transitions - sd57 · checklist for submitting your grad transitions 12 assignment booklet: check...
TRANSCRIPT
NAME: ___________________________________________ Date Submitted: _______________________
Teacher/Counsellor (alphabetic) : _______________________ Student e-mail: ________________________
Booklet Requirements: MET � NOT MET � Sign Up for Presentations: YES � NO �
GRAD TRANSITIONS
2016 Complete and submit this booklet at a level appropriate to a grade 12
graduate. Show reflection and effort. Be tidy and error free. Meet the deadline. You will be assigned a grade of “satisfactory” or “incomplete”. You may sign up for a PRESENTATION after receiving a satisfactory grade. Students whose booklet is incomplete or unsatisfactory must correct and re-
submit booklet before being permitted to sign up for a presentation. Students who satisfactorily complete their Booklet and Presentation receive
“RM” (Requirements Met) on their final report card. Students who do not satisfactorily complete Grad Transitions receive RNM
(Requirements Not Met), and are not eligible to graduate.
École Duchess Park Secondary
1
CHECKLIST FOR SUBMITTING YOUR GRAD TRANSITIONS 12 ASSIGNMENT BOOKLET:
Check to make sure that you have:
_____ Clearly printed your FULL name, the date, contact information, and Counsellor information on
the front of the booklet.
______ Thoughtfully answered ALL questions
______ Completed your Physical Activity Log
______ Attached a good, error-free, typewritten Resume
______ Submitted Proof of 30 hours Work Experience or Volunteer/Community Service
______ Completed ALL Goal Setting Charts
_____ Attached a copy of your unofficial transcript from the BC Ministry of Education website.
______ Used the transcript to complete the Graduation Planning Form (Credit / Course Check)
______ Completed your self-rating on the Attributes of a BC Graduate form
______ Completed your Annual Budget
______ Turn the completed booklet in to the Counselling secretary in the Counselling Office to the attention of your assigned teacher/counsellor.
______ Prepared for and booked your Presentation
______ Ensured you have at least three pieces of evidence.
2
GRAD TRANSITIONS
INTRODUCTION:
WELCOME Grads!
We wish you much success and happiness throughout your grade 12 year …and beyond…
Graduation is a milestone! The BC Ministry of Education made Grad Transitions a mandatory 4-credit course to help upcoming grads demonstrate that they are prepared for the next phase of their lives, leading to the responsibilities of adulthood. For more information on this Ministry requirement, please see http://www.bced.gov.bc.ca/graduation/gradcertificate.htm.
MISSION STATEMENT: Graduates must have a meaningful CAREER/LIFE PLAN that includes the skills, credentials, and experiences necessary to achieve that plan.
As you go through Grad Transitions requirements, reflect on your post-secondary plans and career choices and how you intend to reach your goals. Ask yourself the following questions:
- Who am I? What career or job do I want in the future and that fits my personality? - What have I learned? How can I apply what I have learned to my future goals? - What have I accomplished? What skills have I acquired that transfer into a future job or career? - Where am I going? Will I go to college, university, trade school, or find a job right out of high school? - How am I going to get there? What do I have to do to make my dreams come true?
OVERVIEW OF GRAD TRANSITIONS OBJECTIVES and REQUIREMENTS:
Part 1 – PERSONAL HEALTH – (Pages 3 & 4)
Show evidence of your ability to maintain a healthy lifestyle by demonstrating your understanding of the importance of good nutrition, exercise, and other healthy choices.
Part 2 – COMMUNITY CONNECTONS – (Pages 5 – 13)
Reflect on what you have learned or accomplished in your life and the skills you acquired. Identify those skills and abilities that you can transfer to the job market. Create a good, professional looking, type-written resume. Research opportunities in the community. Apply for a position and complete a minimum of thirty hours community service OR work experience, OR some combination of both. If you already have a part time job or volunteer experience, you may apply these hours. Provide proof of completed hours.
Part 3 – CAREER and LIFE – (Pages 14 – 22)
Show you made some plans for the future by explaining your life goals, your education and/or career goals, and the steps necessary to get there. Complete a budget which anticipates revenue and expenses for the first year following high school. Consider where you intend to live, and what you intend to do next year. Remember , even if you intend to live “at home”, you must demonstrate that you understand the cost of living, including food, utilities, rent, communications, TV, transportation, clothing, tuition, books, tools, etc.
