horizons 2000+ correlation to the ontario curriculum career

HORIZONS 2000+CORRELATION TO THE ONTARIO CURRICULUMCAREER STUDIES GRADE 10, OPEN GLC20Personal Knowledge & Management SkillsOverall Expectations (p. 14-15 Ministry Guideline)By the end of this course, students will:• demonstrate an understanding of and apply strategies needed for success inschool;• identify their interests, skills, characteristics, and accomplishments anddescribe how these are influenced by their experiences;• describe the personal management skills and characteristics needed tosucceed in school, work, family life, and the community and demonstratethe effective use of personal management skills in a variety of settings;• demonstrate understanding and effective use of interpersonal skills requiredto establish and maintain positive relationships and work effectively inteams or groups.Horizons 2000+Chapter Page #Chapter 4“Skills for Success in School”Chapter 5“Educational Opportunities”High SchoolAfter High SchoolChapter 1“Getting to Know Yourself”Chapter 2“Intelligences, Personality Types, and Learning StylesChapter 10“Employability Skills 2000+Chapter 3“Setting Personal Goals”Chapter 4“Skills for Success in School”Chapter 9“Connecting in Your Community”Chapter 10“Employability Skills 2000+”Chapter 10“Employability Skills 2000+”Chapter 11Communication SkillsCorrelation between McGraw-Hill Ryerson’s Horizons 2000+ and the Ontario Curriculum – Career Studies – Grade 10, Open (GLC20) 1

Specific ExpectationsDeveloping Learning Skills and StrategiesBy the end of this course, students will:• demonstrate understanding of the secondary school program and graduationrequirements and related terms (e.g., compulsory credit, transcript, fulldisclosure, types of courses, literacy test, community involvement, diploma,certificate of achievement);• demonstrate effective use of strategies for achieving success in school (i.e.,note taking, strategies for completing homework, strategies for studying fortests and examinations);• produce an evaluation of the effectiveness of their learning skills andstrategies and identify those requiring improvement.Chapter 5“Educational Opportunities”Activity 1 (Gathering Data)Activity 2 (Analyzing Data)Chapter 4“Skills for Success in School”Skill areas for classroom successIdeas for study success at home (the homework game)Where is your time going? (chart)Chapter 2“Intelligence, Personality Types and Learning Styles”Chapter 4“Skills for Success in School”Activity 1 (Reflecting on yourself as a learner)Activity 2 (Using self-evaluation checklist)Specific ExpectationsDeveloping Personal KnowledgeBy the end of this course, students will:• demonstrate understanding of the purpose and use of self-assessment andstandardized assessment tools and strategies (e.g., aptitude tests, skillsinventories);• produce a personal profile describing their current interests, competencies,characteristics, and learning preferences, using a variety of assessmentstrategies;Chapter 1“Getting to Know Yourself”Terms defined – aptitudes, skills, values, attitudesChart – interests, aptitudes, and skillsChart – values and attitudesChapter 2“Intelligences, Personality Types and Learning Styles”Seven kinds of intelligences – defined plus activity for eachChapter 1“Getting to Know Yourself”Activity 1 Creating your personal chartsActivity 2 Determining what you value & collageChapter 2“Intelligences, Personality Types and Learning Styles”Personality type (true colours)Learning styles – defined + Activity 12Right brained vs. left brained – defined + activityPortfolio activityActivitiesCorrelation between McGraw-Hill Ryerson’s Horizons 2000+ and the Ontario Curriculum – Career Studies – Grade 10, Open (GLC20) 2

• identify the skills they have developed through school subjects (e.g.,literacy, numeracy, communication) and through community experiencesand explain how these skills are transferable to work and other life roles;• describe internal and external influences that might limit or expand therange of career opportunities they would consider (e.g. previous successes,peer pressure, parental expectations).Chapter 1“Getting to Know Yourself”Your Past Experiences – Activities 5,6 & 8Chapter 2“Intelligences, Personality Types and Learning Styles” –definitionsChapter 4“Skills for Success in School”Building Your Work Skills in School (chart)Applying School Subjects to the Workplace (activity)Chapter 6“Career Choices in a Changing World”Education and Job ChoicesChapter 1“Getting to Know Yourself”Activity 3 – Identifying family influencesYour past experiencesActivity 5 Creating your personal time lineActivity 6 Representing your lifeActivity 7 Creating a box of treasuresActivity 8 Assessing your pastChapter 4“Skills for Success in SchoolPeer pressure – definitionIn the news (article)Activity 8Activity 9JournalChapter 8“Resources in Your Community”People are the KeySpecific ExpectationsApplying Personal Management SkillsBy the end of this course, students will:• describe and explain the importance of personal management skills (e.g.,organization skills, stress management), habits (e.g., maintaining a personalplanner), and characteristics (e.g., adaptability) for success in school andother life roles;• demonstrate understanding of the impact of family responsibilities oneducation and careers;Chapter 10“Employability Skills 2000+”Problem solving, Positive Attitude, Time Management,AccountabilityChapter 1“Getting to Know Yourself”Correlation between McGraw-Hill Ryerson’s Horizons 2000+ and the Ontario Curriculum – Career Studies – Grade 10, Open (GLC20) 3

