Wacky Theme Park Corporation
Central Operations
268 Burns Road
Maple, ON H7T 4R9
Classified Job Ad #3
Find your own classified job ad from The Toronto Star newspaper or online at
<www.torontostar.ca>. Attach your classified job ad to Handout 9.5: Your Job. Use today’s date
when corresponding with the employer.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 114 Credit Recovery: Career Studies (GLC2O)
Module 9
Handout 9.5: Your Job
Student’s Name: ___________________________
Date Due: __________
Teacher’s Name: ________________________
1. Record which job you are applying for:
Classified Job Ad #1 Which position? ___________________________
Classified Job Ad #2 Which position? ___________________________
Classified Job Ad #3 Which position? ___________________________
Remember to attach a copy of the Classified Job Ad.
2. Write a paragraph to cover each of the following. Use correct spelling and grammar.
•
The job requirements in the posting
•
Reason(s) for picking this job posting
•
The educational qualifications and work experiences needed for the job
•
Personal qualifications needed for the job
•
Life, volunteer, or work experience you would bring to this position
•
A concluding paragraph, stating how the skills and abilities you develop in this
job may be of help in your future career path
For help with this activity, see Handout 1.6: Writing a Paragraph.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 115 Credit Recovery: Career Studies (GLC2O)
Module 9
Handout 9.6: Job Application Form Information Sheet
An application form gives employers information about your education and job experiences. The
person reading your application will be deciding if you can do the work being applied for, so
complete the application carefully. It should be completed neatly and in readable form.
Many companies ask you to fill out the application form on the spot, so make sure that you have
your resumé with you to complete the form accurately.
Before You Complete the Form
•
•
•
•
•
Ask for two copies of the form. One copy is your draft copy; the other is the final copy. Do
not submit a messy form! If only one copy is available, photocopy it.
Read over the form completely before you write anything.
Use a black or blue ink pen only. No pencils!
Place your form in a folder to keep it clean and uncreased.
Spend as much time as you need to fill out the form completely. If possible, complete the
application at home.
On the Form
•
•
•
•
•
•
•
•
•
Print clearly. Use block letters.
Make sure all information is truthful and complete as possible. Record all information
accurately. Include dates and postal codes.
Be specific when stating the position you are applying for. Do not write “anything
available.” If you are applying for a summer or part-time position, make sure to state this on
the application.
For “Expected Wages,” write “to be discussed.” Never write a dollar amount.
For “Available to Start Date,” do not write “anytime.” Give a specific date on which you
would be able to start working.
Do not leave any areas blank. Try to respond to all the questions. If it does not apply to you,
simply write “N/A” (not applicable) in the space.
List your most recent work or volunteer work first, then the work you did before that. List all
your jobs, paid or unpaid. This includes any volunteer activities, Co-op, and work
experience.
Do not attach copies of your marks or letters of recommendation.
Fill in the “Additional Comments” section if there is one. This is the place where you can
expand on your personal skills, strengths, and reasons for being interested in the job.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 116 Credit Recovery: Career Studies (GLC2O)
Module 9
•
Some terms to know:
Bondable: If you are working in a job where you are handling valuables, your employer
will buy insurance against the loss or theft of these valuables. You must be 18 years old
to be bonded.
Dependent: People you help support with money you earn
Employee: The worker
Employer: The company you work for
Former: Things/jobs you have done in the past
Maiden name: Woman’s name before marriage
Supervisor: Your boss, the person who tells you what to do on the job
Traffic Violations: Driving in a way that’s against the law, and getting a traffic ticket for
it. Parking tickets are not traffic violations.
Before You Submit the Application Form
•
•
•
•
Make sure there are no spelling or grammatical errors.
Remember to sign and date your form.
Return your application form uncreased—do not fold it.
Attach a copy of your resumé and covering letter when you return your form. If you are
filling the form out at the company location, attach your resumé.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 117 Credit Recovery: Career Studies (GLC2O)
Module 9
Handout 9.7: Application for Employment Form (page 1 of 2)
POSITION APPLIED FOR
WAGES EXPECTED
SOCIAL INSURANCE NUMBER
DATE AVAILABLE FIRST
LAST NAME
MIDDLE
STREET ADDRESS
APT.
PROVINCE
CITY
TELEPHONE: HOME: (
)
WORK: (
FIRST
)
OTHER:
If you have worked for our company before, state when, at which location, and the reason for leaving:
Name employed under (if now different):
PLEASE INDICATE THE HOURS YOU ARE AVAILABLE TO WORK EACH DAY
DAY
EARLIEST
LATEST
TIME
TIME
Monday
Friday
Tuesday
Saturday
Wednesday
Sunday
DAY
EARLIEST
TIME
LATEST
TIME
Thursday
ARE YOU LEGALLY ELIGIBLE TO WORK IN CANADA? YES
EDUCATION AND TRAINING
SCHOOL
GRADE COMPLETED
‰ NO ‰ COURSES STUDIED
CERTIFICATE, DIPLOMA, DEGREE, OR
LICENCE RECEIVED
SECONDARY SCHOOL
COLLEGE/UNIVERSITY
OTHER
WORK EXPERIENCE – LIST YOUR PREVIOUS EXPERIENCE, BEGINNING WITH YOUR MOST RECENT EMPLOYER
EMPLOYER
STARTING POSITION
STARTING WAGES
STREET ADDRESS
SUPERVISOR
REASONS FOR LEAVING
CITY
POSTAL CODE
TITLE
LAST POSITION
LAST WAGES
DUTIES/RESPONSIBILITIES
DATES OF EMPLOYMENT
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 118 Credit Recovery: Career Studies (GLC2O)
Module 9
Handout 9.7: Application for Employment Form (page 2 of 2)
EMPLOYER
STREET ADDRESS
CITY
SUPERVISOR
POSTAL CODE
TITLE
STARTING POSITION
STARTING WAGES
LAST POSITION
LAST WAGES
DUTIES/RESPONSIBILITIES
REASONS FOR LEAVING
DATES OF EMPLOYMENT
If currently employed, may we contact your employer? YES
‰
NO
‰
REFERENCES – List two (2) people (no relatives) whom we may contact for reference, if necessary.
Name and Title
Name of
Business or
Occupation
Phone Number
Street
City
Province
Name and Title
Name of
Business or
Occupation
Phone Number
Street
City
Province
ADDITIONAL INFORMATION
List any hobbies, activities, or professional associations.
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Please enter any other data you feel would add to your qualifications for the position you seek with this company.
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
ALL OF THE INFORMATION THAT I HAVE PROVIDED IN THIS APPLICATION IS TRUE AND COMPLETE. IF EMPLOYED, I AM
AWARE THAT ANY FALSE INFORMATION COULD RESULT IN MY IMMEDIATE DISCHARGE.
