Designing your Future
Course Description
This course prepares students to make successful transitions to postsecondary destinations as they investigate specific postsecondary options based on their skills, interests, and personal characteristics. Students will explore the realities and opportunities of the workplace and examine factors that affect success, while refining their job-search and employability skills. Students will develop their portfolios with a focus on their targeted destination and develop an action plan for future success.
Overall Curriculum Expectations
By the end of this course, students will:
A. Personal Knowledge and Management Skills
| A1 | Analyze their personal characteristics, strengths, interests, skills, and competencies to determine career-related goals |
| A2 | Maintain a portfolio for use in career planning that provides up-to-date evidence of knowledge, skills, interests, and experience |
| A3 | 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. |
B. Interpersonal Knowledge and Skills
| B1 | Demonstrate interpersonal and teamwork skills required for success in their school, work, and community activities |
| B2 | Demonstrate an understanding of the elements of group dynamics in a variety of settings |
| B3 | Explain ways in which they can make a contribution to their communities and ways in which the community can assist them with career planning |
C. Exploration of Opportunities
| C1 | Use research skills and strategies to gather and interpret relevant information about work and learning opportunities |
| C2 | Analyze emerging social and economic trends and their impact on individuals, workplaces, and career opportunities |
| C3 | Describe, on the basis of research, opportunities in various occupational sectors and explain the requirements and challenges of selected occupations |
| C4 | Demonstrate an understanding of types of workplaces, their related workplace issues, and legislation governing the workplace |
D. Preparation for Transitions and Change
| D1 | Demonstrate an understanding of the transition process and the strategies used to facilitate change |
| D2 | Demonstrate effective use of a variety of strategies and resources for finding work and creating work |
| D3 | 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 |
Course Content
| Unit | Title | Hours |
|---|---|---|
| Unit 1 |
Introduction to Designing Your Future. In this unit students will be able to describe the importance of WHMIS in a workplace, workplace stereotypes, employability skills one needs in order to land a job, compose resumes and cover letters which will also help students look for their future jobs and learn what career pathway options they have. Students will also participate in critical thinking activities that will help them imagine themselves in the future. |
27 hours |
| Unit 2 |
Introduction to You In this unit students will be able to describe and discuss who they are and who they want to be in the future. Students will be able to make comparisons between who they are today and whom they want to be in the future and what makes them happy. Students will be able to describe the differences between a product-based approach and a process-based approach, by also explaining how these two approaches happen in their lives, with specific connections to the concept of happiness. Major topics include: Multiple Intelligences, Personality Types, Gratitude, etc. |
27 hours |
| Unit 3 |
Introduction to Your Future Careers In this unit students will examine the way the workplace changes over time. In this unit, students will investigate how their future workplace is changing and learn about how to prepare for work in the future. Students will be able to describe ways that they can identify careers that are right for them. Students will be able to explain the importance of understanding future trends in the labour market. Finally, students will be able to describe the kinds of career opportunities that could exist by the time they complete their post-secondary studies/training. |
23 hours |
| Unit 4 |
Introduction to Planning for Success In this unit students will be able to identify and describe key decisions and experiences in their lives that have shaped the person they are now. Students will be able to identify and describe some of the key decisions they will have to make and experiences they may have, that will shape the person they will become. Students will identify strategies and skills that they can use in their own lives to help them achieve their goals. Students will be able to explain the importance of having a good decision-making process, and identify ways they can incorporate these skills in their lives. |
17 hours |
| Final Evaluation | The final assessment will be a final summative project, where students will be creating their own portfolios. | 16 hours |
| Total : 110 hours |
Assessment for learning (AFL) is diagnostic and formative for the purposes of greater learning achievement and is used at the beginning of a unit to help determine a starting point for instruction. Assessment as learning (AAL) is assessment as a process of developing and supporting students’ active participation in their own learning. Assessment of learning (AOL) is an assessment for the purposes of providing evidence of achievement for reporting. It is conducted at the end of each learning unit/work section and provides students with the opportunity to synthesize/apply/demonstrate their learning and their achievement of the stated expectations via Observation, Conversation, and Product.
