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Vice, Kendra (100480621)

Module 1 Readings Graphic Organizer

Brief Review/Summary of Information Found in Document

Ontario Schools Kindergarten to Grade 12: Policy and Program Requirements, 2011

This resource is a lengthy document which outlines a number of important features to the Ontario Public School System, the headings include:

- The school environment- Learning programs- Supporting diverse learners- Student records, attendance, and transfers- School and board information: admissions, publishing, and sharing- Diploma and certificate requirements and related procedures- Secondary school courses and related procedures- Experiential learning programs- Specialized programs- Additional ways for students to complete courses and programs

After having read the document and the subsequent documents which pertain more to guidance specifically I decided to highlight some pertinent information I found relevant to the topic of study—however the guidance team; counselors, principals, teacher advisors, students, teachers, parents, etc. are involved in every aspect of the Ontario Schools Kindergarten to Grade 12: Policy and Program Requirements, 2011. Therefore you could argue the entire document is relevant and pertinent.

- Learning Programs:- 2.4 Guidance and Career Education Program

o 3 areas of learning- student development, interpersonal development and career developmento Learning skills and work habits (such as is outlined by Growing Success) pertain to student development

and interpersonal developmento Whereas career development involves reflecting critically on strengths, needs and interests, knowing

the self, exploring opportunities, making decisions, preparing for change and making transitionso This includes the Individual Pathway plan which tracks growth of career developmento As well, students must complete the grade 10 career studies course, which is one of the many courses

offered by guidance and career education program (see The Ontario Curriculum, Grades 9 and 10:

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Guidance and Career Education and The Ontario Curriculum, Grades 11 and 12: Guidance and Career Education)

o The grade 10 career studies course is a requirement to fulfill in order to obtain an Ontario Secondary School Diploma and it is a 0.5 credit course

- Supporting Diverse Learners:- 3.2 Students Deemed to Be at Risk

o School boards must ensure that every secondary school has a Student Success team and Student Success teacher

o This is a support which is in place to support students at risk of not graduatingo The Student Success team will include; Student Success teacher, administration, guidance, and special

education, there may be other members as part of this team, however, there MUST be a representative from guidance

o This is just one of the many examples where guidance is involved in the daily programming and implementation of the programming in Ontario Schools

- 2.4.1 Orientation and Exit Programso The purpose of these programs, which are important to guidance and career education, is to provide

smooth transitions for studentso These transitions can be in a variety of different forms including; re-entry, the move from elementary to

secondary school, if a student were to change schools (especially if they were to change mid-year), or if the student were to return or move to Ontario (to introduce and transition them into the Ontario public school system)

o Exit programs include when students leave secondary school, and transition to postsecondary studies, apprenticeship, the workplace- the guidance and career education program is meant to support this transition by providing resources and information, and support the students future goals (such as in the Individual Pathway Plan)

- Experiential Learning Programs:- 8.1-8.3 Cooperative Education, Work Experience and Job Shadowing and Job Twining are examples of programs

that work towards the goals of the guidance and career education program, they are meant to have students learn skills, knowledge about the workplace, prepare them for life after secondary school and have students set goals and expectations, as well as other associated skills such as interpersonal skills and student development

- Specialized Programs- 9.1-9.3 School-work transition programs, which includes the Ontario Skills Passport; Specialist high skills major

programs (SHSM); the Ontario youth apprenticeship program (OYAP)o All of these programs are transition-based programs for students to set goals and plan for after

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secondary school based on their interests, skills and needsAs I mentioned, these are brief summaries of headings that I found interesting pertaining to the field of guidance and career education- this is not an exhaustive summary of the entire document.

Choices into Action, 1999

This resource is an important one for anyone involved in guidance and career education, this document outlines the different goals, expectations and strategies used to help students find success in the classroom and with transitions such as from grade 8 to 9 and from grade 12 to postsecondary pursuits, which may include university, college, apprenticeship, workplace, etc. Students work as part of a team to set goals and work towards those goals, developing important skills and concepts throughout the process. Choices into Action, 1999 is important for everyone involved in student success, including teachers who are important members with roles to play. I found this document a great introduction to the guidance and career education program and will reference this document in the future.