___________________________________________ _________________________________________ Signature
Date
Adapted from Career Studies 10, pages 197–198.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 119 Credit Recovery: Career Studies (GLC2O)
Module 9
Handout 9.8: Professional References Information Sheet
A reference is a person who agrees to recommend you to a potential employer. References are
extremely important since they help the employer make a final hiring decision, so select them
carefully.
People who act as references should know something about your skills, personality, experience,
and education. Appropriate references include:
•
•
•
•
•
teachers
principals
coaches (in school or out of school)
volunteer personnel
previous employers
Things to Remember
•
Select two or three people who can act as references for you.
•
Do not use family or friends.
•
You must get each reference’s permission first. Let the person know your plans.
•
Obtain the correct spelling of your references’ names and job titles, and make sure that you
have their correct addresses, including email and telephone and fax numbers.
•
List your references on a separate page with your personal letterhead (the same as on your
resumé—name, address, telephone number, etc.) at the top of the page.
For help with this, see Handout 9.9: Reference Page Template.
•
When you go to a job interview, take your Reference Page with you.
•
Letters of reference may be submitted with your resumé only if requested by the potential
employer.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 120 Credit Recovery: Career Studies (GLC2O)
Module 9
Handout 9.9: Reference Page Template
Copy contact information from your resumé and paste at the top of the page.
References
1. _______________________________________________
(Full name and title of person)
_______________________________________________
(Name of business, if appropriate)
_______________________________________________
(Full address)
_______________________________________________
(Contact information: telephone, fax, email, etc.)
2. _______________________________________________
(Full name and title of person)
_______________________________________________
(Name of business, if appropriate)
_______________________________________________
(Full address)
_______________________________________________
(Contact information: telephone, fax, email, etc.)
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 121 Credit Recovery: Career Studies (GLC2O)
Module 9
Handout 9.10: Resumé Template BEFORE YOU BEGIN: Look at the Sample Resumés in this lesson OR online.
FIRST NAME LAST NAME Street Number, Street Name, Apartment Number (if applicable) City, Province, Postal Code Telephone Number Email Address OBJECTIVE: _____________________________________________________ This is optional and could be used if applying for a specific job. SUMMARY OF QUALIFICATIONS: • ______________________________________ • ______________________________________ • ______________________________________ WORK EXPERIENCE Job Title Year (dates) Company Name City, province • _______________________________________ • _______________________________________ • _______________________________________ VOLUNTEER EXPERIENCE Job Title Year ( dates) City, province Company Name • _______________________________________ • _______________________________________ • _______________________________________ EDUCATION: School Name City, province Last grade completed or presently taking AWARDS/ACHIEVEMENTS/SCHOOL INVOLVEMENT • ________________________________________ Year • ________________________________________ Year • ________________________________________ Year INTERESTS/HOBBIES: ______________________________________________ In one line, indicate hobbies, clubs, recreational activities. _____________________________________________________________________________________________
© 2008 Toronto District School Board
- 122 Credit Recovery: Career Studies (GLC2O)
Module 9
Handout 9.11: Resumé Sample 1
Robert Chow
Tel: 416-555-5555 Cell: 416-555-5551
email: rchow@newscan.ca
CAREER OBJECTIVE
490 Hadden Road
Toronto, ON M3P 7X2 To obtain a position in which I will be able to make good use of my
experience, skills, and knowledge as a member of an organized
team.
SUMMARY OF QUALIFICATIONS
• Computer user: Microsoft Office (Word, PowerPoint, Access,
Excel), Internet and email, Adobe Photoshop, Website Design,
Windows Media Player
• Fluent in English; also speak French and Cantonese
• Detail-oriented, enthusiastic, friendly, helpful
EDUCATION
Etobicoke Collegiate Institute, Toronto, ON
• will receive OSSD in June 2010
• peer educator working with Grade 9 math students
2006–present
CO-CURRICULAR INVOLVEMENT
Student Council
Grade 9 Class Rep
Etobicoke Collegiate Institute
• assisted with organizing school events
• involved in the campaign to raise money for
community charities
2006–2007
Community Involvement
Norseman Community Centre
Summer 2005
• supervised children's activities: arts and crafts, reading
• earned 15 community service hours toward diploma
requirements
ACHIEVEMENTS
Bronze Medallion, Central Arena
Summer 2007
Grade 8 School Citizenship Award, Islington Middle School
2006
WORK EXPERIENCE
Child Care Provider
Neighbourhood Families
• cared for children ages infant to 8 years of age
• planned meals and meaningful activities
SPECIAL INTERESTS
Swimming, Walking on Trails, Skiing, Hockey
Computer Club Member and Internet User
Ongoing
REFERENCES AVAILABLE UPON REQUEST
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 123 Credit Recovery: Career Studies (GLC2O)
Module 9
Handout 9.12: Resumé Sample 2
Full Name of Student
Cellphone 416-394-7840
email: robert.chow@rogers.com
Career Objective
Seeking a position in Information Technology and Website Design.
Summary of Qualifications
•
•
•
•
Education & Training
Intermediate-Level Computer Competencies: Internet and email, Microsoft
Office 2003 (Access, Excel, PowerPoint, Word), Photoshop, Website
Design
Fluent in English and speak Korean
Diligent, Enthusiastic, Friendly, Punctual
Pay Attention to Detail, Focus on Tasks, and Meet Deadlines
Etobicoke Collegiate Institute, Toronto, ON
2005–present
• Will receive OSSD in June 2008
• Honour Roll Standing, Grades 9–11; Passed Literacy Test 2007
• Specialty Courses: Career Studies, Introduction to Business
Dramatic Arts, Fashion Arts, Videography
Achievements
Grade 9 International Languages Award of Merit
Bronze Medallion, Central Area, Toronto ON
Most Valuable Player, Boys Junior Volleyball
2005
2004
2003
Community Involvement
Work Experience
Completed a total of 22 hours for Diploma Requirements as of January 2008:
• Assist neighbour with child care once or twice a week
Ongoing
• Assist school librarian 3 hours a week. Etobicoke Collegiate
2007–present
Food Basics Grocery Store, Toronto, ON
Shelving and Stock Inventory Clerk
• Unpack and stock groceries and sundries
• Maintain inventory records and data using e-scanners
• Assumed extra responsibilities in training new employees
Summer 2006
Special Interests
Swimming, Walking on Trails, Skiing, Hockey
Computer Club Member and Internet User
References Available Upon Request
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 124 Credit Recovery: Career Studies (GLC2O)
Module 9
Handout 9.13: Covering Letter Information Sheet (page 1 of 2)
A covering letter accompanies your resumé when you are responding to an advertisement or a
job lead, or if you want to indicate interest in a company. The purpose of the covering letter is to
introduce yourself and your resumé and to convince the potential employer to grant you an
interview.
