School District No. 57 (Prince George) - School District No ... · Web viewModule 2 of the Career Life Connections 11 (CLC 12A) course asks you to explore career options through the

Career Life Connections 12A 2020-2021

Resource Created By: School District No. 57 CLC Resource Planning Group, 2019; Revised 2020 (F. Balazs, K. Brochu, B. Frederick, A. Hannigan, J. Hawkins, D. House, M. Leamy, N. Mercer Bennett, D. Murguly, E. Thomas, S. Trabant)

Thank you to teachers and staff of School District 23, 35, 37, 38, 61, 63, 64, 68, 71, 72, 73, 79 for advice and inspiration.

1 | P a g e

STUDENT NAME: First & Last NameBLOCK: Course & TeacherSTUDENT CONTACT INFO. Cell Number:

Email Address:Home Phone:

SCHOOL: Duchess ParkCLC12 TEACHER: Mrs. Mercer Bennett (Office 1356)

Email: [email protected] (250) 563-7124 ext.1356

Career-Life Connections Module 1: Personal Development This first module in Career Life Connections 11 (CLC 12A) is focused on helping you discover and explore aspects of your personal development as a life-long learner. You will have an opportunity to think about Life-Long Learning and Growth Mindset through reflections, class discussions and activities. Your will explore the following activity: Activity 1: Life-Long Learning and Growth Mindset

BIG IDEAS: Career-life development includes ongoing cycles of exploring, planning, reflecting, adapting, and deciding.

Career-life decisions influence and are influenced by internal and external factors, including local and global trends.

A sense of purpose and career-life balance support well-being.

Lifelong learning and active citizenship foster career-life opportunities for people and communities.

CURRICULAR COMPETENCIES: Assess personal transferable skills, and identify strengths and those skills that require further refinement 

Analyze internal and external factors to inform personal career-life choices for post-graduation planning

Explore and evaluate personal strategies, including social, physical, and financial, to maintain well-being

Reflect on experiences in school and out of school, assess development in the Core Competencies, and share highlights of their learning journey 

Identify and apply preferred approaches to learning for ongoing career-life development and self-advocacy 

2 | P a g e

Activity 1: Life-Long Learning and Growth Mindset

Your experiences as a learner are not restricted to your time in the classroom. Throughout your life, you will have opportunities to further develop skills and knowledge that you have yet to experience. Life-long learning means that we continue to learn new skills and gain knowledge throughout our lifetimes - an important part of healthy, active aging. What are 3 skills that you will need to acquire in the next five years? Consider what you will need to know in order to look after yourself, your home, your vehicle, etc. How can you develop them? Skills to Develop: How:

What are 3 other skills that you want to acquire in the next five years? Consider similar categories as above, as well as those related to your hobbies and interests. How can you develop them? Skills to Develop: How:

3 | P a g e

Reflect: What challenges and/or opportunities might you face as part of your plans? Individuals who believe their talents can be developed (through hard work, good strategies, and input from others) have a growth mindset. They tend to achieve more than those with a more fixed mindset (those who believe their talents are innate gifts). This is because they worry less about looking smart or successful and they put more energy into learning. Moving from a fixed mindset to a growth mindset can help to expand your perspective and allow you to grow over time as a person. Choose 1 of the following: Describe an experience in your past in which you had difficulty moving beyond a fixed mindset. Consider moments when you experienced failures, frustration, and/or a lack of confidence. How did (or how could) having a growth mindset help overcome that obstacle? - - -

OR

Imagine a moment in your life within the next five years in which you may have to deal with a lot of adversity. How will you maintain a growth mindset as you overcome this experience? How will you avoid falling into a fixed mindset? How will maintaining a growth mindset help you learn from this experience? - - -

4 | P a g e


Resource Created By: School District No. 57 CLC Resource Planning Group, 2019; Revised 2020 (F. Balazs, K. Brochu, B. Frederick, A. Hannigan, J. Hawkins, D. House, M. Leamy, N. Mercer Bennett, D. Murguly, E. Thomas, S. Trabant)


5 | P a g e





Career-Life Connections Module 2: Connections to the Community Module 2 of the Career Life Connections 11 (CLC 12A) course asks you to explore career options through the lens of connecting with the people around you. As a young worker, you will need to establish contact with the work world. Mentors play an important role in helping students with career-life development, including planning, decision making, providing exposure to possibilities and finding emerging opportunities. The activities in this module are designed to give you the opportunity to explore employment avenues and to learn how to develop a network of mentorship.