Part 4 – CONCLUSION: PRESENTING YOUR EVIDENCE - (Pages 24 - 26)
3
PART 1: PERSONAL HEALTH
HEALTHY LIVING Your plan for next year must include your commitment to continuing strong personal health. Examine the following areas and expand your understanding of your current personal health by working through the following websites. THIS IS MANDATORY. Fill in the matrix below with your individual information, goals to work towards and then list a minimum of 3 steps you will take to reach your goals. CURRENT HABITS GOALS TO IMPROVE STEPS TO ACHIEVE
GOALS Nutritional Health http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/index-eng.php
Nutritional Health
Nutritional Health 1. 2. 3. 4. 5.
Emotional Health http://www.cmha.ca/mental_health/whats-your-stress-index/
Emotional Health
Emotional Health 1. 2. 3. 4. 5.
Physical Health www.csep.ca/guidelines
Physical Health
Physical Health 1. 2. 3. 4. 5.
4
“SNAPSHOT” OF DAILY PHYSICAL ACTIVITY 12
You will not graduate without providing PROOF of Daily Physical Activity! Log your physical activity of 150 minutes for two weeks. If you are taking PE 12, SuperFit, dance, or play on a sports team you DO NOT NEED to log any time. Instead, have your coach or teacher sign in The Team or Course Option below, where you have stated your team/course.
DAILY PHYSICAL ACTIVITY
DAY ACTIVITY
Week of MINUTES
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
TOTAL MINUTES
Parent Signature__________________________________________________
DAILY PHYSICAL ACTIVITY
DAY ACTIVITY
Week of MINUTES
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
TOTAL MINUTES
Parent Signature__________________________________________________
TEAM OR COURSE OPTION The team I played on or Course I took :_________________________________________ Print name of Parent/Teacher or Coach who will verify: ________________________________ Parent/Teacher/or Coach signature: ____________________________________________
5
PART 2: COMMUNITY CONNECTIONS
Requirement: Demonstrate the skills required to work effectively and safely with others and to succeed as an individual or a collaborative worker by:
- Participating in at least thirty hours of work experience and/or volunteer/community service (either community-based or school-based).
- Describing duties performed and connections between the experience and employability/life skills.
Community Service Defined: Performing a service without payment for a non-profit group, association or organization. (Community Service is NOT working free for someone who makes a profit from your efforts). Why Volunteer? Volunteering supports your community to make it a better place to live. It can lead to career improvement, socialization (making new friends), improved self-esteem, a better understanding of other people, and the ability to reflect on your social values. Volunteering connects you to your community and makes you a contributing member. Prospective employers, colleges and universities, and scholarship and bursary donors, etc., look for volunteerism on resumes and applications.
Examples of Volunteer/Community Service:
School-based Examples Community-Based Examples Students’ Council 24 Hour Relay for Life School Dance Organization Children’s Festival volunteer Milk Run Terry Fox Run Coaching a School Team Coaching a Community Team Mentoring International students Exploration Place Library Helper PGARA Raceway volunteer School recycling program Organizations assisting street people Organizing school events /Leadership Junior Volunteer at the hospital Coordinating Graduation activities Assist with Seniors Activities Peer-tutoring SPCA CN Centre or Coliseum
6
Why 30 Hours of Work Experience?
To be able to provide evidence to future employers, you must document past work experience in order to demonstrate the employability skills that employers are looking for.
Examples of Work Experience: Community-Based Examples: School-Based Examples:
Paid work experience such as: - Fast Food Restaurants - Retail Stores - Summer Employment
School organized job shadow *Must be covered by Work Safe BC.
Employability Skills Defined: Employability Skills are generic skills that all students need to make successful transitions into the workplace. The Conference Board of Canada organizes these skills into three categories:
- Fundamental Skills - Personal Management Skills - Teamwork Skills
*See the attached Employability Skills 2000+ by the Conference Board of Canada What are fundamental skills? Fundamental skills form the basis for further skills development. They include communication skills, managing information, using numbers, and problem-solving. What are personal management skills? Personal management skills describe positive attitudes and behaviours that determine student potential for growth. They include evidence of responsibility, adaptability, continuous learning, and working safely. What are teamwork skills? Teamwork skills are required for students to contribute productively in any environment. These skills include working with others and participating in projects and tasks.
