About the course
This course gives students the opportunity to develop the skills, knowledge, and habits that will support them in their education and career/life planning. 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.
My Learning Oasis
Department Head & Contact Information
Ravi Sharma (email@example.com)
Course Development Date
June 10th, 2021
Developing the Skills, Strategies, and Habits Needed to Succeed
In this unit students will explore the benefits of failure and how accepting it, learning from it, and applying the lessons from it can lead to success later on. They will also explore positive habits that can lead to academic, social, and professional success. Students will look at how to develop a work/study/entertainment balance. They will explore various ways of dealing with stress that stems from adversity. They will look at ways to develop perseverance, resilience, and patience, and other necessary qualities to succeed. They will explore the process of setting goals, working towards them, and succeeding in them. They will explore how to use the metacognitive process to self-evaluate at every step of the way.
Expected Hours of Instructions: 15 Hours
Exploring and Preparing for the World of Work
In this unit students will look at the importance of transferable skills in the dynamic workplace. They will look at trends in consumer/political habits that can affect change in industry, for instance, the transferable skills that may be needed by mechanics to shift from fixing gasoline cars to purely electric ones. Students will explore how to look for indicators that will affect the workplace in the future and how to plan academically to succeed. They will map out several ways in which their life choices can affect their career paths and develop the necessary transferable skills to make them flexible in the job market of the future.
Expected Hours of Instructions: 15 Hours
Planning and Financial Management to Help Meet Postsecondary Goals
In this unit students will explore how to draft up a plan of action to achieve their post secondary goals. This unit may include some basic math to help them factor in financial management to help them reach their goals. They will evaluate their strengths and learn the importance of meaningful networking in the job market. They will explore governmental and private apprenticeship programs that may suit their strengths.
Expected Hours of Instructions: 9 Hours
This project will be worth 15% of the final grade. It is a portfolio that will assess artifacts and students progress throughout the course.
Expected Hours of Instructions: 5 Hours
This is a proctored exam worth 30% of the student's final mark.
Expected Hours of Instructions: 2 Hours
Total 55 hours
The course material (class notes and necessary handouts) will be provided by the teacher.
The students will be required to have:
Access to a library or the Internet to do research
Access to the internet as well as electronic devices for note taking and communication for those taking the class online
Overall Curriculum Expectations
A. Developing the Skills, Strategies, and Habits Needed to Succeed
A1. Skills, Strategies, and Habits That Contribute to Success 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
A2 Decision-Making Strategies and Goal Setting 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
B1 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
B2 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
B3 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 Strand
C. Planning and Financial Management to Help Meet Postsecondary Goals
C1 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 C2 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
Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate. These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*). It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners.
The three types of accommodations that are going to be used are:
i) Instructional accommodations - changes in teaching/learning
strategies facilitated by different styles of presentation; methods of
organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and preferential
seating may benefit these students.
ii) Assessment: assessment procedures that enable the student to demonstrate
his or her learning, such as Multiple Intelligence Theory, giving more time to
complete tasks (see page 29 of the IEP Resource Guide, 2004, for more
For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.
* Taken from: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 9 and 10: Guidance and Career Education, 2006; Pg 20-22 Date of extraction: Sunday, March 14, 2021
Program Considerations For English Language Learners
Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English- language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.
The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other.
This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members.
This Constructivist approach will be further accentuated by implementing “fish-bowling”. There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and have each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution. Each student in turn does this.
The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself.
Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill."""
Assessment And Evaluation
At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies. Concrete assessments are made through projects and assignments. However, the evaluation is based on “our flavor” of the Mastery Teaching technique.
This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations. At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution.
Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application. Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:
● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course.
Final Exam 30%
Grading for all course work, projects, presentation, participation, interim quizzes and exams 70%.
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