Tips for a Covering Letter
• Address it to a specific person. You should not use “To whom it may concern” or “Dear
Sir/Madam.” If you do not know the person to whom you should be writing, call the
company. The Human Resources department or the company receptionist usually has the
required information.
•
Make sure you get the correct spelling of the person’s name, job title, the company name,
and the mailing address, including the postal code.
•
It should be no more than a page long.
•
It must be typed neatly, left justified, with no abbreviations.
•
It should have no spelling, grammatical, or punctuation errors.
•
It must be presented in business letter format. For help with this, see Handout 6.2: Business
Letter Format.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 125 Credit Recovery: Career Studies (GLC2O)
Module 9
Handout 9.13: Covering Letter Information Sheet (page 2 of 2)
The Parts of a Business Letter: The spacing between each part is two spaces. When the letter is
complete, centre the letter on the page.
The Outside Address: This is your address. HINT: Highlight and copy the top of your resumé and then paste at the top of your covering letter. The Date: Use today’s date The Inside Address: This is the name and address of the person to whom you are sending the letter. Salutation: Dear ________________: Body of the Letter: Letter should include three paragraphs: Paragraph 1: State the position you are applying for and where you heard about it including the job posting number, if from a job advertisement. If you heard about the job from someone, give the name of that person. Paragraph 2: Refer to your resume, highlighting your academic qualifications, skills and abilities that match the job with evidence from your experiences. Refer to the specifics of the job ad. Paragraph 3: Request an interview and provide your contact information. Complimentary Closing: Use Yours truly, or Sincerely, Leave four or five spaces and then Type your name: Do not forget to sign your name, in pen, in the space above your name. Enclosures: Resumé _____________________________________________________________________________________________
© 2008 Toronto District School Board
- 126 Credit Recovery: Career Studies (GLC2O)
Module 9
Handout 9.14: Resumé Evaluation Chart
Student Name:
Mark Value
(I = Incomplete)
CRITERIA
Comments
1. READER’S FIRST IMPRESSION
- quick glance
- placement on page
- no wrinkles, no smudges on paper
I
1
2
3
4
5
I
1
2
3
4
5
I
6
7
8
9
10
I
1
2
3
4
5
I
1
2
3
4
5
I
1
2
3
4
5
I
1
2
3
4
5
2. COMPLETE INFORMATION AS REQUIRED
Sections:
- career objective
- personal profile/summary of qualifications
- education/training
- community involvement/co-curricular/
leadership roles
- work experience
- achievements, awards
- special interests
Details of various academic and
work experiences
- clear and thorough information
- action words, special skills, activities
- dates and locations provided
References
Your personal letterhead from resumé at
top of a separate page
- minimum of two references
- full name/title
- company name/address
- contact numbers
3. FORMATTING
- spacing between sections, headings
- bullets, type and size, consistency
- aligning of bullets
- font selection, size, and style
4. DESIGN
- use of lines, shading, etc.
- section headings
- placement on page
- legible, easy to read
5. ACCURACY
- spelling/grammar/word usage
- personal information and dates
- abbreviations properly noted
TOTAL / 40 marks _____________________________________________________________________________________________
© 2008 Toronto District School Board
- 127 Credit Recovery: Career Studies (GLC2O)
Module 9
Handout 9.15: Covering Letter Evaluation Chart
Student Name:
Mark Value
(I = Incomplete)
CRITERIA
1. READER’S FIRST IMPRESSION
- quick glance
- placement on page
I
- no wrinkles, no smudges on paper
2. COMPLETE INFORMATION AS REQUIRED
Your Personal Letterhead at top of
page (copied from resumé)
- include your name, full address
I
- contact numbers, current date
Comments
1
2
3
4
5
1
2
3
4
5
I
1
2
3
4
5
I
6
7
8
9
10
I
1
2
3
4
5
I
1
2
3
4
5
I
1
2
3
4
5
Paragraph 1
- clearly state the reason you are writing
- specify how you found out about this
job
- can include a creative approach to
draw immediate interest
Paragraph 2
- highlight your academic qualifications,
skills, and abilities that match the job,
with evidence from your life experience
- state your interest in this position; be
specific
Paragraph 3
- request an interview and make it as
easy as possible for you to be
contacted by phone, email, etc.
- thank the reader for his or her time and
consideration in reading your letter
3. FORMATTING AND DESIGN
- spacing between letter parts and
paragraphs
- placement on page
- font size, selection, and style
- punctuation as required
- your signature included
4. ACCURACY
-
spelling of all names and words
grammar and sentence structure
complete names with titles
complete addresses with postal code
abbreviations properly noted
TOTAL / 40 marks _____________________________________________________________________________________________
© 2008 Toronto District School Board
- 128 Credit Recovery: Career Studies (GLC2O)
Module 9
Handout 9.16: Interview Information Sheet
Before you answer the questions on Handout 9.17: Common Interview Questions, you must do
some research. Consider any of the following methods of research.
Websites
“Job Search Skills – Tips for Finding a Job.” Ontario Ministry of Training, Colleges and
Universities. Revised 15 Dec. 2006. <www.edu.gov.on.ca/eng/career/jsearch.html>.
“MazeMaster.” Toronto Catholic District School Board. <www.mazemaster.on.ca>.
“Summer Destinations 2008.” Toronto District School Board.
<www.tdsb.on.ca/summerdestionations>.
Videos/DVDs
Have your teacher order one or more of the following videos or DVDs from the Toronto District
School Board’s Library Media Resources <www.tdsb.on.ca/medianet>:
Get a Job: Interviews and Resumés. Prod. Sunburst Visual Media. Videocassette/DVD. Sunburst
Visual Media, 2004. IS (Order #107695) (20 minutes)
Give students a leg up on their next interview with this first-hand look at the do’s and
don’ts of a successful job interview. This engaging program covers such topics as
preparation, first impressions, selling yourself, interview etiquette, resumés and interview
follow-up.
Interview Skills for Beginners. Prod. The Princess Company Ltd. Videocassette. McIntyre Media
Inc., 2001. S (Order #801554) (7 minutes)
Presents interview skills for the first-time job seeker, as well as for those who need to
update their skills. Positive, practical, and confidence-building tips to help make the
interviewing process less intimidating. Also included are tips on how to craft a winning
resumé.
No-Brainers on Interviewing. Prod. Cerebellum Corporation. Videocassette. C.V.S.
Incorporated, 1998. S (Order #974513) (50 minutes)
This video will teach you how to prepare for your interview, answer questions with
confidence and get the job you want at the salary you want.