7
COMMUNITY CONNECTIONS WORKSHEET
(Answering these questions will help you create a good resume) 1) Briefly describe the type of work you did and your duties and responsibilities. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2) Refer to the Employability Skills 2000+ sheet on the following page. This page divides skills into
three categories: Fundamental Skills, Personal Management Skills, and Teamwork Skills. Identify the employability skills you used or developed during your work experience and/or community service.
a) Describe the Fundamental Skills* you used or developed in your work experience and/or community service: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b) Describe the Personal Management Skills* used in your work experience and/or community service: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ c) Describe the Teamwork Skills* used in your work experience and/or community service: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
8
Employability Skills 2000+ The skills you need to enter, stay in, and progress in the world of work – whether you work on your own or as part of a team. These skills can also be applied and used beyond the workplace in a range of daily activities. Fundamental Skills The skills needed as a base for further development.
Personal Management Skills The personal skills, attitudes and Behaviours that drive one’s potential for growth
Teamwork Skills The skills and attributes needed to contribute productively
You will be better prepared to progress in the world of work when you can: Communicate � read and understand information presented in a variety of forms (e.g., words, graphs, charts, diagrams) � write and speak so others pay attention and understand � listen and ask questions to understand and appreciate the points of view of others � share information using a range of information and communications technologies (e.g., voice, e-mail, computers) � use relevant scientific, technological and mathematical knowledge and skills to explain or clarify ideas Manage Information � locate, gather and organize information using appropriate technology and information systems � access, analyze and apply knowledge and skills from various disciplines (e.g., the arts, languages, science, technology, mathematics, social sciences, and the humanities) Use Numbers � decide what needs to be measured or calculated � observe and record data using appropriate methods, tools and technology � make estimates and verify calculations Think & Solve Problems � assess situations and identify problems � seek different points of view and evaluate them based on facts � recognize the human, interpersonal, technical, scientific and mathematical dimensions of a problem � identify the root cause of a problem � be creative and innovative in exploring possible solutions � readily use science, technology and mathematics as ways to think, gain and share knowledge, solve problems and make decisions � evaluate solutions to make recommendations or decisions � implement solutions � check to see if a solution works, and act on opportunities for improvement
You will be able to offer yourself greater possibilities for achievement when you can: Demonstrate Positive Attitudes & Behaviours � feel good about yourself and be confident � deal with people, problems and situations with honesty, integrity and personal ethics � recognize your own and other people’s good efforts � take care of your personal health � show interest, initiative and effort Be Responsible � set goals and priorities balancing work and personal life � plan and manage time, money and other resources to achieve goals � assess, weigh and manage risk • be accountable for your actions and the actions of your group � be socially responsible and contribute to your community Be Adaptable � work independently or as a part of a team � carry out multiple tasks or projects � be innovative and resourceful: identify and suggest alternative ways to achieve goals and get the job done � be open and respond constructively to change � learn from your mistakes and accept feedback � cope with uncertainty Learn Continuously � be willing to continuously learn and grow � assess personal strengths and areas for development � set your own learning goals � identify and access learning sources and opportunities � plan for and achieve your learning goals Work Safely � be aware of personal and group health and safety practices and procedures, and act in accordance with these
You will be better prepared to add value to the outcomes of a task, project or team when you can: Work with Others � understand and work within the dynamics of a group � ensure that a team’s purpose and objectives are clear � be flexible: respect, be open to and supportive of the thoughts, opinions and contributions of others in a group � recognize and respect people’s diversity, individual differences and perspectives � accept and provide feedback in a constructive and considerate manner � contribute to a team by sharing information and expertise � lead or support when appropriate, motivating a group for high performance � understand the role of conflict in a group to reach solutions � manage and resolve conflict when appropriate Participate in Projects & Tasks � plan, design or carry out a project or task from start to finish with well-defined objectives and outcomes � develop a plan, seek feedback, test, revise and implement � work to agreed quality standards and specifications � select and use appropriate tools and technology for a task or project � adapt to changing requirements and information � continuously monitor the success of a project or task and identify ways to improve The Conference Board of Canada 255 Smyth Road, Ottawa ON K1H 8M7 Canada Tel. (613) 526-3280 Fax (613) 526-4857 Internet: www.conferenceboard.ca/education
9
3) Employers or service providers must see some value in hiring or engaging a person. The benefit that you provide and the skills you learn from being employed or from volunteering are usually transferable to other situations. You should identify these skills and be able to include them in a resume or be able to discuss them in a future job interview.