- The importance of career education is evident, three main areas of learning are student development, interpersonal development and career development

- This is to prepare students for success in their futures- Applying skills and knowledge both inside and outside of the classroom- Involves parents, community partners, teachers, teacher-advisors, guidance counselors, and community

mentors- Career education is integrated throughout the Ontario curriculum, not limited to the Career Studies course as a

secondary school graduation requirement- “Understand” the concepts- “Develop” associated skills- “Apply” learning to their lives- Student development- setting and achieving academic and non-academic learning goals- Interpersonal development- fostering positive interactions- Career development- incorporating transitions, skills, goal setting and planning- There are specific areas of learning detailed for grades 1-6, grades 7-8 and grades 9-12 in each of the three

categories (Pages 8-10)o E.g. Grades 1-6 (Student development)- “use goal-setting skills to improve their school work”o E.g. Grades 7-8 (Interpersonal development)- “demonstrate the skills and knowledge necessary to

manage their own behavior (e.g. self-control, the role of emotions, anger management)”o E.g. Grades 9-12 (Career development)- “evaluate their personal, educational, or career plans in light of

their community or work-place experiences”- The guidance and career education program plans and goals are transparent to students, parents and

community partners through team-assisted development

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- Exceptional students are considered through the program considerations- annual education plan and Individual Education Plan (IEP) (transition plan) are important for transitions to further education, work and/or community living opportunities

o Strive to be equitableo Involve parents, teacher, student, school board, principal, community agency, etc.

- English as a second language (ESL) and English literacy development (ELD) students are given attention helping with course selection, choice of postsecondary destinations, while being cognizant of the time required to develop a new language within a new culture

- For Native students, Native counselors or mentors are recommended to help students with any transitions- Orientation and Exit Programs

o Orientation- students new to a school are assisted with adjustment in a variety of ways to assist students in finding success

o Exit- there are a variety of reasons for students leaving school and exit programs are cognizant of future goals and assist in successful transitions, including providing detailed and variety of information (apprenticeship, postsecondary, career, financial planning, etc.)

- The Annual Education Plan assists students in reflecting on their goals, accomplishments, interests, experiences, etc.

- Academic and Career Portfolios- adding pieces of their best work, demonstrating accomplishments in and out of school

- Teacher- advisor program (Grades 7-11), goal-setting, planning, research skills, monitor academic progress, collaborative and community approach

- Career exploration activities- both inside and out of the classroom- Workshops, seminars, small groups- these may not be formal classroom instruction- Mentorship programs- one-on-one support and role models (partners younger-older or students with members

of the community)- Peer assistance programs (e.g. mediators, reading, career, students mentors, volunteers, etc.)- Individual assistance and short-term counseling- attendance counselors, career centre, psychologist- Ethics and confidentiality- several pieces of legislation

o Ontario Student Record (OSR) Education Act, the Ontario Student Record (OSR) Guideline, 1989o Any information given to guidance counselors will be kept confidential except in circumstances in which

freedom of information legislation or other legislation requires or permits release to specific individualso E.g. suspect abuse- required by Child and Family Services Act to report suspicion to the Children’s Aid

Society (CAS) if the student is under sixteen- Program advisory teams- administrative and teaching staff or may include the community

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- Assessment and evaluation is important; observe, assess and evaluate students achievement of competencies in all components of the guidance and career education program

o Parents must be reported to on the success of their studentso School-wide surveys are used every 3 years to assess the delivery and effectiveness of the program

(students, parents, teachers, partners)- Roles and responsibilities

o Principal- understand program’s goals and structure, establish advisory team, develop program plan, implement program, in-service development, facilities, resources, time, community partnerships, survey every 3 years on effectiveness, assign responsibilities

o Guidance counselors, teacher advisors, and other teachers (page 28)- e.g. AEP assistance, credit courses, IPRC process for IEP, elementary and secondary links, orientation and exit programs, counseling, case conferences, transitions, effectiveness, monitor academic progress, work collaboratively

o Students- take responsibility for their learning, managing behavior, positive interactions, social responsibility, AEP, setting goals

o Parents- collaboration (e.g. AEP), support, monitor progress, contact with school, take an interesto Community partners- can vary depending on the school, may be support agencies or other (e.g. parents,

former students, school council, senior citizens, volunteer agencies, career centres, chambers of commerce, government, faith communities, ethnocultural organizations, settlement services, Native friendship centres)

Program Planning and Assessment, Grades 9-12

This document is more generalized, pertaining to all Ontario curriculums, although that does include guidance and career education curriculum. This is a useful reference for program planning and assessment. The most interesting section was in the career education section- which corresponded directly to the previous document Choices into Action, 1999. I find the rationale and learning goals and strategies associated with the Annual Education Plan (AEP) very interesting, including the role of the teacher advisor, parents, guidance, and students, etc. the program is centred on students making goals and learning skills based on their interests and strengths, and I feel that in my own experience this was not stressed enough.