• summarize and document their own personal management skills and habits,identifying their strengths and targeting areas for improvement;• demonstrate effective use of personal management skills (e.g., wellorganizednotebooks, punctuality).Chapter 4“Skills for Success in School”Building Your Work Skills in School (chart)Chapter 10“Employability Skills 2000+”Chapter 4“Skills for Success in School”Success in school Activity 1Skill areas for classroom successActivity 2 Self-evaluation checklistIdeas for study success at homeWhere is your time goingActivity 3 Managing your timeSpecific ExpectationsWorking in GroupsBy the end of this course, students will:• describe a variety of effective communication skills (e.g., active listening,giving and receiving feedback, negotiation, conflict resolution, consensusbuilding);• demonstrate use of effective communication skills in a variety of situationsin school, at home, and in the community;• identify positive teamwork skills (e.g., task management, conflictresolution, task assessment) and demonstrate the ability to use themeffectively in a variety of settings;Chapter 10“Employability Skills 2000+”Working with others, Conflict ResolutionChapter 11“Communication Skills”Active listening, Speaking EffectivelyChapter 9“Connecting in Your Community”Community Involvement, Strengthening the SchoolCommunityChapter 10“Employability Skills 2000+”Chapter 10“Employability Skills 2000+”Accountability, Working with Others, Conflict, ConflictResolution.• identify and explain ineffective leadership and teamwork skills; Chapter 10“Employability Skills 2000+”Working with OthersChapter 11“Communication Skills”The Importance of Communication, AvoidingCommunication BarriersCorrelation between McGraw-Hill Ryerson’s Horizons 2000+ and the Ontario Curriculum – Career Studies – Grade 10, Open (GLC20) 4

- describe respectful and responsible behaviours that produce effective groupresults.Chapter 10“Employability Skills 2000+”Positive Attitude, Working with Others, Respecting DiversityChapter 11“Communication Skills”Active listeningSpeaking EffectivelyExploration of Opportunities (P.16-17) Ministry GuidelineOverall ExpectationsBy the end of this course, students will:• demonstrate the ability to use a variety of resources to find informationabout learning, work, and community involvement opportunities;• identify a broad range of options for present and future learning, work, andcommunity involvement;• demonstrate knowledge of selected fields of work , occupations, andworkplace issues;Chapter 5“Educational Opportunities”Chapter 6“Career Choices in a Changing World”Chapter 7“Models, Mentors and Networks”Chapter 8“Resources in Your Community”Chapter 3 “Setting Personal Goals”Chapter 6 “Career Choices in a Changing World”Chapter 9 “Connecting in Your Community”Chapter 6 “Career Choices in a Changing World” (chart)Chapter 8 “Resources in Your CommunityChapter 10 “Employability Skills 2000+”• describe trends in society and the economy that affect work Chapter 6 “Career Choices in a Changing World”New Ways to Work, Technology, Globalization, Job Trends(chart)Specific ExpectationsAccessing and Managing InformationBy the end of this course, students will:• identify and describe an occupational classification system (e.g. NationalOccupational Classification) and identify occupational groups in thissystem that are of interest to them;Chapter/SectionChapter 6“Career Choices in a Changing World”Career Information Sources (activity 6, portfolio), FormingCareer Goals and a Career PlanCorrelation between McGraw-Hill Ryerson’s Horizons 2000+ and the Ontario Curriculum – Career Studies – Grade 10, Open (GLC20) 5