Identify the benefits received because of the work experience and/or community service: By others such as your employer and/or clients: ____________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ By you: ____________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4) Create a current, typed, error-free, professional looking resume that can be used for applying for
a job or to help you compete for a seat in a college or university program. At this point, most students have limited work experience. However, they have developed many skills. The resume style most appropriate for high school students is called a “functional resume”. The functional style resume emphasizes skills over work experience or education. As people build more work experience or advance their education, they may opt for a different style of resume. Sample resumes can be found at www.careercruising.com Log in using User name: duchess
Password: park Click on the “employment” link. *Include a copy of your completed resume when you hand in your Grad Transitions pocket folder. **Please see the sample resume template on the following page.
10
Sample Resume Template LETTERHEAD To appear more professional, create a “letterhead” for your resume. Be consistent. Use the same letterhead for your cover letter and business cards.
FIRST AND LAST NAME
Address, City, Province Postal Code Telephone Number (land and cell) Email Address: (Professional/appropriate)
EMPLOYMENT OBJECTIVE: (Explain briefly what kind of employment you are seeking) EDUCATION: Start Date to Present Duchess Park Secondary School
Completed grade ___________ (You may choose to emphasize some courses that you feel pertinent)
ATTRIBUTES AND SKILLS: Outline the skills you have developed. Particularly emphasize those skills that would be most appropriate for the type of work you are seeking. For example: Accurate with money transactions Hard working, reliable and friendly Professional attitude towards customers CERTIFICATES AND AWARDS: (Start with most recent and work backwards) For example: Start date – Finish Date St. John Ambulance First Aid, Certificate Start date – Finish Date Most Valuable Player, Duchess Park Sr. Boys Basketball Start date – Finish Date RCM Piano Grade 8 Certificate WORK EXPERIENCE: (Start with most recent and work backwards) For example: Start date – Finish Date Sales Associate, Joe’s Department Store, City, Province - Assisted customers with selection, purchases
- Balanced cash drawer. Handled exchanges and returns Start date – Finish Date Cashier, Sally’s Shoe Store, City, Province -Processed cash & credit card purchases
-Provided excellent customer services Start date – Finish Date Customer Service Representative, Bob’s Burger Bar, City, Province - Took customer orders, cleaned tables - Stocked shelves REFERENCES: Available Upon Request (Try to choose 3 different types of references. References can be listed on a separate page in order to accommodate changes. Include name, company, position/title, phone number.
11
VERIFICATION SHEET
5) VERIFY YOUR PARTICIPATION IN 30 HOURS OF WORK EXPERIENCE AND/OR VOLUNTEER SERVICE
Step 1 – Where did you work or volunteer to accumulate your 30 yours? Was it in one place or did you do a combination of things? Please place a check mark beside ALL the types of work or volunteer experience that apply to you:
My 30 hours was: ______ Paid work experience _____Community/Volunteer Service
_____ School based work Experience _____School-based/Volunteer Service Step 2 - Describe your work experience and/or community service: Place(s) of work experience and/or community service? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________ Dates of 30 hours work experience and/or community service: _____________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________ What was/is your job title(s)? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Step 3 - Provide and attach evidence that you participated in 30 or more hours of work experience and/or community service. Examples of evidence:
• Letter of reference/recommendation from a supervisor • Certificate • Copies of pay stubs, Revenue Canada T-4 slips, or Official Record of Employment that prove at
least 30 work experience hours • A copy of your report card indicating you passed a Work Experience or Peer Tutoring course
Note: Documentation of work experience and/or community service may be subject to verification by your teacher or Graduation Transitions Supervisor.
12
COMMUNITY CONNECTIONS
Verification of Work Experience and/or Volunteer Community Service
To be completed by you (the student):
Student Name: Student Number: Place of Work Experience or Volunteer/ Community Service (Name of Company):
Worksite Address: Worksite Phone Number: Worksite Fax Number: Name of Supervisor: Dates of Work Experience or Volunteer/Community Service:
TOTAL HOURS AT THIS LOCATION:
To be completed by supervisor. Please place a check mark beside applicable selections:
