Grade: Grade 10
Course Title: Vocational Research
Course code: GLC2O
Course type: optional course
Credit value: 0.5
Pilot course: None
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 post-secondary learning and career options, prepares students for managing work and life transitions, and helps students focus on their goals through the development of a career plan and post-secondary budget.
Unit Titles and Descriptions
Finding a Job
Students already have a range of skills, interests and experiences that make them employable, the challenge is finding just the right match between their current profile and employment that is available. In this unit, students analyze current strengths and interests. They then discuss what strategies they might employ right now to become more competitive in the job market. Students discuss what to expect, in terms of their rights and responsibilities, if they get a job. Finally, students go through strategies for résumé and cover letter writing, approaching employers with or without job ads, interviewing, and other skills prerequisite to the job hunt.
Taking the Reins
While students might be employable now, they might not yet be in a position to go after their dream career. That might take some more schooling, experience or other skills. Students are provided with an overview in this unit of a wide range of educational opportunities available to them beyond secondary school. Students discuss types of jobs available in a number of different sectors, and some of the professional organizations that regulate them. Then, students analyze one interesting possibility-that of entrepreneurship, or being their own boss.
Students now have a sense of their skills and interests, they have identified one or more careers that they might like to have in the future, and they've been presented with a variety of opportunities available to them after high school to get there. Where do they begin? This unit is about taking what students know about themselves and about what is available, and making a plan. The unit goes over planning a path for education, job experience, and acquiring skills that will make them competitive. They discuss the virtues of, and strategies for, networking both in person and on the web. Finally, there is a section all about the more realistic aspects of the job hunt-job futures analysis, what to do in the case of unemployment, and strategies for planning alternate career paths without compromising their primary goals.
Life After High School
Students have worked out a plan for what they want to do throughout the course, but they need to consider how they will pay for it all. This unit goes through various methods of paying, saving, and budgeting for their future. It explores expenses they will face in their first year living on their own, post-secondary education costs, financial planning, sources of income, options for loans, bursaries, banking, and creating a post-secondary that will help them achieve their financial goals.
This project is worth 20% of the final grade. This is a career portfolio that becomes a strong opportunity for mastery learning, as the teacher assesses artifacts of the portfolio as students progress through the course.
This is a proctored exam worth 30% of your final grade.
Overall Curriculum Expectations
A. Developing the Skills, Strategies, and Habits Needed to Succeed
demonstrate an understanding of the skills, strategies, and habits that can contribute to success in the pursuit of educational and career/life opportunities and in the achievement of a healthy school/life/work balance
apply various decision-making strategies to help them set goals, reflecting on and documenting their goal-setting process
B. Exploring and Preparing for the World of Work
demonstrate an understanding, based on research, of a variety of local and global trends related to work and employment, including the effect some of those trends have had on workers' rights and responsibilities and on the role of transferable skills in career development today
develop a personal profile based on an exploration of their interests, values, skills, strengths, and needs, and examine the range of factors that can influence their future education and career/life opportunities
taking their personal profile into account, explore, research, and identify a few postsecondary destinations of interest, whether in apprenticeship training, college, community living, university, or the workplace, and investigate the secondary school pathways that lead to those destinations
C. Preparation for Transitions and Change
develop a plan for their first postsecondary year, whether in apprenticeship training, college, community living, university, or the workplace, and prepare a variety of materials for communicating their strengths and aspirations to prospective mentors, program administrators, employers, and/or investors
demonstrate an understanding of responsible management of financial resources and of services available to support their financial literacy as they prepare a budget for their first postsecondary year
Teaching and Learning Strategies:
Our theory of assessment and evaluation follows the Ministry of Education's Growing Success document, and it is our firm belief that doing so is in the best interests of students. We seek to design assessment in such a way as to make it possible to gather and show evidence of learning in a variety of ways to gradually release responsibility to the students, and to give multiple and varied opportunities to reflect on learning and receive detailed feedback.
Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques. There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation by Virtual High School teachers. VHS assessments and evaluations,
● are fair, transparent, and equitable for all students;
● support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;
● are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
● are communicated clearly to students and parents at the beginning of the course and at other points throughout the school year or course;
● are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
● provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
● develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.