Activity 1: Party Selfie Activity 2: Networking Resources Activity 3: References Activity 4: Career Life Exploration

BIG IDEAS: Career-life development includes ongoing cycles of exploring, planning, reflecting, adapting, and deciding.

Career-life decisions influence and are influenced by internal and external factors, including local and global trends.

Engaging in networks and reciprocal relationships can guide and broaden career-life awareness and options.

Lifelong learning and active citizenship foster career-life opportunities for people and communities.

CURRICULAR COMPETENCIES: Collaborate with a mentor to inform career-life development and exploration 

Engage with personal, education, and employment networks to cultivate   post-graduation resources and social capital

Explore possibilities for preferred personal and education/employment futures, using creative and innovative thinking 

Engage in, reflect on, and evaluate career-life exploration 

Activity 1: Party Selfie

6 | P a g e

Before entering a career pathway, you should know more about the job market demands, the skills needed and what you will be doing in that career. You can often find informal information on careers at events and job fairs. This activity will ask you to research 3 careers you are interested in. In doing so, you will also learn a little bit more about yourself and your potential career. Resources:

WorkBC : (workbc.ca) This site is run by the Government of British Columbia. You can find links to jobs, careers, employment services, training and education, labour market and industry information, among other information. This is a great site for an overview of most careers. It also has short videos about most of the careers. Click Menu, then on the Jobs & Careers tab. Once there, click on Explore Careers. You may now search for careers of your choice.

myBlueprint.ca : (myblueprint.ca/sd57) This online program is one you have probably been using since Career Ed 8. Under the Work tab, it will give you overviews and videos of most careers. It is a Canada-wide program, so some of the occupations might be under a slightly different job title. Click on Dashboard and select Work. From there, select Occupations. You may now search for careers of your choice.

ITA BC : (itabc.ca) This site is a British Columbia-specific trades occupations site. It has current and relevant information in the over 100 certified trades in British Columbia. Click on Find My Trade. Click on the trade of your choice. EducationPlannerBC : (educationplanner.ca) This site is from the Government of British Columbia. It has a lot of links that can help you plan the post-secondary training and education you need for your future career. Try to choose a variety of careers, either from three different focus areas or one career cluster. Teacher / Chef / Truck Driver OR Pediatric Nurse / Licensed Practical Nurse / Health Care Assistant

Answer the following for each career:

7 | P a g e

Career: Name of Career 1: _______________

Name of Career 2:_______________

Name of Career 3:_______________

National Occupational Classification (NOC) #:

Duties:

Training/Education: (Job Requirements)

Work-Related Skills:

Salary:

Labour Market Outlook:

Region with Highest Future Demand:

Related Occupations:

Choose 1 career that you would be most interested in. Explain in a paragraph why you chose it and why you would be good at that career. How does it fit your skills, aptitudes, values, lifestyle? 5 sentences minimum please.

8 | P a g e

-

-

-

-

-

Activity 2: Networking Resources

Building Your Mentorship Network A mentorship network is a system of people you can rely on for help and advice in your professional life. Your mentorship network can also include people that you rely on for help and advice in your personal life.

9 | P a g e

There are many ways to develop a mentorship network. Personal Network:

These are family, friends or close associates that can help or advise you in your decision making and/or career planning. Event Network:

At some of the following events, you may meet and contact someone already employed in a career field you are interested in. At these events, it is good to collect names and contact information (email addresses, business cards, etc.).

Career Fair (in the community or at your school) Home Show Trade Fair (eg. The Northern Resource Forum) Capstone event at your school Capstone event from other schools

Fieldtrip Network:

Attending field trips and career awareness programs is a great way of expanding your network. There are usually people participating in these events that have valuable advice in the career path they are on. Gather names and contact information (email addresses, business cards etc.). If you are participating in a SD57 Career Awareness Program, make sure to complete a Career Awareness Program Journal (ask the supervisor for one) to record hours for your Career Life Exploration!