Books
Misener, Judi, and Susan Butler. Horizons 2000+. Toronto: McGraw-Hill Ryerson Ltd., 2000.
This is a full colour, hardcover resource that emphasizes personal knowledge and
management skills, career exploration and preparation for transitions and change within
the community and from school to work.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 129 Credit Recovery: Career Studies (GLC2O)
Module 9
Wallace, Lee. Career Studies 10. Toronto: Thomson Nelson, 2001.
The 256-page, full-colour student text models, instructs and engages students in the
career development process. Five thematic units focus on questions essential to that
process: Unit 1: Why Am I Doing This?; Unit 2: Who Am I?; Unit 3: What Is Out There
for Me?; Unit 4: How Do I Get Where I Want to Go?; and Unit 5: How Far Have I
Come?
The text includes a variety of activities, including fictional stories, profiles, case
studies, role plays, interviews, research, and collaborative projects. Links to useful
external resources are frequently made, and related activities are available on the Career
Studies 10 website. Each unit ends with summary questions organized according to the
Achievement Chart categories outlined in the curriculum.
Other Sources
•
•
Your school library
Your School Guidance Department
Record your method(s) of research below and hand this in to your teacher.
Student’s name: _______________________________________________________________
Information obtained from: _____________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Date completed: _____________________________________
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 130 Credit Recovery: Career Studies (GLC2O)
Module 9
Handout 9.17: Common Interview Questions
Student’s Name: ___________________________
Date Due: __________
Teacher’s Name: ________________________ Write down your answers to the following questions, or record the answers on a tape recorder.
Use complete sentences—and be honest about yourself!
When the employer asks:
He or she is really asking:
Could you please tell me about yourself?
•
__________________________________________________
__________________________________________________ •
__________________________________________________
__________________________________________________ •
__________________________________________________
•
What kind of a person are
you?
Are you going to fit into this
company?
Do you have the right
personality and work ethic?
Describe your performance
as a student.
Why do you want this job?
•
__________________________________________________
__________________________________________________
__________________________________________________ •
__________________________________________________
__________________________________________________
Are you just looking for any
job or are you interested in
this field?
What do you know about
this company or job?
What are your favourite subjects at school? Why?
What are your interests and
__________________________________________________ strong points?
__________________________________________________
__________________________________________________
__________________________________________________
What are your major strengths?
How well do you manage
__________________________________________________ yourself?
__________________________________________________ How well do you work with
others?
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 131 Credit Recovery: Career Studies (GLC2O)
Module 9
When the employer asks:
He or she is really asking:
Can you identify one weakness you have and tell me what
•
you are doing to overcome it?
__________________________________________________ •
__________________________________________________
__________________________________________________
How have you improved
yourself in a weak area?
How would you like to grow
personally?
What four words best describe you?
________________________ _______________________
________________________ _______________________
•
•
Do you know yourself?
How would you describe
your work habits?
Can you give me an example of how you have shown
initiative?
_________________________________________________
_________________________________________________
Can you describe a challenging
situation for you at school or
work?
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 132 Credit Recovery: Career Studies (GLC2O)
Module 9
Handout 9.18: Common Behavioural Questions Based on Situations
Student’s Name: ___________________________
Date Due: __________
Teacher’s Name: ________________________ Many companies have group interviews when interviewing students.
Write down your answers to the following questions, or record the answers on a tape recorder.
Use complete sentences—and be honest about yourself!
1. What’s an example of an important goal that you set in the last six months and how you
achieved it?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
2. Can you give an example of a time when you had to go beyond the call of duty to get the job
done?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Can you give an example of the most difficult customer/employer you had to deal with? If
you have no work experience, can you give an example of a difficult person you had to deal
with in a group project?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Can you describe the most creative school-related project you had to carry out working in a
group?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. If you found a wallet with $100 cash in it, what would you do with it and why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 133 Credit Recovery: Career Studies (GLC2O)
Module 9
Credit Recovery Career Studies
(GLC2O)
Course Resources
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 134 Credit Recovery: Career Studies (GLC2O)
Resources
Glossary
Ability
A quality that permits or facilitates achievement or accomplishment: a
skill, talent, aptitude.
Application Form
A form used by employers to enable a job candidate to supply
information about his or her qualifications and skills.
Apprenticeship
A form of education that includes both classroom and on-the-job training,
and that leads to certification in a specific trade.
Barrier
An obstacle; something that separates you from achieving your career
goals.
Career
A career is your life path or life story in progress. It includes learning,
work (paid and unpaid), family life, and community and leisure activities.
College
A post-secondary institution offering instruction in professional and
technical subjects.
Conflict
An open clash between two opposing groups or individuals.
Consensus
An opinion or position reached by a group as a whole.
Covering Letter
A document sent with your resumé to a potential employer to provide
additional information on your skills and experience.
Diversity
In reference to a society, the variety of groups of people who share a range
of commonly recognized physical, cultural, or social characteristics.
E-Folio
An electronic version of a paper portfolio.
Goal
Something that a person wants to achieve, or a statement of intent.
Interests
An area of personal enjoyment, curiosity, and ability.
Job
A job is the position a person holds doing specific duties. For example,
consider the occupation of a doctor. The doctor’s job is working at
Toronto General Hospital. People usually change jobs more often than
they change occupations.
Job Interview
A meeting between an employer and a job applicant, in which the
employer assesses the job applicant to determine if he or she is suitable for
the position.
Job Shadowing
An activity in which a student observes a worker performing a job in order
to gather information to assist the student’s own career planning.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 135 Credit Recovery: Career Studies (GLC2O)
Resources
Job Twinning
An opportunity for a student (usually in Grades 7 to 10) to be paired with
a Cooperative Education student for a period of time, usually one day.
Labour Market
The supply of labour considered with reference to the demand on it.
Mediator
A negotiator who acts as a link between parties to reconcile differences.
Networking
The process of connecting with other people, often for the purpose of
information exchange and support when searching for work.
Occupation
Similar work for which people usually have similar responsibilities and
develop a common set of skills and knowledge.
Portfolio
A collection of relevant knowledge and learning experiences for
evaluation, decision-making, or work-obtaining purposes.
Qualities
Essential or distinguishing attributes of something or someone.
Reference
A person who comments on another person’s character and qualifications
for a job.
Resumé
A written document that lists your work/volunteer experience, skills, and
educational background.
Self-Assessment
A process by which a person engages in a systematic review of his or her
needs, values, skills, and interests to raise self-awareness when making
career decisions.
SIN
Social Insurance Number. Your SIN is obtained from the federal
government, and the SIN number is required to work at most jobs.
Skills
Acquired abilities or capacities that can be improved with experience,
practice, and training.