• demonstrate effective use of print, video, and computer-based resources tolocate, select, and evaluate career-related information on the basis ofidentified criteria;• identify questions that are appropriate for gathering relevant career-relatedinformation and use them effectively in information interviews with peoplein selected fields of work;• demonstrate the ability to organize selected career information effectively,using word-processing, database, spreadsheet, and information managementsoftware.Chapter 6“Career Choices in a Changing World”Researching Career Options computerized career info systemslike Choices and Horizons.Chapter 6“Career Choices in a Changing World”Conducting an occupational research interviewChapter 7“Models, Mentors and Networks”Organizations that Provide MentorsChapter 9“Connecting in Your Community”Job ShadowingChapter 6“Career Choices in a Changing World”Specific ExpectationsIdentifying Trends and OpportunitiesBy the end of this course, students will:• identify and describe a variety of learning opportunities for secondaryschool students, including high school courses, community-based learning(e.g., school-work transition programs, community involvement, workexperience, volunteering, cooperative education), and co-curricularactivities;Chapter 5“Educational Opportunities”High School (Activities 1 & 2 – Gathering and AnalyzingData)Alternative ways to complete your education (includes YouthApprenticeships)In the News (3 Articles)Chapter 9“Connecting in Your Community”Job Shadowing, Community Involvement, Creating YourOwn Volunteer Experience• describe and compare a variety of post-secondary learning options, Chapter 5including university, college, apprenticeship, private training, distance “Education Opportunities”education, and on-the-job training;After High School, Colleges, Technical Schools andUniversitiesOther Educational InstitutionsActivity 3 – Researching colleges, Technical Schools, anduniversitiesProfile – Building SkillsActivity 4 Listing other Educational InstitutionsPortfolio Activities (2) & Other ActivitiesCorrelation between McGraw-Hill Ryerson’s Horizons 2000+ and the Ontario Curriculum – Career Studies – Grade 10, Open (GLC20) 6

• identify a broad range of local and regional work opportunities; Chapter 8 “Resources in Your Community”Business in Your Community; Community Services, Peopleare the KeyChapter 12“Job Search Tools”Finding Information About Employment, Navigating theInternet• describe various forms of self-employment (including entrepreneurship),the characteristics of successfully self-employed people, and the advantagesChapter 13 “Managing Your Money”and disadvantages of self-employment as a career option;• demonstrate understanding of how to maintain safety in the workplace andidentify employees’ and employer’s rights and responsibilities;• demonstrate understanding of selected fields of work (e.g.,telecommunications, finance, construction), including emerging trends,sample occupations, and ways that high school students can prepare forthose fields;• identify and describe economic and societal trends (e.g., globalization,developments in information technology, emerging work style alternatives,changing demographics);• demonstrate knowledge of selected occupations, includingeducation/training requirements, duties, employment prospects, and theknowledge and skills valued by employers;• explain how economic and societal trends influence the way in which workis done, the patterns of adult work life, and the growth and decline ofvarious occupations and fields of work.Chapter 10 “Employability Skills 2000+”Working Safely, Workers’ Compensation, CertificationCoursesChapter 6 “Career Choices in a Changing World”Career Clusters, Education and Job Choices, ResearchingCareer OptionsChapter 6 “Career Choices in a Changing World”In The Future – Trends (chart)One Hundred Best Careers, New Ways to WorkChapter 6 “Career Choices in a Changing World”Career Clusters, Education and Job Choices (charts for each)Chapter 10 “Employability Skills 2000+”Chapter 6 “Career Choices in a Changing World”In the Future, Trends (chart), New Ways to Work, Case Study– Why Normal Workers Are in the MinorityPreparation for Transitions and Change (p. 18-19 Ministry Guideline)Overall ExpectationsBy the end of this course, students will:• demonstrate understanding of the processes of finding and creating work; Chapter 9“Connecting in your Community”Chapter 12“Job Search Tools”• demonstrate the ability to use marketing and networking strategies and to Chapter 7produce personal documentation (e.g., résumés, portfolios) in searching for “Models, Mentors, and Networks”work;Chapter 11“Communication Skills”Chapter 12“Job Search Tools”RésumésCorrelation between McGraw-Hill Ryerson’s Horizons 2000+ and the Ontario Curriculum – Career Studies – Grade 10, Open (GLC20) 7

• use appropriate decision-making methods to set learning, community, andwork goals and develop action plans;• identify changes taking place in their personal lives, their communities, andthe economy and identify strategies to make transitions occur moresmoothly.Chapter 2“Intelligences, Personality Types and Learning Styles”Chapter 3“Setting Personal Goals”Chapter 5“Educational Opportunities”Chapter 6“Career Choices in a Changing World”Developing a Career Studies PortfolioChapter1“Getting to Know Yourself”Chapter 3“Setting Personal Goals”Chapter 6“Career Choices in a Changing World”Chapter 7“Models, Mentors and Networks”Chapter 8“Resources in Your Community”Chapter 13“Managing Your Money”Specific ExpectationsManaging ChangeBy the end of this course, students will:• demonstrate understanding of transitions and change by identifying someof the personal and work-related transitions and changes that they, theirfamilies, and people in their communities have experienced (e.g. moving toa new country, losing a job, going to a new school);Chapter1“Getting to Know YourselfActivities 5, 6, 7, 8Chapter 3“Setting Personal Goals”ProfileChapter 6“Career Choices in a Changing World”Portfolio Activity “Creating A Family Tree ofCareers”Chapter 7“Models, Mentors and Networks”In the News, ProfilesCorrelation between McGraw-Hill Ryerson’s Horizons 2000+ and the Ontario Curriculum – Career Studies – Grade 10, Open (GLC20) 8