_____This was paid work experience _____ This was school organized work experience.
_____Student was covered by WorkSafe BC _____ This was school organized job-shadow.
_____This was volunteer/community service. _____This was school organized service activities.
Supervisor: Please complete the following: Student name: _______________________________________________ has completed ________ hours of work experience or volunteer/community service at our site. Supervisor’s Name: _______________________________Title: ________________________________ Supervisor’s Signature: ______________________ ______Date: ________________________________
13
Mailing Address PO Box 544, Stn A Prince George, BC V2L 4S8
Telephone (250) 564-0224 Fax (250) 564-0232 Email [email protected] Website www.volunteerpg.com Location #505 – 1600 3rd Avenue,
Prince George
14
PART 3 – CAREER AND LIFE
Requirement: It is expected that B.C. Graduates are able to demonstrate the confidence and competency needed to be self-directed individuals by developing a comprehensive plan that indicates they are prepared to successfully transition from secondary school. You must: • Complete transition activities that are relevant to and support your career, life, and learning goals. • Identify and communicate achievements that reflect development of the attributes of a BC graduate • Identify costs and funding sources associated with education, career, and life options after
graduation. • Create a budget that outlines costs and income for one year after grade 12 graduation. • Present selected components of their transition plan to members of the school and/or community. Education and Career Planning Defined: Education and career planning refers to the activities that you engage in and the skills that you develop to help plan for life after grade 12. Examples of Career and Education Planning: • Research career ideas. • Set short and long term education/career goals. • Prepare job seeking documents such as a resume, cover letter, application form. • Identify possible post-secondary school options. • Plan for transition to the workplace and/or post-secondary education and training. Why a Graduation Transition Plan? • When you actively engage in planning your own future, you are more likely to experience success.
Step # 1:
COMPLETE THE GOAL SETTING CHARTS ON THE FOLLOWING PAGES:
15
GOAL SETTING:
EDUCATIONAL/CAREER GOALS List your short-term Education Goals (6 – 12 months) 1. 2. 3.
What are your long-term Education and/or Career Goals (1 – 5 years)? 1. 2. 3. What is the name and length of time of your selected program of study (if applicable): NAME:_____________________________________________ LENGTH OF PROGRAM:______________ What are possible careers that may result from this education?
1. 2. 3. CAREER List at least three CAREERS that you are considering: 1. 2. 3. Choose one of your CAREER CHOICES. Explain the process necessary to become prepared for this career. 1. 2. 3. LIFE GOALS (Work/Life Balance) Picture yourself in the future. What Life Goals have you set for yourself? (Include some examples: rural or urban lifestyle/ vehicle/ buy a house/ relationships/ sports/recreation, etc.) Short-term Life Goals (6 – 12 months): 1. 2. 3. 4. 5. Long-Term Life Goals (1 - 5 + years) 1. 2. 3. 4. 5. 6.
16
Step # 2:
Confirm you have completed all required courses in grades 10, 11 and 12, and will attain a minimum of 80 credits: A. 1. Go to https://www.bced.gov.bc.ca/exams/tsw/tsw/student/
2. Establish an account on the BC Ministry of Education EdAccess Student Secure Web using your
Provincial Education Number (P.E.N.) and your personal e-mail address. You will find your P.E.N. on the right hand corner of any report card.
3. On this site you will find your Provincial Examination Results, Your Unofficial Transcript of Grades, and Post-Secondary Institution Selections.
4. Print off your Unofficial Transcript and submit with booklet.
5. Use your Unofficial Transcript to complete the GRADUATION PLANNING FORM on page 18.
B.
Students Applying for Post-Secondary Institutions: 1. The PSI Selection form allows you to authorize the Ministry of Education to forward your FINAL
OFFICIAL TRANSCRIPT to Post Secondary Institutions of your choice. https://www.bced.gov.bc.ca/exams/tsw/tsw/student/ Click the “Post-Secondary Institution Selections” menu option.
2. Students applying to Post Secondary institutions must complete the Post-Secondary Institution
Selections by April 30, 2015.
17
GRADUATION PLANNING FORM
GRADE 10 REQUIREMENTS CREDITS English 10/Français 10 Social Studies 10 Science 10 A Math 10 PE 10 Planning 10
4 4 4 4 4 4
Total Credits: _______ (min. 24)
GRADE 11 REQUIREMENTS English or Communications 11/Français 11 A Socials Studies 11 ______________________ A Science 11 ____________________________ A Math 11 _______________________________
4 4 4 4
Total Credits: _______ (min. 16)
GRADE 12 REQUIREMENTS English or Communications 12/Français 12 ____________________ 12 ____________________ 12 ____________________ 12 Graduation Transitions 12 (Required: A minimum of 4 grade 12 level courses)
4 4 4 4 4
Total Credits: _______ (min. 20)
FINE ARTS &/OR APPLIED SKILLS REQUIREMENT REQUIRED: A minimum of 4 credits in A Fine Arts or Applied Skills course at level 10, 11, or 12.
