Course Information Sheet - MPSJ.ca

Course Information Sheet
Secondary School: Michael Power St. Joseph High School
Department Head: Mary Tracey
TEACHER: R. DeRubeis
DEPARTMENT: Cooperative Education
Co-operative education and other forms of experiential
CURRICULUM POLICY DOCUMENT learning 2000 plus Ontario Curriculum for grades 11 &12
Guidance and Career Education
NAVIGATING THE WORKPLACE 1 CREDIT COURSE CODE
GLN 4O1
COURSE TITLE
(IN-SCHOOL) GRADE & TYPE 12
PRE-REQUISITE Recommendation of Principal CREDIT VALUE 1
COURSE DESCRIPTION
This course improves students’ learning skills, preparing them to make successful transitions to work and post secondary education and become
independent, life-long learners. Students will learn how to assess their learning abilities and use critical reading, time management, and other
techniques for promoting effective learning. In addition, they will investigate requirements for employment and post secondary education or
training and develop plans fro learning after secondary school.
OVERALL EXPECTATIONS
LEARNING SKILLS
PERSONAL KNIOWLEDGE
AND MANAGEMENT
SKILLS
By the end of the course, students will:
• demonstrate an understanding of various learning processes
and ways to recall information
• demonstrate effective learning and thinking skills and strategies
• describe personal factors that may interfere with learning and
thinking and identify strategies to reduce negative impacts
• develop a personal plan for learning while in secondary school
and in post secondary years
By the end of the course, students will:
• explain how they learn best through the use of assessment
techniques(inventories, feedback ,reflections) and identify their learning
strengthens and needs
• identify the learning skills and strategies they need to improve in order to
ensure success in post secondary years
• evaluate their personal management skills, habits and characteristics and
demonstrate the ability to use them effectively
• explain the positive and negative impact of personal factors on achievement
EXPLORATION OF
OPPORTUNITIES
PREPARATION FOR
TRANSITION AND
CHANGE
By the end of this course, students will:
• demonstrate the ability to use various forms of information to make effective
decisions about future learning options
• communicate effectively with appropriate people in person, by telephone, or
email to gather learning related information
By the end of this course, students will:
• identify the strategies required to manage transitions from secondary school
• produce an evaluation of their own transition management skills and identify
those requiring improvement
• demonstrate the use of decision-making, goal-setting and action-planning
strategies to prepare for their transition to grade 12 , further co op experiences
and their first post secondary destination

LEARNING SKILLS CRITERIA
IN EACH REPORTING PERIOD, REPORT ON THE QUALITY OF THE LEARNING SKILLS DEMONSTRATED BY THE
STUDENT IN EACH OF THE CATEGORIES IDENTIFIED ON THE REPORT CARD USING THE FOLLOWING LETTER
SYMBOLS.
E–EXCELLENT G–GOOD S–SATISFACTORY N–NEEDS IMPROVEMENT
SKILL: WORKS INDEPENDENTLY
INDICATORS:
• accomplishes tasks independently
• accepts responsibility for completing tasks
• follows instructions
• regularly completes assignments on time and with care
• demonstrates self-direction in learning
• independently selects, evaluates, and uses appropriate
learning materials, resources, and activities
• organizes work when faced with a number of tasks
• devises and follows a coherent plan to complete a task
• follows specific steps to reach goals or to make
improvements
• revises steps and strategies when necessary to achieve a goal
• seeks out new opportunities for learning
• responds to challenges and takes risks
• demonstrates interest and curiosity about concepts, objects,
events, and resources
• seeks necessary and additional information in print,
electronic, and media resources
• identifies problems to solve, conducts investigations, and
generates questions for further inquiry
• requires little prompting to complete a task, displaying selfmotivation
and self-direction
SKILL: ORGANIZATION
INDICATORS:
SKILL: INITIATIVE
INDICATORS:
SKILL: TEAMWORK
INDICATORS:
• demonstrates persistence in bringing tasks to completion
• uses time effectively
• uses prior knowledge and experience to solve problems and
make decisions
• reflects on learning experiences
• manages and uses time effectively and creatively
• demonstrates ability to organize and manage information
• follows an effective process for inquiry and research
• uses appropriate information technologies to organize
information and tasks
• approaches new learning situations with confidence and a
positive attitude
• develops original ideas and devises innovative procedures
• attempts a variety of learning activities
• seeks assistance when needed
• uses information technologies in creative ways to improve
learning for self or others
• works willingly and cooperatively with others
• questions the ideas of the group to seek clarification, test
• shares resources, materials, and equipment with others thinking, or reach agreement
• responds and is sensitive to the needs and welfare of others • shows respect for the ideas and opinions of others in the group
• solves problems collaboratively
or class
• accepts various roles, including leadership roles
• listens attentively, without interrupting
• takes responsibility for his or her own share of the work to be • in discussions, paraphrases points of view and asks questions
done
to clarify meaning and promote understanding
• works to help achieve the goals of the group or the class • recognizes the contribution of group members by means of
• helps to motivate others, encouraging them to participate encouragement, support, or praise
• contributes information and ideas to solve problems and • seeks consensus and negotiates agreement before making
make decisions
decisions
SKILL: WORK HABITS/HOMEWORK
• completes homework on time and with care
• puts forth consistent effort
• follows directions
• shows attention to detail
• uses materials and equipment effectively
INDICATORS:
• begins work promptly and uses time effectively
• perseveres with complex projects that require sustained effort
• applies effective study practices
NOTE: The above chart is a reformatting of the skills identified in the Ministry of Education’s Guide to the
Provincial Report Card, Grades 9 – 12 : Appendix C: pages 27 to 29 .