Strengths
An attribute or quality of particular worth; an asset.
Talent
Natural abilities or qualities.
Trade
People who perform a particular kind of skilled work.
University
A post-secondary institution with teaching and research facilities, offering
bachelor, masters, and doctorate degrees.
Values
Beliefs that hold a particular importance for a person (private, moral,
social, political, and spiritual concepts).
Volunteer
A person who performs unpaid work.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 136 Credit Recovery: Career Studies (GLC2O)
Resources
Career/Life Planning Websites
TDSB Career Centres
June 2008
Self-Knowledge
Note: The URLs for websites were verified prior to publication. However, given the frequency
with which these designations change, teachers should verify websites before assigning them for
student use.
Website
Career Cruising
Description
“Career Matchmaker” interest
inventory produces a list of occupations
for students to research related to their
interests. Also, in the “Explore
Careers” section, students can go
through the “Career Selector” option to
identify occupations of interest to them.
Service Canada – Training Click “Career Navigator” to find a
and Careers
variety of online career quizzes and
assessment tools.
Toronto Catholic District
Includes self-assessment activities on
School Board –
skills, interests, and values.
MazeMaster
URL
<www.careercruising.com>
Guidance and/or librarian have your
school’s username and password,
which can be used at any computer
with Internet access.
<www.jobsetc.ca>
<www.mazemaster.on.ca>
Career Knowledge
(Occupational Information, LMI, Health and Safety)
Website
Apprenticesearch.com
Career Cruising
Independent Learning
Centre – Career Matters
Ontario Ministry of
Labour – What Young
Workers Should Know
Ontario Ministry of
Labour – WorkSmart
Ontario
Description
Click on “Start Searching,” then on
“About Trades” at the top of the
screen.
Occupational information is available
by individual title, school subject, or
field of work.
513 occupations are profiled, listed
alphabetically and by field of work.
Employment Standards – What
Young Workers Should Know Fact
Sheet
Employment standards and Health
and Safety in the workplace
URL
<www.apprenticesearch.com>
<www.careercruising.com>
<www.careermatters.ca>
<www.labour.gov.on.ca/english/es/f
actsheets/fs_young.html>
<www.WorkSmartOntario.gov.on
.ca>
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 137 Credit Recovery: Career Studies (GLC2O)
Resources
Website
Ontario Ministry of
Training, Colleges and
Universities
Ontario Ministry of
Training, Colleges and
Universities –
Apprenticeship
Ontario Ministry of
Training, Colleges and
Universities – Ontario
Job Futures
Ontario Ministry of
Training, Colleges and
Universities – Ontario
Skills Passport
Passport to Safety
Service Canada –
Labour Market
Information
Toronto Catholic
District School Board –
MazeMaster
UFCW Canada –
Unions
Workplace Safety &
Insurance Board –
Young Worker
Awareness Program
Description
Occupational Descriptions –
Canadian and American sources
URL
<www.edu.gov.on.ca/eng/career/des
crip.html>
Information on certification, loans,
(Ontario Youth Apprenticeship
Program (OYAP), websites, etc.
<www.edu.gov.on.ca/eng/training/a
pprenticeship/appren.html>
Overview of Ontario’s Employment
Patterns
<www.ontariojobfutures.ca/employ
ment_trends.html>
Essential skills and work habits for
the workplace
<skills.edu.gov.on.ca>
To obtain Password and Pin number
for your students
<www.passporttosafety.com/
TeacherZone.php>
<www.passporttosafety.com>
Information about jobs, skills, and the <www.labourmarketinformation.ca>
availability of workers in areas across
Canada
Click on “Job Seeker” and “Labour
<www.mazemaster.on.ca>
Market Information” for local,
provincial, and national information
and resources.
Click on “Youth” and “Talking
<www.ufcw.ca>
Union” for information on speakers
to educate students on their rights at
work.
Online Health and Safety Quiz,
<ywap.ca>
seven things you’d better know, free
posters, flyers, CD
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 138 Credit Recovery: Career Studies (GLC2O)
Resources
Volunteering
(Community Involvement)
Website
Volunteer Now
Volunteer Toronto
Description
A site specifically for TDSB students
to help meet the 40-hour community
service requirement
Here you can browse opportunities
by activity type, type of organization,
type of group being served, or by
location.
URL
<www.volunteernow.ca>
< www.volunteertoronto.ca>
Planning and Action – Education/Training
Website
Ontario Ministry of
Education – “Learning
in Ontario”
Ontario Student
Assistance Program
(OSAP)
Scholarships Canada
SchoolFinder.com
Toronto Catholic
District School Board –
MazeMaster
Description
Information about all levels of
education in Ontario
URL
<www.edu.gov.on.ca>
The official website for OSAP
<osap.gov.on.ca/>
A website that contains information
<www.scholarshipscanada.com/>
about scholarships throughout Canada
A website that contains information on <www.schoolfinder.com/>
universities, colleges, and career
colleges throughout Canada
Click on “Jobseeker” and then
<www.mazemaster.on.ca>
“Training and Education” section.
Planning and Action – Work Search
Website
Ontario Ministry of
Training, Colleges and
Universities – Job
Search Skills
Toronto Catholic
District School Board –
MazeMaster
Description
URL
This site provides resources and
<www.edu.gov.on.ca/eng/career/
websites on topics such as resumé
jsearch.html>
writing, job interviews, and job-search
techniques.
Click on “Jobseeker” and then the sub- <www.mazemaster.on.ca>
headings “Resumé,” “Job Search
Techniques,” “Job Board,” and
“Labour Market Information.”
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 139 Credit Recovery: Career Studies (GLC2O)
Resources
Other Websites of Interest
Website
The Learning
Partnership – WOW!
Words on Work
Ontario Ministry of
Education – Ontario
Educational Resource
Bank (OERB)
Possibilities Project –
Toronto’s Online
Employment Resource
Centre
Toronto District School
Board – Key to Learn
Toronto District School
Board – Program,
Teaching, and Learning
Toronto District School
Board – Virtual Career
Centre
Toronto Public Library
– Career Bookmarks
Description
Directory of women speakers from a
variety of career backgrounds for
classroom career visits
Online resources for teachers and
students, from Kindergarten to
Grade 12, at no cost. There are
thousands of teacher-shared resources,
including lesson plans, activities,
maps, and interactive multimedia.
Information, tools, and resources
regarding job search and employment
in Toronto
URL
<www.wordsonwork.ca>
TDSB teachers sign up for Career
Development workshops and other
professional development activities.
Look under the heading “Guidance.”
From <tdsbweb> under Services, or
<www.tdsb.on.ca> under Quick
Links
Information, classroom materials and
resources. Click on “Services,” then
on “Program, Teaching and Learning
and Guidance Program and Services”
The one-stop shopping site for career
information and resources. Under
“Programs,” click on “Guidance,”
then on “Virtual Career Centre.”