4
Total Credits ________ (min. 4)
ADDITIONAL COURSES _________________ 12 (a fifth grade 12 course is recommended) _________________ 10 / 11 / 12 _________________ 10 / 11 / 12 _________________ 10 / 11 / 12 _________________ 10 / 11 / 12 _________________ 10 / 11 / 12 _________________ 10 / 11 / 12 _________________ 10 / 11 / 12 _________________ 10 / 11 / 12 _________________ 10 / 11 / 12 _________________ 10 / 11 / 12
4 4 4 4 4 4 4 4 4 4 4
Total Credits: _______ (min. 16)
Overall total credits You must have at least 80 credits and have completed ALL required courses in order to graduate.
________ Must have a minimum of 80 credits to graduate
18
Step # 3: Identify your achievements that reflect Attributes of a BC Graduate.
ATTRIBUTES OF A BC GRADUATE Rate your level of competency in each characteristic listed in the chart below using the scale of:
Developing Competent Good Excellent 1 2 3 4
BC citizens identified the following characteristics of the ideal BC graduate:
IN INTELLECTUAL DEVELOPMENT, GRADUATES SHOULD ACHIEVE RATE YOUR LEVEL 1. ■ competency in reading, writing, mathematics, social studies and science,
including the ability to use these skills in problem-solving and decision-making
2. ■ the ability to use and understand information technologies
3. ■ the ability to communicate effectively with a range of audiences; this includes
the ability to access, synthesize and present information; it also includes
4. ■ knowledge of both a first and second language
5. ■ an understanding and appreciation of artistic and aesthetic expression
6. ■ the ability to think critically and solve problems, using information to develop
opinions and make sound judgments and decisions
7. ■ an understanding of the importance of a lifelong commitment to continuous learning
IN HUMAN and SOCIAL DEVELOPMENT, GRADUATES SHOULD ACHIEVE:
RATE YOUR LEVEL
8. ■ the knowledge and skills required to be socially responsible citizens who act in caring and principled ways, respecting the diversity of all people and the rights of others to hold different ideas and beliefs
9. ■ the knowledge and understanding they need to participate in democracy as Canadian and global citizens, acting in accordance with the laws, rights and responsibilities of a democracy
10. ■ the attitudes, knowledge and positive habits they need to be healthy individuals, responsible for your physical and emotional well-being
11. ■ the attitudes and competencies they need to be community contributors who take the initiative to improve your own and others’ quality of life
IN CAREER DEVELOPMENT, GRADUATES SHOULD ACHIEVE:
RATE YOUR LEVEL
12. ■ the confidence and competencies they need to be self-directed individuals who display initiative, set priorities, establish goals, and take responsibility for pursuing those goals in an ever-changing society
13. ■ knowledge and understanding of the range of career choices available to them, the prospects for success in those careers, and the actions required to pursue specific career paths
14. ■ experience in planning for, and working towards, career and life goals
15. ■ the skills required to work effectively and safely with others, and to succeed
both as individual and collaborative workers
19
Step # 4 Comment on success that you had during grades 10 – 12 in developing each of the Attributes of a BC Graduate. Include a brief description of activities you participated in (at school, at work, or in the community) that helped you develop these attributes. a. Intellectual Development: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ b. Human and Social Development: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
c. Career Development: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
20
Step # 5: YOUR FINANCIAL PLAN FOR CAREER, LIFE AND LEARNING GOALS BUDGET READ CAREFULLY. You will be completing the budget template that follows these instructions. It is important that you understand the cost of living and how much it will cost you personally to live. You must ensure you have enough revenue coming in to cover your expenses. Therefore, a. Complete a PERSONAL ANNUAL BUDGET predicting your cost of living for the first year after
graduation for wherever you intend to live.
b. If you intend to rent an apartment, check apartment rental sites to find out the cost of rent, and determine whether or not utilities are included. You may determine you would want to “share”.
c. If you are sharing accommodation, you must calculate expenses associated with your portion of food, transportation, rent, communications, utilities, etc..
d. If you are living at home, you must still calculate and list your cost of living EXPENSES such as, food, rent, utilities, communication, transportation, clothing, etc…. It would also be beneficial to calculate the “value” of living at home in terms of what rent would be if you were boarding at home.