STUDENT EVALUATION CRITERIA
TERM – 70% FINAL – 30%
10 ≤ RELATIVE EMPHASIS / WEIGHTING ≤ 40 RELATIVE EMPHASIS / WEIGHTING
KNOWLEDGE/UNDERSTANDING
•
INQUIRY/THINKING
•
COMMUNICATION
•
APPLICATION
•
10
10
10
40
COMPLETION PACKAGE &
PRESENTATIONS
ORAL EXAM
TERM TOTAL 70 FINAL TOTAL 30
FINAL REPORT CARD
GRADE CALCULATION –
100%
TERM TOTAL + FINAL TOTAL =
REPORT CARD MARK
TYPES OF ASSESSMENT FORMATS USED
STUDENT WRITTEN PERFORMANCE OTHER
Multiple Choice
Personal/Reflective Oral
Teacher Observation
Responses to Case Studies/What
Would You Do In this Situation?...
Short Answer Presentations Check Lists
Journal Information/Resource Gathering Student-Teacher Conferences
Open Response
Peer Tutor Evaluations
Fill-in blanks/complete statements Oral Exam

TEXTBOOK
STUDENT MATERIALS
EXCURSIONS
COMPUTER USE
WEBSITES
GUEST SPEAKERS
WORKSHOPS
MAIN RESOURCES FOR DELIVERY
Pre-placement and Integration Curriculum Resource
Community-Based Programs/Board Games
Locally Developed Hand-outs
Teacher Selected
Required
Teacher Selected
Teacher Selected
Leadership/Mentorship/Positive Choices/High Five/Introduction to
Personality Dimensions
PLAGIARISM
LATE ASSIGNMENTS
MISSED ASSIGNMENTS
ABSENCES
HOMEWORK
TEACHER CONTACTS
EXTRA HELP
REPORTING DATES
POLICIES & PROCEDURES (EXAMPLES PROVIDED)
Refer to MPSJ Student Assessment and Evaluation Policy
Refer to MPSJ Student Assessment and Evaluation Policy
Refer to MPSJ Student Assessment and Evaluation Policy
•
Refer to MPSJ Student Assessment and Evaluation Policy
•
Refer to MPSJ Student Assessment and Evaluation Policy
• Teachers can be contacted through a call made to the Coop
Office or by email
• Teachers communicate through Parent Teacher interviews,
early warning letters, mid-term marks, final marks and
arranged appointments.
Refer to MPSJ Student Assessment and Evaluation Policy
Refer to MPSJ Student Assessment and Evaluation Policy
• Teacher assessments of student workplace performance
are included in midterm and final reports