Information for all stages of career/
life-planning process
<www.tdsb.on.ca>
<www.elearningontario.ca/eng/
bank/Default.aspx>
<www.poss.ca/index.asp>
<www.tdsb.on.ca>
<careerbookmarks.tpl.toronto.on
.ca>
For TDSB technical support, call 416-395-HELP (4537).
For further assistance with career information resources, contact the Career Information
Specialists at the TDSB Career Centres:
Susan Bloom, Career Centre West
Maureen Wallace, Career Centre East
416-394-2158
416-395-4889
susan.bloom@tdsb.on.ca
maureen.wallace@tdsb.on.ca
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 140 Credit Recovery: Career Studies (GLC2O)
Resources
C
Career Paths
Note: The URLs for websites were verified prior to publication. However, given the frequency
with which these designations change, teachers should verify websites before assigning them for
student use.
Summer Destinations 2008
Summer Destinations 2008 – Students'
Guide
Summer Destinations 2008 –
Teachers' Guide
Careers and Occupations
Alberta Occupational Profiles
apprenticetrades.ca
Canadian Apprenticeship Forum
Canadian Women’s Business Network
Career Cruising
Career Index (SchoolFinder.com)
Career Paths Online (B.C.)
Career Voyages Videos (U.S. Dept. of
Labor)
IndustryLink
JobProfiles.org
Labour Market Information
Mentors, Ventures & Plans
monemploi.com : 1500 métiers et
professions
National Occupational Classification
Occupational Descriptions
Skills Connect
Work Destinations
General Sites and Portals
Aboriginal Youth Network
Alliance of Sector Councils
Canadian Women in Science & Tech.
CanadianCareers.com
Career Bookmarks (TPL)
Career Gateway
CareerDiscovery.ca
CareerKey.com
CareerMatters (TVO)
class2careers.com
EnableLink
Essential Skills Toolkit
Job Futures
JobsEtc.
Made with the Trades
<www.tdsb.on.ca/libraries/library_files/Summer%20D-08-Part%202.pdf>
<www.tdsb.on.ca/libraries/library_files/Summer%20D-08.pdf>
<alis.gov.ab.ca/occinfo/Content/RequestAction.asp?format=html&aspAction=G
etHomePage&Page=Home>
<www.apprenticetrades.ca/en/>
<www.caf-fca.org/english/index.asp>
<www.cdnbizwomen.com/>
<www.careercruising.com/default.asp>
<www.schoolfinder.com/careers/careerindex.asp>
<careerpathsonline.com/contents.cfm>
<www.careervoyages.gov/hospitality-videos.cfm>
<www.industrylink.com/>
<jobprofiles.org/art.htm>
<www.labourmarketinformation.ca/standard.asp?pcode=lmiv_main&lcode=e>
<www.mvp.cfee.org/en/>
<www.monemploi.com/ma_formation/default.html>
<www23.hrdc-drhc.gc.ca/2001/e/generic/welcome.shtml>
<www.edu.gov.on.ca/eng/career/descrip.html>
<www.edu.gov.on.ca/eng/training/apprenticeship/Skills/main.html>
<www.workdestinations.org/home.jsp?lang=en>
<www.ayn.ca/AYNHome.aspx>
<www.councils.org/tasc/nav.cfm?l=e>
<www.harbour.sfu.ca/scwist/>
<canadiancareers.com/jobsearchtech.html>
<careerbookmarks.tpl.toronto.on.ca>
<www.edu.gov.on.ca/eng/career/jsearch.html>
<careerdiscovery.ca/youth.cfm>
<www.careerkey.com/>
<www.ilc.org/cfmx/CM/index.cfm?Menu_ID_Sel=200&Lang_Sel=1>
<www.class2careers.com/home.html>
<www.enablelink.org/employment/emp_view_links.php?showemployment=1>
<srv108.services.gc.ca/english/general/toolkit.shtml>
<jobfutures.ca/en/home.shtml>
<www.jobsetc.ca/>
<www.madewiththetrades.com/index.html>
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 141 Credit Recovery: Career Studies (GLC2O)
Resources
Ministry of Ed. Apprenticeship Portal
NextSteps.org
Ontario School Counsellors'
Association
Ontario WorkinfoNET
Skilled Trades
Skills Canada Youth
StudentJobs
Training and Jobs
Virtual Career Centre (TDSB)
Young Workers Zone (Health and
Safety)
Youth Opportunities Ontario
youth.gc.ca
Work Safety
Workplace Safety Portal (WSIB)
Young Workers Safety Portal (WSIB)
Jobs and Employment
Canada Job Bank
Exchanges Canada
Job Connect
Job Toolkit for Aboriginal Youth
Jobpostings.ca
LinkUp Employment Services
MazeMaster
Monster.ca Jobsearch
Ontario Summer Jobs
Possibilities: Toronto’s Virtual
Resources
Student Work Abroad Program
Summer Work Student Exchange
The Job Bus
Tojobs.com (Toronto Jobs)
WorkopolisCampus.com
Young Canada Works
Youth Employment Strategy Programs
<www.edu.gov.on.ca/eng/training/apprenticeship/appren.html>
<nextsteps.org/>
<www.osca.ca/>
<onwin.ca/english/index.cfm?CFID=637764&CFTOKEN=89196653>
<skilledtrades.ca/>
<www.skillscanada.com/en/youth/>
<studentjobs.com/>
<www.edu.gov.on.ca/eng/training/training.html>
<www.tdsbvirtualschool.com/vcc/>
<www.ccohs.ca/youngworkers/>
<youthjobs.gov.on.ca/eng.html>
<youth.gc.ca/yohome.jsp?&lang=en&flash=1>
<prevent-it.ca/>
<www.youngworker.ca/en/>
<www.jobbank.gc.ca/Intro_en.aspx>
<www.exchanges.gc.ca/TwoWayExchanges.asp?Language=0&MenuID=2>
<www.edu.gov.on.ca/eng/training/cepp/aboutjc.html>
<www.ainc-inac.gc.ca/ps/ys/toolkt_e.html>
<jobpostings.ca/>
<www.linkup.ca/>
<www.mazemaster.on.ca/newcov.cgi>
<jobsearch.monster.ca/>
<www.edu.gov.on.ca/eng/document/brochure/summejbe.html>
<www.poss.ca/index.html>
<www.swap.ca/>
<www.emplois-ete.com/en/frames/fr_program.html>
<www.jobbus.com/>
<www.tojobs.com/>
<campusen.workopolis.com/campusen.aspx?action=Transfer&View=Content/
Common/CampusLoginView&lang=EN&OldUrl=>
<www.pch.gc.ca/ycw-jct/html/welcome_e.htm>
<www.hrsdc.gc.ca/en/epb/yi/yep/newprog/yesprograms.shtml>
Planning and Applications
Association of Universities and
<www.aucc.ca/index_e.html>
Colleges
CanLearn
<www.canlearn.ca/eng/index.shtml>
Career-College.com
<career-college.com/>
CareerMatters Student Planner (ILC)
<www.ilc.org/cfmx/CM/Planner/index.cfm?Menu_ID_Sel=200&Lang_Sel=1>
DestinEducation.Ca (Studying Abroad) <www.destineducation.ca/intro_e.htm>
Independent Learning Centre
<ilc.edu.gov.on.ca/index2.html>
Ontario College Application Services
<www.ontariocolleges.ca/portal/page/portal/ONTCOL/Home>
Ontario Prospects Guide to Career
<www.edu.gov.on.ca/eng/prospects/>
Planning
Ontario Student Assistance Program
<osap.gov.on.ca/>
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 142 Credit Recovery: Career Studies (GLC2O)