- Information of aspects of policy relating to program planning and the assessment, evaluation, and reporting of student achievement that pertain to all disciplines in the Ontario curriculum

- 9-10 three types of courses; academic, applied and openo Academic- theory and abstract problemso Applied- practical applications and concrete exampleso Choose between academic or applied in English, French, mathematics, science, geography, history

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o Open- prepare further study and enrich education generallyo Students may transition between applied and academic from grade 9 to 10, may require crossover

material- 11-12 prepare for post-secondary; university, college, apprenticeship training or the workplace

o University preparationo University/ college preparationo College preparationo Workplace preparationo Openo Transfer courses are partial-credito Courses with similar expectations (e.g. grade 9 applied and academic- 2 credits would not be granted)o Half-credit courses may be developed in skills areas (55 hours instruction time) there are a variety of

guidelines associated with creating a half-credit course and must ensure all requirements are satisfiedo Courses with a particular focus or emphasis- arts, classical studies, international languages, health and

physical education, Native languages may develop focuso Locally developed courses- developed by school boards (compulsory credits can include English,

mathematics and science)- Exceptional students have Individual Education Plan (IEP) developed for exceptional students after identified by

Identification, Placement and Review Committee (IPRC), students may also have IEP who have not been identified as exceptional by an IPRC

o Learning expectations, progress, how the school will help students achieveo Transitions are incorporated in IEPo Accommodations such as support provided to help students achieve the learning expectationso Modifications are if students require changes to curriculumo IEP developed in consult with parents and student (if 16 or older)- principal, teacher, teacher-advisor,

guidance counselor, special education staff- Technology is also integrated into the curriculum- promote development of “information literacy” skills- English and a second language and English literacy development (ESL/ELD)- accommodations may be put in

place to assist students, modifications may also be put in place- Career education- set and achieve goals, use of annual education plan (AEP)- Choices into Action, 1999 details

this further (see above)o Students will learn about the opportunities available, set goals and make decisions based on interests,

strengths and aspirations

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- Cooperative education and other workplace experiences- apply their learning outside of the classroom, increases awareness of educational and career opportunities, may include; job shadowing, work experience, cooperative education

- Health and safety- important to the classroom, community and work-place; students and teachers must be aware and understand the importance of safety and safe practices

- Assessment, evaluation and reporting- helps to determine student strengths, weaknesses in their achieves of curriculum expectations and allows teachers to adapt

o Based on curriculum expectations and achievement levels- Achievement chart- four categories (Knowledge/Understanding, Thinking/ Inquiry, Communication and

Application/Making Connections) depending on the subject the headings may vary slightlyo Province-side method to assess and evaluate achievemento Reporting- Provincial Report Card, Grades 9-12; both curriculum and learning skills

Teacher comments are also included 70% evaluations throughout the course, 30% final evaluation

The Ontario Curriculum, Grades 9 and 10: Guidance and Career Education

Although briefly encountering the courses involved in the Grade 9-12 Guidance and Career Education curriculum during my pre- service training, both of these curriculum documents were interesting reads as to the types of skills and knowledge these courses expect students to use and develop. In my own experiences, I took Career Studies (Grade 10) and Leadership and Peer Support (Grade 11) and therefore, I was able to connect more to those with my recollection of assessments. As well, these curriculum documents seem to be well-laid out, although there is a lot of flexibility and possibility for creativity by the instructors of these courses.

- As outlined by Choices into Action, 1999 the three main areas of knowledge and skills include student development, interpersonal development and career development

- Aims to help students with confidence, motivation, learning and hopes to have students eventually successfully apply their knowledge and skills in the workplace

- Planning process is important to this program- preparing students for postsecondary pursuits through planning and goal setting

- Students, teachers, parents and principals all play an important role in the program, some of which was discussed in an earlier section

o Students are responsible for their learning including applying themselves and committing to the development of skills in the area of guidance and career education

o Studies suggest that parent involvement is complementary to student successo Teachers are responsible for developing appropriate instructional strategies to help students achieve

curriculum expectations (assessment and evaluation)o Principals work with parents, students and teachers to ensure students have access to best possible