RCMP Youth Academy PG Fire/Rescue Kindergarten Health Circuit COFI Trades and Technology COFI Natural Resources Management Junior Fire Crew Any CNC Exploration Day Rotary Adventures in Health Care Rotary Adventures in Forestry CTC Explore Trades Days

Interview Network:

When you participate in an interview (for a job, program or team), or are actively job-searching, it is a good opportunity to develop your network. Reflect on the process – how you prepared, what kind of questions were asked, and what you learned from it. Remember the contact information of your interviewers. Your interviewers’ network may also play a role in how you are received. (think about Module 1 – Activity 4)

10 | P a g e

**Now, chose A or B**

A- How did/would you be able to use your Membership Network to help you get a job or start your career pathway. 5 sentences minimum please.

-

-

-

-

-

B- What is the role of your network of resources on your decision making and career planning (how can they help you?). Complete at least 4 rows in the chart below. Provide personal examples.

Decision Making Career Planning

Example for my mentor: Mrs. Smythe

She would ask me what would help me to reach my long term goals

She told me of different teaching positions that were available

11 | P a g e

Mentor

Family

Community

School

Friends

Acquaintances

… and who you know!!! Activity 3: References

Highlight the areas you feel are your skills and aptitudes.

Build Your Transferable Skills in School Skills That School Can Help You Build What These Skills Will Help You Do In the

Workplace

12 | P a g e

Communication Skills Giving class presentations Reading articles and books Writing essays, short stories and poetry Listening and processing others’ world

views

Prepare presentations Write clear and concise memos, letters and

reports Speak well on issues Explain your ideas effectively Ask for help when required Communicate well with managers and co-

workers Communicating/showing empathy

Teamwork Skills

Getting along with your friends Working with others on projects Participating in extracurricular activities

(e.g. band, tennis, clubs)

Be a productive, team worker Accept authority and supervision View co-workers as equals Know how to operate and share knowledge Get along with others

Time Management Skills Doing homework Meeting project deadlines Scheduling your day Getting to class on time

Get work done efficiently Be prepared for meetings Meet deadlines Plan schedules and set goals

Problem Solving Skills Analyzing information Understanding problems Defining problems Solving problems Applying results

Think analytically and clearly about issues Pinpoint problems Evaluate situations Identity risks Make informed decisions Find productive solutions

Organizational Skills Taking notes Following written and oral instructions Keeping binders of information Following a schedule Setting priorities and goals

Keep a neat workplace Take care of equipment and tools Keep track of important details Handle interruptions well Organize activities to meet deadlines

Learning Skills Asking questions

Think critically and act logically Learn from on-the-job training

13 | P a g e

Reading information Using the library Researching information Joining activities and clubs

Upgrade skills as necessary Learn from mistakes Increase knowledge and productivity

Computer Skills Keyboarding Word-processing Using database program

Be computer literate Use technology in the workplace Adapt to new technologies

Listening Skills Attending classes Taking notes Visualizing what you hear Comprehending information

Understand what managers and co-workers tell you

Help others with their concerns and problems

Participate effectively in meetings

Creativity Skills Learn how others have been creative Using our imagination Trying new ways to do things Looking at issues from a different point of

view

Be an idea person Think of new ways to get the job done Create a positive work environment Increase motivation

Leadership Skills Leading projects Being on sports teams Volunteering as a peer helper

Lead projects Manage people Coach others Help others reach their goals

List of References Fill this form out with 3 different references. Make sure you ask them if they will be willing to be your reference (GET PERMISSION!). #1.

Name of reference: ________________________________________________

14 | P a g e

Occupation: ______________________________________________________

Contact number or email: ___________________________________________

#2.


Occupation: ______________________________________________________


#3.


Occupation: ______________________________________________________


Activity 4: Career Life Exploration (Note: This activity may be completed in grade 11 or grade 12)Career Life Exploration is your opportunity to delve deeper into possible future career and life pathways. Provide evidence that you have participated in 30 or more hours of career-life exploration, which could include work experience, service learning, field work, passion projects, entrepreneurship, and volunteerism. The 30 hours do not have to be in the SAME activity. Evidence of career-life exploration must include AT LEAST ONE of the following documents:

a. A signed letter of reference/recommendation from a supervisor which documents the hours completed and the timeframe of your activities.

b. Certificate of completion c. Copies of pay stubs, Revenue Canada T-4 slips, or Official Record of Employment that prove at least 30

work experience hours 

15 | P a g e

d. Verification from your Work Experience, Peer Tutor/Mentor, or Leadership Program teacher that these hours are beyond the course requirements of 120 hours.

e. Verification and/or discussion with your Career Life Education teacher

Examples of Passion Projects, Field Work and Entrepreneurship: Passion Project: Field Work: Entrepreneurship:

