Riverdale Collegiate Institute – Toronto District School Board
EVALUATION POLICY and COURSE OUTLINE 2012
Riverdale Collegiate Institute
Course of Study
CAREER STUDIES
GLC2O1
Note 1: All Ontario Ministry of Education curriculum documents with full course content information can be located at:
http://www.edu.gov.on.ca/eng/curriculum/secondary/guidance910currb.pdf
Note 2: Detailed information on Ministry of Education assessment, evaluation, and reporting policy is provided in Ontario Schools, Kindergarten to Grade 12, Policy and Program Requirements (OS), 2011, located At: http://www.edu.gov.on.ca/eng/document/policy/os/index.html
1. Course Details
• Program Area: Guidance and Career Education
 Curriculum Leader: D. Robb
• Course title: Career Studies – GLC2O1 . Credit Value: .5 credit
• Prerequisites(s) and co-requisite(s): none
• Textbook(s) and resource materials that are essential to the course:
Careers 10
Career Studies 10
Careers: Today and Tomorrow
2. Overall Goals
Course Description:
This course teaches students how to develop and achieve personal goals for future learning, work,
and community involvement. Students 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 postsecondary 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.
Overall Expectations
Units/Topics
Timing
Unit 1: 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.
These expectations will be
taught/learned up to the
first reporting cycle.
(November or April)
Unit 2: 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.
These expectations will be
taught/learned after the
first reporting cycle, up to
the culminating activities
Unit 3: Preparation for Transitions and Change
• use appropriate decision-making and planning
processes to set goals and develop a career plan;
• analyse 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.
These expectations will be
taught/learned in
intermittent steps
throughout the course.
Culminating Activities:
These expectations will
occur in the final 3 weeks
of the course.
NOTE: There is no final examination in this course.
EVALUATION PLAN
As required by the Ministry of Education and Training, each student is evaluated according to the four
achievement categories:
Knowledge/Understanding, Thinking & Investigation, Communication and Application
TERM
(70%)
FINAL
EVALUATION
(30%)
Knowledge & Understanding
Thinking
Communication
Application
25
25
25
25
This evaluation is cumulative, containing material from all units and will evaluate
all 4 achievement categories.
70% Term Work
Students must demonstrate achievement of all the overall expectations of the course.
Unit
Task
Achievement
Date Due
Category Focus
‘Who Am I?’ Project
Thinking
Before first report
Communication
Personal Management
Application
Transferrable Skills
Presentation
Knowledge and
Understanding
Before first report
Communication
Application
Thinking
Application
Before first report
Post Secondary Research
Project
Knowledge and
Understanding
Thinking
Before
Culminating
Career Analysis
Knowledge and
Understanding
Application
Before
Culminating
Career and Education
Exploration Activities
Knowledge and
Understanding
Application
Before
Culminating
Job Search and Resume
Application
Communication
Self-Reflection
Inventories and Activities
Exploration of
Opportunities
Preparations for
Transitions and Change
Personal Education Plan
Application
Knowleedge and
Understanding
Before
Culminating
Before
Culminating
Culminating Activity
‘My Career’ Booklet
All
End of course
Project
Career Acceptance
All
End of course
Speech
Personal Portfolio
All
End of course
In addition to the evaluations listed above, individual teachers may include other evaluations.
REPORTING
Four Reports Cards will be issued during the year. All reports will give a numeric grade to each student
calculated as indicated above. All reports are cumulative. The November, February and April report cards are
snapshots of all course work until that point in time. They will be based on the most consistent level of
achievement to that point in time.
LEARNING SKILLS
Learning skills are critical for achievement of the curriculum expectations. On each report card there are 6
learning skills: Responsibility, Organization, Independent Work, Collaboration, Initiative and Self-regulation.
Teachers report on the six Learning Skills using the following: E = Excellent, G = Good, S = Satisfactory, N =
Needs Improvement.
Learning skills are not used to determine a student’s grade in the course.
TEACHING /ASSESMENT AND EVALUATION STRATEGIES
A range of teaching, assessment and evaluation strategies will be used to address the needs of students’
learning styles and allow students a variety of methods to demonstrate their achievement of the
expectations.
Teaching Strategies
To facilitate the learning of the various concepts, a variety of teaching strategies will be used and
might include:
Activity Based Strategies
examples: guest speakers, oral presentations, field trip, simulations, activity centres, webcasts
Cooperative Learning Strategies
examples: Think-Pair-Share, Teams-Games-Tournament, Group Investigation, jigsaw groups
Arts Based Strategies
examples: drawing, graphical representations, design
Direct Instruction Strategies
examples: Socratic dialogue, lecture, demonstration, conferencing, review, tutorial, textbook
Independent Learning Strategies
examples: homework, independent reading/study, memorization, note making, reports
Inquiry/Research Models
examples: inquiry process, research process, writing process
Technology Applications
examples: internet websites and research, media presentation, desktop publishing, video
production
Thinking Skills Strategies
examples: brainstorming, classifying, concept mapping, concept attainment, concept formation,
experimenting, expressing another point of view, graphing, issue-based analysis, lateral
thinking, oral explanation, problem solving
Assessment
The primary purpose of assessment is to improve student learning. Assessment is ongoing, varied in
nature and allows students to assess their own progress and determine next steps.
The following assessment strategies may be used at different times throughout the course:
quizzes, practice tests, conferencing, practical skill checks, written assignments,
self-assessment/peer-assessment, reflective summary
Evaluation
Evaluation is varied and is used to determine a student’s achievement grade.
The following evaluation strategies may be used at different times throughout the course:
quizzes, tests, written reports, practical skill checks, written assignments, presentations, written
exams