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education, they support student learning in a variety of ways including providing resources to teachers and forming partnerships

- Grade 9- Learning Strategies 1: Skills for Success in Secondary School (Open)- GLS1O, GLE1O (gr. 9 students who have IEP), GLE2O (gr.10 students who have IEP)

o Learning skillso Personal knowledge and management skillso Interpersonal knowledge and skillso Exploration of opportunities

- Grade 10- Career Studies (Open- Compulsory)- GLC2Oo Personal managemento Exploration of opportunitieso Preparation for transitions and change

- Grade 10- Discovering the Workplace (Open)- GLD2Oo Essential skills for working and learningo Personal managemento Exploration of opportunitieso Preparation for transitions and change

- Assessment and evaluation; the categories include Knowledge and Understanding, Thinking, Communication and Application

- Teaching approaches; e.g. active and experiential learning strategies, one-on-one, small-group, presentations, workplace materials, etc.

- Specific emphasis on experiential learning as a key method of instruction- Planning program pathways and programs leading to a specialist high-skills major (SHSM)- well suited for

inclusion in SHSM and workplace/ apprenticeship pathways- Planning for students with special education needs- may be no accommodations/ modifications,

accommodations only (instructional, environmental, assessment), or modified (curriculum expectations may be altered) and possibly accommodations

o Depends on the student’s IEP- ESL/ELD- help to develop interpersonal and communication skills- Antidiscrimination education- individual, group and cultural diversity in Canada, learning to protect human

rights, recognize barriers, biases, stereotypes, etc. learn proper interactions in the workplace, community and classroom

- Literacy, numeracy, inquiry/ research skills- written, oral and visual communication- Ontario skills passport and essential skills (OSP)- reading, writing, computer use, measurement and calculations,

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and problem solving; computer basedo Developing skills and work habits for the workplace

- Role of technology- assessment, simulations, surveys, career education and exploration, multimedia, computer-assisted learning, etc. may be used for class or individual needs

Learning Strategies 1: Skills for Success in Secondary School, Grade 9, Open- Learning strategies- focus; apply literacy and numeracy skills, personal-management, interpersonal, teamwork,

etc.- Overall expectations:- Learning Skills

o Identify and use a variety of literacy skills and strategies to improve reading, writing, and oral communication in everyday contexts

o Identify and use a variety of numeracy skills and strategies to improve their practical application of mathematics in everyday contexts

o Demonstrate an understanding of learning skills and strategies required for success in school- Personal Knowledge and Management Skills

o Apply knowledge of their personal skills and learning strengths to develop strategies for success in secondary school

o Identify and describe personal management skills required for success, and explain their used to help maximize learning

o Demonstrate the use of personal- management skills and strategies to enhance learning- Interpersonal Knowledge and Skills

o Identify and describe the knowledge and skills necessary for successful interpersonal relations and teamwork

o Assess their interpersonal and teamwork skills and strategies, and explain how those skills requiring further development affect their learning

o Demonstrate the ability to apply appropriate interpersonal and teamwork skills in a variety of learning environments

- Exploration of Opportunitieso Apply their knowledge if school, work and community involvement opportunities to develop a personal

learning plano Demonstrate an understanding of school and community resources and how these can be utilized to

support their learning needso Develop a portfolio of documents pertaining to self- assessment, research and career exploration that

are necessary for planning a pathway for secondary school success

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Career Studies, Grade 10, Open- How to develop and achieve personal goals for the future (learning, work, community involvement)- Overall expectations:- Personal Management

o Use a self-assessment process to develop a personal profile for use in career development planningo 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 settingso Demonstrate effective use of interpersonal skills within a variety of settings

- Exploration of Opportunitieso Use a research process to locate and select relevant career information from a variety of sources for

inclusion in a portfolioo Identify current trends in society and the economy and describe their effect on work opportunities and

work environmentso Identify a broad range of options for present and future learning, work, and community involvement

- Preparation for Transitions and Changeo Use appropriate decision-making and planning processes to set goals and develop a career plano Analyse changes taking place in their personal lives, their community, and the economy and identify

strategies to facilitate smooth transitions during changeo Demonstrate and understanding of, and the ability to prepare for, the job-search process