Creation of something Independent learning Planning a business proposal

Development of a skill Working with a teacher on an extension Marketing

Examples of Service Learning or Volunteerism: 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 that assist street people

Organizing school events /Leadership Junior Volunteer at the hospital

Coordinating Graduation activities Assist with seniors’ activities

Peer-tutoring SPCA

Examples of Work Experience 

Community-based Examples School-Based Examples *all students using work experience MUST be covered by WorkSafeBC

Paid work experience School organized work experience (with Work Experience Agreement Form)

School organized job shadow (with Work Experience Agreement Form)

I completed [check the appropriate box]:

Work experience [Work Experience 12 or Peer Tutoring can count for these hours]

Service learning and/or Volunteerism ___ in school ___ outside of school 

Other career-life exploration options: ______ passion project ______ fieldwork ______ entrepreneurship ______ other

*Note:     Documentation of career-life exploration may be subject to verification by your CLC 12 teacher.Work Experience and/or Community Service/Volunteerism Verification

To be completed by the student:

Student Name:

Student Number:

Place of Work Experience or Community Service: (Name of Company)

16 | P a g e

Worksite Address:

Worksite Phone Number:

Supervisor Email:

Name of Contact:

Dates of Work Experience or Community Service: (Example: July 1, 2020-Aug. 31, 2020)

Total Hours at this Location:

-------------------------------------------------------------------------------------------------------------------------------

To be completed by the Supervisor: (Please check the appropriate box(es)

This was a paid work experience School organized work experience Student was covered by WCB School organized job shadow This was unpaid community service School organized community service

activities Supervisor - please complete the following: Student name: _________________________________ has completed ________ hours of work experience at our site. Supervisor’s signature _________________________ Date ___________________ Supervisor’s Name: ___________________________ Title: ____________________

*If necessary, print or ask for more copies of this page.

17 | P a g e


Resource

Created By: School District No. 57 CLC Resource Planning Group, 2019; Revised 2020 (F. Balazs, K. Brochu, B. Frederick, A. Hannigan, J. Hawkins, D. House, M. Leamy, N. Mercer Bennett, D. Murguly, E. Thomas, S. Trabant)


18 | P a g e





Career-Life Connections Module 3: Creating Your Career Life Plan

Module 3 of the Career Life Connections 11 (CLC 12A) course asks you to explore your future employment. The following activities are designed to have you reflect upon the employability skills you already have, the ones you need to develop, and ways that you can market or present those skills to potential employers. Some of the work in this module you will have started in CLE10 or explored in a different way in earlier modules of CLC 12A. This is an opportunity for you to update your information, to look at your skills sets from a different perspective, and to further explore your career-life journey.

● Activity 1: Employability Skills

● Activity 2: Resume and Cover Letter

● Activity 3: Focus Areas and Career Clusters

● Activity 4: Career Pathway

BIG IDEAS:

Career-life developmentincludes ongoing cycles of exploring, planning, reflecting,adapting, and deciding.

Career-life decisions influence and are influenced by internal and external factors, includinglocal and global trends.


Lifelong learning and active citizenship foster career-lifeopportunities for people andcommunities.

CURRICULAR COMPETENCIES:

Assess personal transferable skills, and identify strengths and those skills that require further refinement

Analyze internal and external factors to inform personal career-life choices for post-graduation planning

Explore possibilities for preferred personal and education / employment futures, using creative and innovative thinking

Create and critique personal and public profiles for self-advocacy and marketing purposes

Explore and evaluate personal strategies, including social, physical, and financial, to maintain

19 | P a g e

well-being

Activity 1- Think back to Module 3. You highlighted some of your skills that would help your references describe you better. The following is a more detailed list of ways of describing your unique skills and skillsets. Highlight any skills that you could use in the development of your resume.

The information below is from The Conference Board of Canada, 2019The 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 SkillsThe skills needed as a basis for further development.