There are four levels of achievement for students who are passing the course:
- Level 1 (50-59%)
- Level 2 (60-69%)
- Level 3 (70-79%)
- Level 4 (80-100%)
Level 3 is the provincial standard for student achievement.
The percentage grade represents the quality of the students’ overall achievement of the expectations for the course and reflects the corresponding achievement as described in the achievement chart for mathematics. Term work will be 70% of the overall grade for the course; the summative evaluations will be 30% of the overall grade, incorporating summative evaluation and a final written examination.
| Knowledge | Thinking/Inquiry | Communication | Application |
|---|---|---|---|
| 12.5 | 25 | 25 | 25 |
| Understanding | |||
| 12.5 |
The percentage grade represents the quality of the students’ overall achievement of the expectations for the course and reflects the corresponding achievement as described in the achievement chart for English as a Second Language. Term work will be 70% of the overall grade for the course; the final evaluation will be 30%. The Final Evaluation will take into account the entire course, including the student’s most recent and most consistent performance. The final evaluation may take the form of a written examination, an independent study project, a presentation, etc. or a combination of these formats.
The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning. The final percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.
Proctoring
The tests are typically a paper-pen evaluation written at a mutually agreed time, date, and location. The tests will be proctored, meaning a suitable adult with a dedicated identifiable and authentic email address will supervise you writing the tests. This process ensures the security and integrity of the test. Any person related or affiliated to the student in a personal way cannot serve as a test supervisor.
Resources required by the student
- A non-programmable, non-graphing, scientific calculator
- A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work
- A front-facing camera on a desktop, laptop, or mobile device to allow for proctoring over the internet
- Internet access and a modern standards-compliant web browser
The tuition for this course is $800 for Canadian students and $2000 for international students.
Refunds
Maple Leaf School does not issue refunds. When a student enrolls in our course, MLS administration team undertakes many tasks including establishing electronic/physical files, assigning teachers and tracking the enrolment for Ministry purposes, etc. The work is completed by our school the moment you register online.
Course Curriculum
| Resources | |||
| Course Outline | 00:00:00 | ||
| Hour Breakdown | 00:00:00 | ||
| Mark Breakdown | 00:00:00 | ||
| Unit 1 | |||
| U1L1 | 00:00:00 | ||
| U1L2 | 00:00:00 | ||
| U1L3 | 00:00:00 | ||
| U1L4 | 00:00:00 | ||
| GWL3O U1L4 -AOL #1 | 5 days | ||
| Unit 2 | |||
| U2L1 | 00:00:00 | ||
| U2L2 | 00:00:00 | ||
| U2L3 | 00:00:00 | ||
| U2L4 | 00:00:00 | ||
| U2L5 | 00:00:00 | ||
| GWL3O U2L5-AOL#2 | 5 days | ||
| GWL3O U2L5-AOL #3 | 5 days | ||
| Unit 3 | |||
| U3L1 | 00:00:00 | ||
| U3L2 | 00:00:00 | ||
| U3L3 | 00:00:00 | ||
| U3L4 | 00:00:00 | ||
| GWL3O U3L4-AOL#4 | 5 days | ||
| GWL3O U3L4- AOL#5 | 5 days | ||
| Unit 4 | |||
| U4L1 | 00:00:00 | ||
| U4L2 | 00:00:00 | ||
| U4L3 | 00:00:00 | ||
| U4L4 | 00:00:00 | ||
| GWL3O U4L4- AOL #6 | 5 days | ||
| GWL3O ISP- AOL #7 | 5 days | ||
| GWL3O Final Project – Portfolio | 2 days | ||
| Final Exam | |||
| How to request | 00:00:00 | ||
| GWL3O Final Exam | 00:00:00 | ||
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