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About the course

This course provides students with opportunities to discover and develop the workplace essential skills and work habits required to be successfully employed. Students will develop an understanding of work through practical hands-on experiences in the school and in the community, using real workplace materials.They investigate occupations of interest through experiential learning opportunities, such as worksite visits, job shadowing, work experience, simulations, and entrepreneurial projects.This course helps students make plans for continued learning and work.

Discovering the Workplace (Career Studies)

Course Credit


Course Price

$ 550.00

Course Developer

My Learning Oasis

Prerequisite(s) (Text)


Course Code

Department Head & Contact Information


Course Type


Grade Level

Grade 10

Course Development Date

June 10th, 2021

Course Outline

Essential Skills for Working and Learning

At this stage in their lives students have a wide range of employable skills, however, their challenge lies with assessing their interests with their skill and available employment. Students will look at their skill sets and rank them in order of strength and explore various employment strategies that will make them more competitive in the job market. They will look at numeracy strategies to manage money. Students will explore their rights and responsibilities in the workforce. They will then look at different strategies for writing emails in a professional manner and effectively communicate their ideas both electronically and on paper. They will explore various kinds of résumés and cover letters. They will look at how to tailor them for different jobs. Students will look at different interview techniques and how to approach employers with or without job advertisements.

Expected Hours of Instruction: 15 Hours

Personal Management

In this unit students will examine their needs, wants, and strengths and explore how these influence their decision about education or work. They will go through a metacognitive process to explore and discover themselves. The objective is for them to discover what strategies will best serve them in their behavior in school and in society and their attitude towards academic progress. They will explore the power of teamwork and the necessary factors that influence positive teamwork. They will examine how these skills can be transferred into the workplace, society, and at home. They will explore various forms of task planners to organize their time and help with time management.

Expected Hours of Instruction: 15 Hours

Exploration of Opportunities Although students may be employable at this stage of their lives, they will most likely not be able to secure a job in their ‘prized’ career. In this unit students will develop a chronological list of what they think they may want to become in the employment arena. They will then explore the necessary educational backgrounds that will be necessary to get them to each one of them. They will also be introduced to jobs that are regulated by the industry and ones that are not. They will then be introduced to the possibility of entrepreneurship - basically being one's own boss!!! They will look at how their choice of career might fear in the future. For instance, based on the emerging markets will such careers be in demand? What are the fallback plans? They will explore the importance of related experience in securing their dream job. To this end they will explore possible jobs that can be found that will scaffold them into their long-term career. Students will be introduced and assess job-hunting strategies and explore governmental support in finding jobs.

Expected Hours of Instruction: 9 Hours

Preparation for Transitions and Change

Serving as a continuation of the previous unit, this unit will look at how students can get to the career they want to have. Of particular importance is how they will finance it all. They will explore possibilities and plan a course of action which may include but not limited to working and saving, responsible budgeting, possible scholarships and bursaries, and other financial support from the government. They will explore possible expenses they will face throughout their post secondary years to the time they land their dream job.

Expected Hours of Instruction: 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 Instruction: 5 Hours


This is a proctored exam worth 30% of the student's final mark.

Expected Hours of Instruction: 2 Hours

Total: 110 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 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: 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: 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

C. Preparation for Transitions and Change

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

Special Accommodations

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.
iii) 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 examples).

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.

Teaching/Learning Strategy

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

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