Resources
Ontario Universities’ Application Centre
Ontario Youth Apprenticeship Program
Salaries in Canada
ScholarshipsCanada.com
UC411.com
<www.ouac.on.ca/>
<www.edu.gov.on.ca/eng/training/apprenticeship/skills/oyap.html>
<globalnetworkassociates.com/indexc16.html>
<scholarshipscanada.com/>
<uc411.com/>
Quizzes and Tests
Career and Learning Style Quizzes
Career Interests Game
Choices Into Action WebQuest
Humanmetrics: Jung Typology Test
PersonalityType.com
<www.jobsetc.ca/toolbox/quizzes/quizzes_home.do?lang=e>
<career.missouri.edu/students/explore/thecareerinterestsgame.php>
<www.gecdsb.on.ca/d&g/cia/choices.htm>
<www.humanmetrics.com/cgi-win/JTypes2.asp>
<www.personalitytype.com/quiz.asp>
Resources and Tools
Career Development eManual
Career Resources Online Handouts
Cover Letters
Informational Interviewing
Informational Interviewing Tutorial
Job-Interview.net
Marketing Yourself Tips
Online Resumé Generator
<www.cdm.uwaterloo.ca/>
<students.ubc.ca/careers/resources.cfm?page=handouts>
<jobstar.org/tools/resume/cletters.cfm>
<danenet.wicip.org/jets/jet-9407-p.html>
<www.quintcareers.com/informational_interviewing.html>
<job-interview.net/index.htm>
<canadiancareers.com/resandcl.html>
<www.mazemaster.on.ca/jobsearch/chronoformat.htm>
Volunteerism and Internships
Career Edge Internships
CharityVillage
Natural Resources Canada Internships
Volunteer Canada
Volunteer Toronto
Volunteering (CanadianCareers.com)
<overview.careeredge.ca/index.asp?FirstTime=True&context=0&FromContext
=1&language=1>
<charityvillage.com/cv/main.asp>
<www.nrcan-rncan.gc.ca/carecarr/index-eng.php>
<www.volunteer.ca/index-eng.php>
<www.volunteertoronto.on.ca/>
<canadiancareers.com/volunteering.html>
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 143 Credit Recovery: Career Studies (GLC2O)
Resources
Credit Recovery Profile
Note to Teachers: The Career Studies GLC2O Credit Recovery Profile is an active document
and can be completed by the teacher on the website. To access the website, follow this pathway
<tdsbweb> “Teachers” > “Program, Teaching & Learning” > “Student Success” >
“Credit Recovery” > “Course Profiles.” Scroll down and click on “Credit Recovery Profiles,”
then to “Guidance & Career Education.” Under Grade 10, Click on “GLC2O.”
The Profile can be downloaded into your personal file for easy access. Individual student
information can be printed and/or emailed to the Credit Recovery/Student Success teacher.
________________________________________________________________________
The last section of the Profile has an area where you can add specific learning needs for the
student that will assist the Credit Recovery/Student Success teacher in developing a Credit
Recovery Learning Plan.
Below is a list of examples when completing this area:
Suggestions for Success
•
•
•
•
•
•
Improve attendance
Improve handing in assignments
Improve working at full potential
Seek support when needed
Continue to develop successful behaviours in the classroom
Develop an interest in school
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 144 Credit Recovery: Career Studies (GLC2O)
Resources
Credit Recovery Profile
To be completed by the Subject Teacher
Student
Subject Teacher
Course: Career Studies (2006) Grade 10, (GLC2O)
Please indicate the overall expectations that were successfully met by the student, and the level achieved.
Strand
Overall Expectations
Level of Achievement*
Personal
Management
use a self-assessment process to develop a personal profile for
use in career-development planning;
evaluate and apply the personal-management skills and
characteristics needed for school success, document them in
their portfolio, and demonstrate their use in a variety of settings;
demonstrate effective use of interpersonal skills within a variety
of settings.
Exploration
of
Opportunities
use a research process to locate and select relevant career
information from a variety of sources for inclusion in a
portfolio;
identify current trends in society and the economy, and describe
their effect on work opportunities and work environments;
identify a broad range of options for present and future learning,
work, and community involvement.
Preparation
for
Transitions
and Change
use appropriate decision-making and planning processes to set
goals and develop a career plan;
analyze changes taking place in their personal lives, their
community, and the economy, and identify strategies to
facilitate smooth transitions during change;
demonstrate an understanding of, and the ability to prepare for,
the job-search process.
*Grade range from The Ontario Curriculum, Grades 9–12: Program Planning and A ssessment, 2000–Level 4 (80–100%); Level 3 (70–79%);
Level 2 (60–69%); Level 1 (50–59%)
All overall expectations for which the student has not demonstrated Level 1 or above must be covered
through the Credit Recovery Program.
Please describe the specific learning needs of the student that will assist the Credit Recovery Teacher in
developing a Credit Recovery Learning Plan:
Subject Teacher Signature:
Date:
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 145 Credit Recovery: Career Studies (GLC2O)
Resources
Essential Skills
(Student Copy)
The Nine Essential Skills are the skills needed for work, learning, and life. Essential Skills
provide the foundation for learning all other skills and enable people to evolve with their job and
adapt to workplace change.
Through extensive research, the Government of Canada and other national and international
agencies have identified and validated Nine Essential Skills. These skills are used in nearly
every occupation and throughout daily life in different ways and at different levels of
complexity.
YOUR CHALLENGE – Look at each item in the bag and guess the Essential Skill it represents.
Your teacher will take up your answers with you to see how close you are with identifying the
Nine Essential Skills.