Personal Management SkillsThe personal skills, attitudes andBehaviours that drive one’s potential for growth

Teamwork SkillsThe skills and attributes needed to contribute productively

You will be better prepared to progress in the world of work when you can:

Communicate

o read and understand information presented in a variety of forms (e.g., words, graphs, charts, diagrams)

o write and speak so others pay attention and understand

o listen and ask questions to understand and appreciate the points of view of others

o share information using a range of information and communications technologies (e.g., voice, e-mail, computers)

o use relevant scientific, technological and mathematical knowledge and skills to explain or clarify ideas

Manage Informationo locate, gather and organize information using

appropriate technology and information systems

o access, analyze and apply knowledge and skills from various disciplines (e.g., the arts, languages, science, technology, mathematics, social sciences, and the humanities)

Use Numberso decide what needs to be measured or calculatedo observe and record data using appropriate

methods, tools and technologyo make estimates and verify calculationsThink & Solve Problemso assess situations and identify problemso seek different points of view and evaluate them

based on factso recognize the human, interpersonal, technical,

scientific and mathematical dimensions of a problem

o identify the root cause of a problemo be creative and innovative in exploring possible

solutionso readily use science, technology and

mathematics as ways to think, gain and share knowledge, solve problems and make decisions

o evaluate solutions to make recommendations or decisions

o implement solutionso check to see if a solution works, and act on

opportunities for improvement

You will be able to offer yourself greaterpossibilities for achievement when you can:

Demonstrate Positive Attitudes & Behaviours

o feel good about yourself and be confidento deal with people, problems and situations with honesty,

integrity and personal ethicso recognize your own and other people’s good effortso take care of your personal healtho show interest, initiative and effortBe Responsibleo set goals and priorities balancing work and personal lifeo plan and manage time, money and other resources to

achieve goalso assess, weigh and manage risk o be accountable for your actions and the actions of your

groupo be socially responsible and contribute to your

communityBe Adaptableo work independently or as a part of a teamo carry out multiple tasks or projectso be innovative and resourceful: identify and suggest

alternative ways to achieve goals and get the job doneo be open and respond constructively to changeo learn from your mistakes and accept feedbacko cope with uncertaintyLearn Continuouslyo be willing to continuously learn and growo assess personal strengths and areas for developmento set your own learning goalso identify and access learning sources and opportunitieso plan for and achieve your learning goalsWork Safelyo be aware of personal and group health and safety

practices and procedures, and act in accordance with them

You will be better prepared to add value to the outcomes of a task, project or team when you can:

Work with Others

o understand and work within the dynamics of a group

o ensure that a team’s purpose and objectives are clear

o be flexible: respect, be open to and supportive of the thoughts, opinions and contributions of others in a group

o recognize and respect people’sdiversity, individual differences and perspectives

o accept and provide feedback in aconstructive and considerate manner

o contribute to a team by sharinginformation and expertise

o lead or support when appropriate, motivating a group for high performance

o understand the role of conflict in a groupto reach solutions

o manage and resolve conflict when appropriate

Participate in Projects & Taskso plan, design or carry out a project or task

from start to finish with well-defined objectives and outcomes

o develop a plan, seek feedback, test, revise and implement

o work to agreed quality standards and specifications

o select and use appropriate tools and technology for a task or project

o adapt to changing requirements and information

o continuously monitor the success of a project or task and identify ways to improve

The Conference Board of Canada255 Smyth Road, OttawaON K1H 8M7 CanadaTel. (613) 526-3280Fax (613) 526-4857Internet:www.conferenceboard.ca/education

20 | P a g e

Reflect: How will you use your employability skills to market yourself?Activity 2- MyBlueprint.ca http://www.myblueprint.ca/ has excellent tools for creating personalized resumes and cover letters. This is a great program to start with. You can create a resume and cover letter in MyBlueprint and save them to your portfolio. As an extending option, you can use this step-by-step resume and cover letter template as a baseline of information to create a new, compelling and professional resume and cover letter using another program.

RESUME:

Appearance is important for the resume. It should be typed on a computer. The print should be clear and dark. Make certain that there are no spelling errors or “typos”. Line up the margins. Use good paper and dark print when you print your resume for your employer. Try not to go over 1 page, unless you have a lot of work experience.

Your resume should be up-to-date and correct. Your resume must show your name, address and the phone number where you can be reached. It should state your education and any special training you have received. You should show a job objective, either a short-term one or a long-term one. There should be a section for work experience. If you have not had formal work experience as yet, you should list babysitting, casual work like mowing lawns or shoveling snow, volunteer work, etc. All these have provided you with learning experiences and have given you basic employability skills.

List your interests and hobbies. These, too, have taught you skills and have given you knowledge which may be useful on the job site. Sometimes an employer will use these as a starting point for conversation in an interview to help you relax.

