Glc2o curriculum

glc2o curriculum

Students will learn about global work trends, and seek opportunities within the school and community to expand and strengthen their transferable skills and their ability to adapt to the changing world of work. On the basis of exploration, reflective practice, and decision-making processes, students will make connections between their skills, interests, and values and their postsecondary options, whether in apprenticeship training, college, community living, university, or the workplace.

They will set goals and create a plan for their first postsecondary year. As part of their preparation for the future, they will learn about personal financial management — including the variety of saving and borrowing tools available to them and how to use them to their advantage — and develop a budget for their first year after secondary school.

Curriculum and Resources. Main Menu. Career Studies revisedGrade Part of: Guidance and Career Education Course home. Toggle Introduction, Collapsed. Vision of the Revised Career Studies Course.

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Elements of the Career Studies Course. Some Considerations for Program Planning. Toggle Expectations by strand, Collapsed.

Expectations by strand. Toggle A. Decision-Making Strategies and Goal Setting. Toggle B. Exploring and Preparing for the World of Work, Collapsed. Exploring and Preparing for the World of Work. Preparing for Future Opportunities. Identifying Possible Destinations and Pathways. Toggle C. Creating a Postsecondary Plan. Budgeting and Financial Management. Information for parents. You are now viewing the Curriculum and Resources content that applies to English-language education in Ontario.

Ontario logo, Open in new window. Open and close main navigation.HonB. Fast track courses offer an accelerated assessment turnaround time which allows students the opportunity to move through the course at a faster pace. 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.

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.

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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.

GLC2O - Grade 10 Career Studies

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.

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 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. Helping students become self-directed, lifelong learners is a fundamental aim of the guidance and career education curriculum. When students are engaged in active and experiential learning strategies, they tend to retain knowledge for longer periods and develop meaningful skills.

Active and experiential learning strategies also enable students to apply their knowledge and skills to real-life issues and situations. Some of the teaching and learning strategies that are suitable to material taught in guidance and career education include cooperative small-group learning, one-on-one teaching, guided learning, personal reflection, role playing, simulations, case-study analysis, presentations, and tasks involving real workplace materials, experiential learning, and independent study.

In the guidance and career education program, teachers provide students with opportunities to develop self-knowledge and make connections with the world around them. Students learn how to work independently and with others as they acquire the essential skills and work habits needed for success in school, in the workplace, and in daily life. They learn by doing. They synthesize what they have learned by reflecting, analysing, evaluating, making decisions, and setting goals.

They apply their learning both in the classroom and in other contexts, and they evaluate their progress. Ultimately, students learn to take responsibility for their own learning in preparation for life beyond secondary school. It is essential to emphasize the relationship of guidance and career education to the world outside the classroom, so that students recognize that what they learn in these courses can have a significant influence on the rest of their lives, from their educational choices to decisions about their careers and personal lives.

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.This course teaches students how to develop and achieve personal goals for future learning, work, and community involvement.

Students will assess their interests, skills, and characteristics and investigate current economic and workplace trends, work opportunities, and ways to search for work. The course explores postsecondary learning and career options, prepares students for managing work and life transitions, and helps students focus on their goals through the development of a career plan.

This course enables students to enhance their understanding of concepts in biology, chemistry, earth and space science, and physics,…. This course explores the rights and responsibilities associated with being an active citizen in a democratic society. Students will…. GLC2O: Career Studies This course teaches students how to develop and achieve personal goals for future learning, work, and community involvement.

Category: Grade 10 Ontario High School. Related Courses. SNC2D: Science This course enables students to enhance their understanding of concepts in biology, chemistry, earth and space science, and physics,…. CHV2O: Civics and Citizenship This course explores the rights and responsibilities associated with being an active citizen in a democratic society. Course Code. Credit Value.

Guidance and Career Education.Curriculum and Resources. Main Menu. Career Studies revisedGrade Part of: Guidance and Career Education Course home.

Toggle Introduction, Collapsed. Vision of the Revised Career Studies Course. Elements of the Career Studies Course. Some Considerations for Program Planning. Toggle Expectations by strand, Collapsed. Expectations by strand. Toggle A. Decision-Making Strategies and Goal Setting.

Toggle B. Exploring and Preparing for the World of Work, Collapsed. Exploring and Preparing for the World of Work. Preparing for Future Opportunities.

GLC2O: Career Studies

Identifying Possible Destinations and Pathways. Toggle C. Creating a Postsecondary Plan. Budgeting and Financial Management. Information for parents. You are now viewing the Curriculum and Resources content that applies to English-language education in Ontario. Ontario logo, Open in new window. Open and close main navigation. Submit search.Course Outline. This course teaches students how to develop and achieve personal goals for future learning, work, and community involvement.