Discovering the Workplace, Grade 10, Open- Discover and develop workplace essential skills and work habits required to be successful- Overall Expectations:- Essential Skills for Working and Learning

o Identify and describe the workplace essential skills necessary for success in life, school, and worko Identify the literacy and numeracy strategies that support the application of workplace essential skills,

and use them to complete specific tasks in school, in the community, or in real of simulated workplace settings

o Describe learning and thinking strategies, and use them effectively in school or in the communityo Plan for, asses, and document their ongoing professional development and demonstration of selected

workplace essential skills- Personal Management

o Identify their interests, strengths, and needs, and describe how these influence their decisions about education and work

o Identify and use effectively the strategies required to manage their behavior in school and in the

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communityo Identify and use effectively the interpersonal and teamwork skills and strategies required when working

with others in school or in the communityo Demonstrate the ability to use the task-planning and organizing skills and strategies that are required

for success in school and in the workplace- Exploration of Opportunities

o Demonstrate the ability to research information about education and work opportunities, using print, electronic, and human resources

o Describe opportunities for learning and work, and identify ways in which they can prepare for these opportunities

o Demonstrate an understand of the nature of work and of workplace expectations and issueso Identify, explain, and follow health and safety policies and procedures in school and in workplace

settings- Preparation for Transitions and Change

o Identify changes and transitions that take place in their lives, and describe strategies to effectively manage these changes

o Identify goals and develop plans for their learning in school, the community, and the workplaceo Apply job-search strategies and tools to find or create opportunities for work and for learning about

workThe Ontario Curriculum, Grades 11 and 12: Guidance and Career Education

See comments above.- These courses are designed to help students develop learning an interpersonal skills, identify their educational

and career interests, and explore postsecondary educational and work-related opportunities- There are four courses in guidance and career education at the grade 11 and 12 levels- The courses offered are open- one set of expectations for all students, designed to prepare students for future

study and enrich their education generally- The courses of study are as follows:

o Grade 11, Designing Your Future (GWL3O)o Grade 11, Leadership and Peer Support (GPP3O)o Grade 12, Navigating the Workplace (GLN4O)o Grade 12, Advanced Learning Strategies: Skills for Success After Secondary School (GLS4O, GLE4O- for

gr. 12 students who have IEP, GLE3O- for gr. 11 students who have IEP)- Grade 11 Designing Your Future

o Personal Knowledge and Management Skillso Interpersonal Knowledge and Skills

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o Exploration of Opportunitieso Preparation for Transitions and Change

- Grade 11 Leadership and Peer Supporto Personal Knowledge and Management Skillso Interpersonal Knowledge and Skillso Exploration of Opportunities

- Grade 12 Advanced Learning Strategieso Learning Skillso Personal Managemento Exploration of Opportunitieso Preparation for Transitions and Change

- Grade 12 Navigating the Workplaceo Essential Skills for Working and Learningo Personal Managemento Exploration of Opportunitieso Preparation for Transitions and Change

- Assessment and evaluation, as well as evaluation and reporting are similar as per the achievement chart- Similarly teaching approaches, planning for experiential learning and cooperative education, planning program

pathways and programs leading to a specialist high-skills major, planning for students with special education needs, ESL/ELD, antidiscrimination, literacy/numeracy/inquiry/research skills, Ontario skills passport and essential skills, role of technology, health and safety are all summarized in my notes of the document The Ontario Curriculum, Grades 9 and 10: Guidance and Career Education

Designing Your Future, Grade 11, Open- Prepares successful transitions to postsecondary destinations, investigated based on skills, interests and

personal characteristics- Overall Expectations:- Personal Knowledge and Management Skills

o Analyse their personal characteristics, strengths, interests, skills and competencies to determine career-related goals

o Maintain a portfolio for use in career planning that provides up-to-date evidence of knowledge, skills, interests, and experience

o Demonstrate an understanding of the personal-management skills, habits, and characteristics that could contribute to success in their selected postsecondary destinations and independent adult life

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- Interpersonal Knowledge and Skillso Demonstrate interpersonal and teamwork skills required for success in their school, work, and

community activitieso Demonstrate an understanding of the elements of group dynamics in a variety of settingso Explain ways in which they can make a contribution to their communities and ways in which the

community can assist them with career planning.- Exploration of Opportunities

o Use research skills and strategies to gather and interpret relevant information about work and learning opportunities

o Analyse emerging social and economic trends and their impact on individuals, workplaces, and career opportunities

o Describe, on the basis of research, opportunities in various occupational sectors and explain the requirements and challenges of selected occupations

o Demonstrate an understanding of types of workplaces, their related workplace issues, and legislation governing the workplace.