Items in the Bag
Essential Skill
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
6.
6.
7.
7.
8.
8.
9.
9.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 146 Credit Recovery: Career Studies (GLC2O)
Resources
Essential Skills
(Teacher Copy)
This activity is an icebreaker.
1. Choose items typically found in your classroom or school and put them into a bag. The
students could do this all together or you could put them into groups of three or four. Each
group would get one bag, so you would need to make up two or three bags.
2. The students guess what item represents each essential skill. They don’t need to know the
exact name of the skill at this point, but they just try to relate the item to some job skill.
3. Give students five to ten minutes. They will get to know each other and they will see how
Career Studies relates not only to the world of work, but also to their school life.
The Nine Essential Skills are the skills needed for work, learning, and life. Essential Skills
provide the foundation for learning all other skills and enable people to evolve with their job and
adapt to workplace change.
Through extensive research, the Government of Canada and other national and international
agencies have identified and validated Nine Essential Skills. These skills are used in nearly
every occupation and throughout daily life in different ways and at different levels of
complexity.
YOUR CHALLENGE – Look at each item in the bag and guess the Essential Skill that it
represents. Your teacher will take up your answers with you to see how close you are with
identifying the Nine Essential Skills.
Items in the Bag (Examples)
Essential Skill
Telephone
1. Oral Communication
Pen, pencil
2. Writing
Ruler, calculator
3. Numeracy
Book, article
4. Reading Text
Group-work assignment
5. Working with Others
Disk, computer cables
6. Computer
Puzzles, word search
7. Thinking Skills
Folder for organizing papers, portfolio
8. Document Use
College, university, apprenticeship booklets
and certificates
9. Continuous Learning
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 147 Credit Recovery: Career Studies (GLC2O)
Resources
Scavenger Hunt
(Student Copy)
Student: _________________________
Date: _________________
Teacher: _________________________
Read the following statements and complete them using your Course Evaluation Profile and
Course Outline.
1. In the Career Studies Credit Recovery Course, what are the three main areas of study, or
strands, as they are formally called? Personal Management, Exploration of Opportunities,
and _________________________________________________.
2. How many Overall Expectations are in the course? ___________
3. How many Overall Expectations do you need to complete? How do you find out?
___________________________________________________________________________
4. What are the two main types of assessment and evaluation? What is the percentage for each?
___________________________________________________________________________
5. Learning Skills are important for success. Which one of the five is most important for your
success this semester? ________________________________________________________
6. What is the policy for absences and lates?
__________________________________________________________________________
7. In all Credit Recovery courses, the Culminating Activity/Unit can be carried over from the
original course failed.
TRUE or FALSE
8. Layered Curriculum has three layers of coursework. When you apply the core concepts and
skills, you are working in Layer C.
TRUE or FALSE
9. Seventy percent of your grade is based on _______________________________________.
10. Your course has been written with a methodology of Layered Curriculum. If you study the
basic concepts of the course in Layer C, and you apply what you have learned in Layer B,
what two types of work do you do in Layer A? __________________________________,
________________________________
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 148 Credit Recovery: Career Studies (GLC2O)
Resources
Scavenger Hunt
(Teacher Copy)
Student: ______________________________
Date: __________________
Teacher: ______________________________
Read the following statements and complete them using your Course Evaluation Profile and
Course Outline.
1. In the Career Studies Credit Recovery Course, what are the three main areas of study, or
strands, as they are formally called? Personal Management, Exploration of Opportunities,
and Preparation for Transitions and Change.
2. How many Overall Expectations are in the course?
9
3. How many Overall Expectations do you need to complete? How do you find out?
Depends on the student’s Credit Recovery Profile, which states the number
4. What are the two main types of assessment and evaluation? What is the percentage for each?
Coursework 70% and Course-Culminating Activity Evaluation 30%
5. Learning Skills are important for success. Which one of the five is most important for your
success this semester?
Works Independently, Teamwork, Organization, Work Habits, Initiative
6. What is the policy for absences and lates?
Responsible for missing work and for bringing a note
7. In all Credit Recovery courses, the Culminating Activity/Unit can be carried over from the
original course failed. FALSE
8. Layered Curriculum has three layers of coursework. When you apply the core concepts and
skills, you are working in Layer C.
FALSE
9. Seventy percent of your grade is based on Coursework/Modules.
10. Your course has been written with a methodology of Layered Curriculum. If you study the
basic concepts of the course in Layer C, and you apply what you have learned in Layer B,
what two types of work do you do in Layer A?
Critical analysis and/or creative perspective
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 149 Credit Recovery: Career Studies (GLC2O)
Resources
Creating a Learning Profile: How Do You Like to Learn?
Student’s Name: ___________________________
Date Due: __________
Teacher’s Name: ___________________________
Read each of the following statements, then check the appropriate box.
Statement
Yes
No
1. I study best when I listen to music.
2. I am distracted by other students talking.
3. I prefer to read alone at my desk.
4. I like feedback from my parents or teachers.
5. I like to work in groups.
6. I prefer to work on one assignment at a time.
7. I get frustrated easily with my work.
8. I like to have step-by-step directions on how to complete an
assignment.
9. I prefer to find my own way when working on projects.
10. I learn best when I am doing an activity.
11. I prefer to work by myself on projects.
12. I like lots of time to think and plan my assignment before working
on it.
13. I prefer assignments on nature and the outdoors.
14. I like to learn by taking notes on what I read or hear.
15. I like to use tables or graphs when organizing my work.
If you would you like to add anything about how you learn best and/or what you enjoy learning,
please write below.
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 150 Credit Recovery: Career Studies (GLC2O)
Resources
TDSB Download Pathways
Career Studies Credit Recovery Course
TDSB internal website – tdsbweb > “Program, Teaching, & Learning” > “Guidance Program &
Services” > “Career Centre” > “Secondary Classroom Resources”
or
TDSB internal website – tdsbweb > “Program, Teaching, & Learning” > “Student Success” >
“Credit Recovery” > “Course Outlines”
Labour Market Information
TDSB internal website – tdsbweb > “Services” > “Program, Teaching, & Learning” > “Guidance
Program & Services” > “Career Centre” > “Labour Market Information”
Summer Destinations – A Guide to Summer Work, Learning, and Volunteer Opportunities 2008.
<tdsb.on.ca/summerdestinations>
This resource provides ideas, activities and detailed information for students, parents and
teachers.
TDSB teachers can access the companion piece to the classroom activities and lessons on the
TDSB internal website – tdsbweb > “Services” > “Program, Teaching, & Learning” > “Guidance
Program & Services” > “Publications”
_____________________________________________________________________________________________
© 2008 Toronto District School Board
- 151 Credit Recovery: Career Studies (GLC2O)
Resources