Give three references. There is some disagreement about whether you should give complete information on the references or if you should say: “References available on request”. One argument says that employers are very busy; if you don’t provide complete information, you are wasting their time. They would prefer to have the information and the phone numbers of the references without having to call you first. The other argument says that saying “references available on request” give you another contact with the employer and another chance to sell yourself.

However, when you are starting out, we strongly recommend that you give your three references on your resume.

COVER LETTER/LETTER OF INTRODUCTION:

It is a good idea to give the employer a brief covering letter with your resume. The purpose of this letter is to introduce yourself and highlight how you would be a best fit for the job.

Write a targeted cover letter for a job that you would like to have or for your current job. Specify the position you are interested in/or were applying for and give your reasons why you believe you would be the right person to fill that position. In your final paragraph, re-iterate that you are looking forward to hearing from the employer for an interview.

21 | P a g e

http://www.myblueprint.ca/

Updated resume and cover letter submitted to CLC teacher with this package and/or Module

22 | P a g e

23 | P a g e

24 | P a g e

Activity 3- Focus Areas are broad categories of exploration that combine subject area and related careers. Your personal interests, skills and competencies should influence your chosen focus area. Focus Areas are based on courses and programs available at secondary schools and post-secondary institutions in BC.

Focus Areas:

Business and Applied Business Fine Arts, Design, and Media Fitness and Recreation

Health and Human Services Liberal Arts and Humanities Science and Applied Science

Tourism, Hospitality, and Foods Trades and Technology

A career cluster is a group of jobs and industries that are related by skills or products. Within each cluster, there are cluster “pathways” that correspond to a collection of courses and training opportunities to prepare you for a given career.

Career Clusters:

Agriculture, Food and Natural Resources

Government and Public Administration

Manufacturing

Architecture and Construction Health Science Marketing, Sales and Service

Arts, Audio/Video Technology and Communications

Hospitality and Tourism Science, Technology, Engineering and Mathematics

Business, Management and Administration

Human Services Transportation, Distribution and Logistics

Education and Training Information Technology

Finance Law, Public Safety, Corrections and Security

Identify your chosen focus area or career cluster:

-

List four courses you have taken in high-school that support your chosen focus area or career cluster.

- -

- -

25 | P a g e

Activity 4- Think back to the research you did in Module 2. What careers or career fields did you want to pursue further? Another excellent career planning resource (deciding on a career path) is:

https://m.wikihow.com/Decide-on-a-Career-Path

1. What careers are you interested in pursuing (from the Focus Area or Career Cluster identified in Activity 3)?

1. 2. 3.

2. Choose one of these career choices to research further: ____________________________________

Investigate your career pathway

Go to http://www.myblueprint.ca/

From the left side of the MyBlueprint screen, click on Work, then Occupations. In the search bar, enter the name of career you are interested in. Choose the option you are interested in. Then click on Requirements from the top of screen.

3. What is the required education level/pathway for this career?

-

-

4. What are the requirements for this career?

-

-

-

26 | P a g e

http://www.myblueprint.ca/

https://m.wikihow.com/Decide-on-a-Career-Path

5. What are some potential programs to prepare you for this career? Under Potential Programs, click View Programs. This should take you to a list of post-secondary institutions and program links.

Post-Secondary Institution Name: Program Name:

Example: Career - Marketing Manger

Royal Roads University Bachelor of Business Administration of Business and Sustainability

1.

2.

3.

6. Are there any current job listings for your career choice? (In MyBlueprint click on Outlook, then look at Related Job Postings). List the attributes/qualifications of a successful candidate for 1 of the job listings in your chosen career.

-

-

-

27 | P a g e

28 | P a g e

Career Life Connections 12A2020-2021

Resource Created By: School District No. 57 CLC Resource Planning Group, 2019; Summer Learning Team Grant, 2020(F. Balazs, K. Brochu, B. Frederick, A. Hannigan, J. Hawkins, D. House, M. Leamy, N. Mercer Bennett, D. Murguly, S. Schinkel, E. Thomas, S. Trabant)


29 | P a g e





Career-Life Connections Module 4: Capstone Preparation

Module 4 of the Career Life Connections 11 (CLC 12A) course asks you to use inquiry to explore options for your Capstone. In CLC 12B, all graduating students MUST prepare and present something that can be shared with the broader community. Your Capstone is MANDATORY – YOU WILL NOT GRADUATE WITHOUT DOING IT. This two-part module will help prepare you to make a decision about how and what you will do for your Capstone project in CLC12B.