- Preparation for Transitions and Changeo Demonstrate an understanding of the transition process and the strategies used to facilitate changeo Demonstrate effective use of a variety of strategies and resources for finding work and creating worko Apply goal-setting and action-planning processes to prepare for the transition from secondary school to

their first postsecondary destination and for future transitions in their career.Leadership and Peer Support, Grade 11, Open

- Prepares students to act in leadership and peer support role, contributing to school and/ or community and develop skills

- Overall Expectations:- Personal Knowledge and Management Skills

o Explain how their personal characteristics and acquired skills may affect their interactions with others in leadership and peer support roles

o Identify the characteristics of an effective leader and use these to evaluate their own leadership and peer support capabilities

o Identify and apply the personal-management skills and characteristics required to succeed in leadership and peer support roles

o Identify and apply effective teaching and learning strategies and resources to help others through leadership and peer support roles

- Interpersonal Knowledge and Skills

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o Use strategies that promote positive interpersonal relationships as they pertain to leadership and/or peer support

o Demonstrate effective use of communication skills in a variety of settingso Apply theories related to group dynamics and leadership in various situationso Explain how community dynamics affect leadership and peer support roles

- Exploration of Opportunitieso Describe, on the basis of research, the range of leadership and peer support opportunities in the school

and the community, and identify those to which they are most suitedo Demonstrate the ability to design and implement a plan or program that addresses needs identified in

the school or the communityo Identify a range of careers and postsecondary options requiring skills in leadership and peer support.

Advanced Learning Strategies: Skills for Success After Secondary School, Grade 12, Open- Improves students’ learning and personal management skills, prepares for successful transitions- Overall Expectations- Learning Skills

o Evaluate learning skills and strategies that contribute to success in various settingso Apply appropriate literacy and numeracy skills and strategies to support learning and planning for

postsecondary choiceso Analyse their learning skills and styles to determine their learning strengths and needs, and develop

strategies to maximize their learning while in secondary school and throughout their lives- Personal Management

o Identify and apply the personal-management skills and strategies that contribute to success in a variety of settings

o Explain the impact of personal factors on achievement and apply strategies for personal improvemento Apply the interpersonal skills and strategies required to achieve success in reaching goals in a variety of

settings- Exploration of Opportunities

o Demonstrate knowledge of selected workplace trends in order to make decisions about postsecondary choices and pathways

o Apply research and career-exploration strategies to identify postsecondary optionso Identify and describe the learning environments and resources available to support lifelong learning

- Preparation for Transitions and Changeo Evaluate their own transition skills and strategies, and identify those requiring improvement

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o Demonstrate the skills and strategies needed to prepare for the work search processo Demonstrate effective use of decision-making, goal-setting, and action-planning skills and strategies to

prepare for transition to their first postsecondary destinationNavigating the Workplace, Grade 12, Open

- Develop workplace essential skills and work habits required for success- Overall Expectations- Essential Skills for Working and Learning

o Demonstrate an understanding of the workplace essential skills necessary for success in life, school, and work

o Demonstrate effective use of literacy and numeracy strategies that support the application of the workplace essential skills to complete specific tasks in real or simulated workplace settings

o Demonstrate effective use of learning and thinking strategies in school and in real or simulated workplace settings

o Plan for, assess, and document their ongoing development and demonstration of selected workplace essential skills

- Personal Managemento Demonstrate an understanding of their interests, strengths, and needs, and describe how these

influence their postsecondary education, training, and career planso Identify and describe self-management and teamwork skills and strategies, and use them effectively in

working with others in real or simulated workplace settingso Identify and effectively apply strategies for managing time, planning tasks, and managing personal

finances- Exploration of Opportunities

o Demonstrate the ability to research information about learning and work opportunities, using print, electronic, and human resources

o Describe occupations of interest and the postsecondary education or training required for these occupations

o Demonstrate an understanding of the nature of work and of workplace expectations and issueso Identify, explain, and follow health and safety policies and procedures in school and in the workplace

- Preparation for Transitions and Changeo Identify the possible changes they will encounter in the transition from secondary school to their first

postsecondary destination, and develop strategies and resources to manage this transitiono Produce plans for a smooth transition to their selected postsecondary destinationo Apply job-search strategies, tools, and resources to find or create opportunities for work and for

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learning about work

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web viewmodule 1 readings graphic organizer. ... (grade 11) and therefore, i was able to connect...

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