Students will assess their interests, skills, and characteristics and investigate current economic and workplace trends, work opportunities, and ways to search for work. The course explores postsecondary learning and career options, prepares students for managing work and life transitions, and helps students focus on their goals through the development of a career plan.

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Units of Study. Personal Management. Exploration Opportunities. Preparation for Transitions and Change. Course Expectations - Evaluation. Decision making, analysis, and reflective activities and assignments that contribute to developing a sense of personal knowledge. Application and demonstration of personal management skills. Written and oral Communication skills. Quizzes and test. Development of personal, community, and career plans. Investigation of trends, livelong learning process, and work search techniques.

Mr Abad's Classes. Search this site. Mr Abad's Classes Winter GLC2O - Careers. BBI20 - Introduction to Business. Course Outline Course Description This course teaches students how to develop and achieve personal goals for future learning, work, and community involvement.

glc2o curriculum

GLC2O - Careers Course Outline Course Description This course teaches students how to develop and achieve personal goals for future learning, work, and community involvement. GLC Summative 1. Career Advice from Pursuit of Happyness. Portfolio GLC The Happiness Diagnostic Questionnaire.

glc2o curriculum

Canadian Arm Forces View. Website link for careers in the Canadian Arm Forces. Career Cruising View.Students will learn about global work trends, and seek opportunities within the school and community to expand and strengthen their transferable skills and their ability to adapt to the changing world of work. On the basis of exploration, reflective practice, and decision-making processes, students will make connections between their skills, interests, and values and their postsecondary options, whether in apprenticeship training, college, community living, university, or the workplace.

They will set goals and create a plan for their first postsecondary year. As part of their preparation for the future, they will learn about personal financial management including the variety of saving and borrowing tools available to them and how to use them to their advantage — and develop a budget for their first year after secondary school. Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit. For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the GLC2O course profile.

In the first unit of this course, students will use a self-assessment process to develop a personal profile for use in career development planning, evaluate and apply the personal-management skills and characteristics needed for school success, document them in their portfolio, and demonstrate their use in a variety of settings, and then demonstrate effective use of interpersonal skills within a variety of settings.

In the second unit of this course, students will use a research process to locate and select relevant career information from a variety of sources for inclusion in a portfolio, identify current trends in society and the economy and describe their effect on work opportunities and work environments, and identify a broad range of options for present and future learning, work, and community involvement.

In the third unit of this course, students will use appropriate decision-making and planning processes to set goals and develop a career plan, analyse changes taking place in their personal lives, their community, and the economy, and identify strategies to facilitate smooth transitions during change, and demonstrate an understanding of, and the ability to prepare for, the job-search process.

The activities offered should enable students to relate and apply these concepts to the social, environmental, and economical conditions and concerns of the world in which they live.

glc2o curriculum

Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Teachers will help students understand that problem solving of any kind often requires a considerable expenditure of time and energy and a good deal of perseverance. Teachers also will encourage students to investigate, to reason, to explore alternative solutions and to take the risks necessary to become successful problem solvers. Students will be engaged when they are able to see the connection between the scientific concepts they are learning and their application in the world around them and in real-life situations.

Due to its importance, students will have opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice. The approaches and strategies teachers use will vary according to both the object of the learning and the needs of the students.

Teachers will accomplish this in online environment with the use of: virtual labs, online simulations, animations, videos, discussion forums, live chat and other interactive objects.

Lecture - 1: LOCF (Learning Outcomes Based Curriculum Framework) - An Insight

As summarized in Growing Successthe primary purpose of assessment and evaluation is to improve student learning. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement.

Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated.

In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:.

The achievement chart for mathematics outlines four categories of knowledge and skills.International students please contact info oeshighschool. Students will learn about global work trends, and seek opportunities within the school and community to expand and strengthen their transferable skills and their ability to adapt to the changing world of work. On the basis of exploration, reflective practice, and decision-making processes, students will make connections between their skills, interests, and values and their postsecondary options, whether in apprenticeship training, college, community living, university, or the workplace.

Students of GLC2O will set goals and create a plan for their first postsecondary year. As part of their preparation for the future, they will learn about personal financial management — including the variety of saving and borrowing tools available to them and how to use them to their advantage — and develop a budget for their first year after secondary school.

As summarized in Growing Successthe primary purpose of assessment and evaluation is to improve student learning. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality.

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Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated.

In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:. The achievement chart for mathematics outlines four categories of knowledge and skills.

They include; knowledge and understanding, thinking, communication and application. The final grade for this course will be determined as follows:. All students can succeed. Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently.

Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate.

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Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners. MHF4U — Adv. Teacher OES. Categories Grade The final grade for this course will be determined as follows: Seventy percent of the grade will be based on evaluations conducted throughout the course.

Thirty percent of the grade will be based on a final evaluation in the form of an examination administered towards the end of the course and a summative project which students can work on throughout the course. Course Content. Time: 10 weeks. Related Courses. Related Courses Custom.


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