● Part 1: Mind Map

● Part 2: Your Capstone Project Proposal

BIG IDEAS:

Career-life developmentincludes ongoing cycles of exploring, planning, reflecting,adapting, and deciding.

Career-life decisions influence and are influenced by internal and external factors, includinglocal and global trends.


Lifelong learning and active citizenship foster career-lifeopportunities for people andcommunities.

CURRICULAR COMPETENCIES:Explore possibilities for preferred personal and education/employment futures, using creative and innovative thinking

Reflect on experiences in school and out of school, assess development in the Core Competencies, and share highlights of their learning journey

Identify and apply preferred approaches to learning for ongoing career-life development and self-advocacy

30 | P a g e

This unit of the CLC 11 course is intended to prepare you for the next step toward graduation – the Capstone 12B course and presentation. The reflective activities in this module will ask you to explore your career options, learning journey, and personal interests. From this exploration, you will have the foundation to begin working on your Capstone project this year and next.

Part One: Mind Map

A mind map is where you draw or write out what your thoughts are when making a decision, or choosing something over others. The idea is that when “mapping” the negatives and positives to a choice, you will use this map to guide yourself to the right choice. On the charts below, come up with three positive and three negative examples for each of the three areas: career options, learning journey, and personal interests. You can draw, write, or record your ideas.

Career Options : Through your Career Life Education 10 class, other classes, and experiences, you have explored a range of possible careers. Which careers (or career clusters) had the most negative impression on you? Which careers (or career clusters) had the most positive impression on you?

Positives to doing a Career Option type Capstone

Negatives to doing a Career Option type Capstone

1.

2.

3.

1.

2.

3.

31 | P a g e

Learning Journey : Your learning journey is an exploration of your education from elementary school to now. What was learning like for you when you started high school? What challenges did you have to overcome? When did you feel the most successful? Did that change for you over time? What post-secondary courses/programs would you like to pursue? What courses, projects or teachers positively impacted you? How has your culture, family and personal values impacted your learning journey?

Positives to doing a Learning Journey type Capstone

Negatives to doing a Learning Journey type Capstone

1.

2.

3.

1.

2.

3.

Personal Interests : Your personal interests have a profound impact on you. Consider your hobbies, special skills, and aptitudes. What do you like to do and what would you like to learn more about? Investigating your passions can help you learn more about yourself and can lead to possible positive career outcomes.

Positives to doing a Personal Interest type Capstone

Negatives to doing a Personal Interest type Capstone

1.

2.

3.

1.

2.

3.

Now…. Choose one! Which area do you choose to focus on for your capstone?

____Career Option ____Learning Journey ____Personal Interest

From Mind Map to Capstone – what next?

32 | P a g e

What is a Capstone?

The capstone is a creative representation, resulting from critically examining the student’s journey. It is a way to showcase a student’s strengths, passions, and learning. Students will create this representation, based on,

Reflections of their learning experiences, both in school and out Gathering demonstrations of growth in the Core Competencies Engage in ongoing career-life development conversations- networking Build connections with supportive community networks Develop collaborative and self-advocacy practices Explore multiple career-life opportunities in education, work-related, and

personal life contexts- possible post-graduation plans

Your capstone project should be fun, engaging and relevant yet manageable for you as you complete your graduation requirements!

Why a Capstone Project?

A capstone project is a celebration of your learning, experience, and goals for post-graduation. Throughout the time you are working on your capstone, you will conduct research and maintain a collection of evidence for use in your presentation. This will include the mind map you complete this year. You are encouraged to be creative in the evidence that you show; remember that your evidence may not always be positive or something you have learned from. Your evidence is worth adding to your capstone if it shows your growth – where you have been and where you are headed! You will take the growth and knowledge you have acquired over the past thirteen years and parlay that knowledge into the building blocks for your goals.