e. If your parents are paying any of your costs, whether at home or elsewhere, including rent, food, communication, etc.., you must include this contribution as “family support” under REVENUE.
f. If you intend to live “in Residence” then check with the university or college website to find out the cost of residence and whether it would be more economical for you to purchase a “meal plan”.
g. Remember, you are typically at post-secondary school for 8 months. You must calculate your expenses for an entire year.
h. Be realistic. Take the time to ensure that the Budget you are creating is actually a useful tool upon which you can base some financial decisions.
i. You are encouraged to seek assistance from your parents/guardians in making a determination about how much things cost (and how much they actually pay out on your behalf)…
j. NOTE: Not all expense categories apply to all students. Some of you will be working at a full time
job. Some must purchase tools for trade school. Some will have travel expenses. Some of you must invest in a professional wardrobe. Some of you will be buying assets such as furniture, a computer, or even a house. Only fill in the categories that apply to your particular situation next year.
Step # 6 Use the Budget Form on the following pages to calculate your cost of living for the year following graduation. This is an ANNUAL budget: You must determine your overall YEARLY cost. The “monthly” column is for your convenience. For example, if your monthly rent is $800.00, your annual rent is 800 x 12 = $9,600.00.
21
NAME: DATE: PERSONAL ANNUAL BUDGET FOR THE FIRST YEAR AFTER MY GRADUATION: What Revenue sources will I have and what Expenses will I have over the next year? ITEM MONTHLY
INCOME ANNUAL INCOME
CONSIDERATIONS
REVENUE Employment net Income (AFTER taxes) Personal Savings Family Support Agency (Support) Local, external, agencies, provincial, other Gifts Local, external ,agencies, provincial, other Scholarships Local, external, agencies, provincial, other Bursaries Awards Education Savings Plan Loans Other (explain) TOTAL $_____________ $____________ (My total MONTHLY and ANNUAL REVENUE) EXPENSES MONTHLY
COSTS ANNUAL COSTS
Food Vegetables/Fruit, Grain Products, Milk Products, Meat Products
Personal Care Hair Cuts, Toothpaste, Soaps, Body & Hair Care, Toilet & Tissue Paper, Personal Hygiene, Cleaning Supplies, Other
Accommodation Apartment, Basement Suite, Room and Board in a House, Post-Secondary Residence, Other
Laundry Machine Use, Laundry Soap, Dryer Sheets, Fabric Softener, Etc.
Utilities Natural Gas, Electricity, Water, Sewer, Other Cable, satellite
Transportation Transit, bikes, Cost of vehicle, parking, gas, insurance, repairs/maintenance, car pool or public transportation; Greyhound Fare; Airfare; Ferry Fare; Other
Health Fees Medical &, Dental Fees, Eye Care, Prescriptions, Other (Make sure you are covered. Many universities automatically include costs of a medical plan in tuition).
Communications Land Line, Cell, Internet, Stamps
Entertainment Movies, Concerts, T.V., Music, Eating Out , birthday and other gifts, travelling, parties…
Coffee All those daily cups of coffee… or other treats…
SUB TOTAL
22
Expenses (cont’d)
Monthly Costs (cont’d)
Annual Costs (cont’d)
SUB TOTAL (brought forward)
Fitness
Clothing Clothes, Shoes/Boots, Coats, Other
Asset Purchases Computer, Recreation Equipment, Electronic Devices, Other
Education (tuition) and Student Fees
Education Books
Education Supplies Paper, Pens, Specialty Equipment such as Tools, Additional Computer Components, Other
Other ** Savings TOTAL EXPENSES: $__________ $_________ $
(My Total MONTHLY and ANNUAL EXPENSES)
CALCULATE: TOTAL ANNUAL INCOME $_____________ MINUS TOTAL ANNUAL EXPENSES - $_____________
If your revenue exceeds expenses, you have money left over, which you can put into **savings. If your expenses exceed your revenue, you are incurring debt. You must either reduce your projected expenses or find another source of income.
23
Step # 7 Remember: You cannot spend more money than you have coming in as revenue. So if you find yourself with higher expenses than revenue, you must make some decisions. For example, you may have to find ways to cut costs or find another source of income, or be forced to consider a student loan….. ONCE YOU HAVE WORKED THROUGH AND COMPLETED A GOOD COPY OF YOUR BUDGET, reflect on what you learned. Were you surprised by anything you learned when calculating your budget?