What are some Capstone Project examples? Making a grad video Developing a comfort food cookbook Designing and building a catapult Visiting residents at a seniors’ home to improve their quality of life Operation Military Memoirs: Contacting soldiers & veterans, getting them to write letters

about experiences overseas, putting them together and creating a book Customization of vehicle Coach 4th/5th grade basketball Develop and run a tennis club for Elementary School Students (or for your own school) Project that combines Film Editing, Cooking and Culture

Note: Above Capstone Project examples are from the following videos – for ideas please watch:https://youtu.be/7CM8AYjj1Ss https://youtu.be/xHrQ5-D4dkk

Part Two: Your Capstone Project Proposal Name: ______________________

33 | P a g e

https://youtu.be/xHrQ5-D4dkk

https://youtu.be/7CM8AYjj1Ss

While it is always important to have a plan, sometimes ideas change. Use this proposal form (or create a separate document) to help you generate your capstone proposal ideas and begin your capstone journey! Submit to your Career-Life Connections teacher.

1. Choosing your focus: Do you want to focus on your career options, learning journey, or personal interests? The best place to start is to examine your mind map. Which area resonates with you the most? Write it here.

_________________________________________________________________________

2. Narrowing down your subject matter : If you chose career options, explain what career (specifically, not a career cluster) you might

want to explore further and briefly explain why? For example, Paula wants to pursue a career in engineering because she enjoys STEM activities in school.

If you chose learning journey, explain the highlights or most significant moments? For example, Nabil’s highlights were overcoming his stage fright by taking Drama, participating in a Science Fair, and competing on a local trivia show for young people.

If you chose personal interest, explain what specific area of interest you might want to explore or research further. For example, Taylor wants to explore the impact playing volleyball had on their academic, emotional, and physical well-being.

I choose to do: ________________________________________________________

3. What knowledge and experience do you feel would most benefit you as you transition out of secondary school? Use these ideas to generate a goal statement that you will then narrow down. For example: Paula’s goal statement might be, I am exploring engineering programs at

various BC post-secondary institutions, cost of tuition and living expenses, job prospects/locations, and salary.

For example: Nabil’s goal statement might be, I am exploring my learning highlights, specifically, my time in Drama 8-12, my experience with Science Fair, and the work I put in to compete on QuizMe.

For example: Taylor’s goal statement might be, I am exploring how playing on high school volleyball team has impacted my grades, work habits, self-esteem, physical well-being, and future goals to play volleyball at a prestigious post-secondary institution.

STOP! Before you write out your goal statement, ask yourself:

o Is your goal realistic and achievable in the amount of time you have? o Is your goal exciting to you and does it motivate you to learn more?o Do you have resources available to meet your goal? (people you can talk to, resources

available to you, someone who could act as a potential mentor)

My chosen goal statement is: ____________________________________________________________

_____________________________________________________________________________________

34 | P a g e

4. Reflecting on the Core Competencies : The core competencies are directly tied to the capstone project. You will need to communicate, critically and creatively think, and show personal and social responsibility. How are you going to demonstrate each of the following?

Communication: who are you going to connect with to achieve your goal, what resources might you use, and how will your express your ideas to represent your individuality?Now in Simple Terms: Who will your mentor be? What resources will you use?

Critical and Creative Thinking: how will you take your goal and transform it into something meaningful, how will you express your individual creativity, and represent your understanding of your role in the world?Now in Simple Terms: What will your final product be? What will you share/ present?

Personal and Social Responsibility: how does your goal align with your morals, how will you get it done while still maintaining your school and personal responsibilities, and how will you achieve your goal while still considering your social-emotional well-being?Now in Simple Terms: Why did you choose this Capstone project? How will you get your Capstone completed and take care of your personal wellness?

35 | P a g e

Self-Assessment/Rubric:

Please complete the following Self-Assessment/Rubric. You can check off areas that You Can do in the Proficient Column. Please ensure that you explain areas Needing Improvement (Emerging/Developing column) as well as areas that go Beyond the Target (Extending column).

Module 4I can reflect on experiences in school and out of school, assess development in the Core competencies, and share highlights of my journey.

Emerging/DevelopingAreas that need improvement

ProficiencyI can…

ExtendingEvidence of going beyond target

reflect in an authentic way on my experiences in and out of school through the creation of a detailed mind map which will focus on my:

o Career optionso Learning journeyo Personal interests

share highlights of my journey through the creation of a project proposal by:

o choosing my focus areao clearly explaining my

focus areao creating a goal

statement that is realistic and achievable.

reflect on how the Core Competencies are tied to my Capstone project:

o communicationo critical and creative

thinkingo personal and social

responsibility

36 | P a g e

37 | P a g e

Documents

School District No. 57 (Prince George) - School District No ... · Web viewModule 2 of the Career Life Connections 11 (CLC 12A) course asks you to explore career options through the