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Provide details that will help explain your budget decisions (i.e.. living at home, sharing apartment, living in residence, transportation costs, etc…) ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
24
PART 4 – PRESENTATION
PRESENTING YOUR GRADUATION TRANSITION PLAN You must present selected components of your transition plan to members of the school and/or community. Include at least 3 or more documents/pieces of supporting evidence that are relevant to and support your career, life and learning goals. Step # 1: Gather evidence to support your Graduation Transition Plan. Some examples:
Resume Cover Letter Reference Letters Applications to Employers
Applications to Post Secondary
Applications for Scholarships & Bursaries
Volunteer Experience Record
Work Experience Record
Awards Certificates Students’ Personal Website
Projects
Pictures Career Portfolio Other Other
Step # 2: Self-assess your readiness to present your Graduation Transition Plan. Please refer to “So You’re Ready to Present Your Grad Transition Plan” on page 29 and the “Grad Transition Plan Presentation Evaluation” sheet on page 30. Step # 3: Share your Transition Plan and short and long-term career, life, and learning goals in a final grade 12 presentation. Your presentation should be approximately 5 minutes. Be prepared for questions and comments from your evaluator.
NOTE: See your teacher and/or Graduation Transition supervisor for more details.
25
So You’re Ready To Present Your Grad Transition Plan!
FORMAT….. Decide on a presentation format that you are comfortable with. Options include a discussion, power-point, display board, website... SUGGESTIONS…. _____ Title Page _____ Table of Contents _____ Grad Transition Plan _____ Minimum of 3 pieces of evidence to support your Grad Transition Plan _____ Areas to be presented should be labelled _____ Everything in a binder REMEMBER….. _____ Dress appropriately…business casual, interview wear _____ NO JEANS….NO HATS…NO GUM _____ Report to your presentation 10 minutes prior to your time GOING INTO THE PRESENTATION…. _____ Once the student ahead of you leaves….give the evaluator a few moments….then approach them…ask if they are ready for you. _____ Introduce yourself with a SMILE and a HANDSHAKE. _____ When presenting your Grad Transition Plan….face it towards the evaluator as you share it with them!!! _____ Make eye contact with your evaluator. _____ Use your voice to your best advantage. Consider volume, pitch, tone and inflection when presenting. The quality and tone of your voice can help emphasize points. _____ FOCUS YOUR PRESENTATION ON YOUR TRANSITION PLAN AND SHORT AND LONG TERM CAREER, LIFE AND LEARNING GOALS. BE PREPARED TO ADDRESS THE FOLLOWING QUESTIONS IN YOUR PRESENTATION: 1. Discuss a minimum of three pieces of evidence and how they relate to you (past/present/future). 2. What have you outlined in your Grad Transition Plan regarding post-secondary education and/or
training? 3. How will your Grad Transition Plan help you make choices about employment, career and life
choices and/or post-secondary education and training? 4. What did you learn from the process of working through your Grad Transition Plan? 5. Are you demonstrating effort, initiative, and commitment throughout the process of planning for
your future? (Your Grad Transition Plan)
26
GRAD TRANSITION PLAN PRESENTATION EVALUATION Name: _________________________ Name: ________________________ Student Evaluator
LEARNING OUTCOMES GUIDING QUESTIONS 1.
Demonstrates thoughtful Selection of Grad Transition Plan. Presents a minimum of 3 pieces of evidence.
Discuss a minimum of three pieces of evidence and how they relate to you? (past / present /future)
Criteria Met 1 2 3 4
2 Demonstrates development of a workable transition plan
What have you outlined in your Grad Transition Plan regarding post-secondary education and/or training?
Criteria Met 1 2 3 4
3. Demonstrates the importance of a Grad Transition Plan on future life choices.
How will your Grad Transition Plan help you to make choices about employment, career and life choices and/or post-secondary education and training?
Criteria Met 1 2 3 4
4.
Demonstrates meaningful Reflection on the Grad Transition Plan process.
What have you learned from the process of working through your Grad Transition Plan?
Criteria Met 1 2 3 4
5.
Demonstrates effort, initiative and commitment.
Overall Presentation. (presentation/transition plan)
Criteria Met 1 2 3 4
Grand Total . . . . . . . . . . . . . . . . _____/20
Grad Transition Booklet and Presentation completed satisfactorily.
Grad Transitions Requirement Met?
YES NO
COMMENTS
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________