• demonstrate understanding that career development is a lifelong processthat will include transitions, changes, and lifelong learning;• identify effective and ineffective ways of dealing with transitions andchange.Chapter 6“Career Choices in a Changing World”Developing Your Interests into a CareerForming Career Goals and a Career PlanEvaluating a Career PlanJournalChapter 3“Setting Personal Goals”Activity 5 – Testing Your GoalActivity 6 – Personal Goal OrganizerEvaluating Your ProgressChapter 6“Career Choices in a Changing World”Developing Your Interests into a CareerActivity – Mind-Mapping Your InterestsSpecific ExpectationsSearching for WorkBy the end of this course, students will:• demonstrate an understanding of both the “open” (publicly advertised) jobmarket and the “hidden” (unadvertised) job market, and identify appropriatestrategies to access each market;• identify the types of summer or part-time jobs or self-employment optionsthat would suit their personal interests and skills;Chapter 7“Models, Mentors and Networks”What is a Network?Chapter 12“Job Search Tools”Finding Information about EmploymentNavigating the InternetTap into the Hidden job MarketGathering InformationChapter 1“Getting to Know Yourself”Chapter 6“Career Choices in a Changing World”Developing Your Interests into a CareerChapter 9“Connecting in your Community”Chapter 12“Job Search Tools”Chapter 13“Managing Your Money”Correlation between McGraw-Hill Ryerson’s Horizons 2000+ and the Ontario Curriculum – Career Studies – Grade 10, Open (GLC20) 9

• use a variety of resources appropriately to identify summer or part-timejobs in the “open” job market;• identify their own network of contacts that could help them access the“hidden” job market, and explain the importance of personal networks;• create effective résumé, cover letters, and thank-you letters for the worksearch process, using word-processing software and appropriate vocabularyand conventions;• complete job applications effectively and without spelling or grammaticalerrors;• demonstrate the ability to communicate their interest in a work opportunityeffectively (e.g., on the telephone, in person, or through e-mail and theInternet);• identify common interview questions and demonstrate the ability to respondappropriately and effectively.Chapter 12“Job Search Tools”Chapter 7“Models, Mentors and Networks”Successful Networks (chart)Activity 8 – Webbing Your NetworkActivity 9 – Are You Building a Network?Chapter 12“Job Search Tools”Tap into the Hidden Job MarketChapter 12“Job Search Tools”Writing a RésuméCovering Letters, Other Business LettersChapter 12“Job Search Tools”Completing Application FormsChapter 11“Communication Skills”Speaking EffectivelyTelephone InteractionWritten CommunicationChapter 12“Job Search Tools”Navigating the InternetChapter 12“Job Search Tools”What is an Interview?Preparing for an InterviewThe Stages of an InterviewFollowing Up on an InterviewInterview QuestionsSpecific ExpectationsSetting Goals and Planning ActionBy the end of this course, students will:• demonstrate an understanding of how to use decision-making processes; Chapter 3“Setting Personal Goals”Chapter 10“Employability Skills”Problem solvingCorrelation between McGraw-Hill Ryerson’s Horizons 2000+ and the Ontario Curriculum – Career Studies – Grade 10, Open (GLC20) 10

• articulate personal, community, and occupational goals and explain howthese relate to their competencies, interests, and characteristics;• articulate their learning goals, taking into consideration what they havelearned about their learning preferences, strengths, needs, and interests, andthe competencies needed for selected fields of work;• identify several post secondary education/training options that are suited totheir competencies, interests, and aspirations and explain why they areappropriate;• identify potential barriers that could interfere with the achievement of theirgoals and use problem-solving strategies to identify appropriate actions;• produce a preliminary learning plan, to be included in their annualeducation plan that identifies courses to be taken in school, activities in theschool and community; and post secondary education options that will helpthem achieve their goals.Chapter 2“Intelligences, Personality Types & Learning Styles”Looking back activitiesChapter 3“Setting Personal Goals”Portfolio Activity “Representing Yourself in theFuture”Chapter 6“Career Choices in a Changing World”Activity 8 – Forming Your Career PlanPortfolio – Identifying Your Career OptionsChapter 1“Getting to Know Yourself”Looking backChapter 2“Intelligences, Personality Types and Learning Styles”Activity 8 – Identifying Your Strongest IntelligenceChapter 6“Career Choices in a Changing World”Activity 5 – Creating a Personal Venn DiagramChapter 5“Educational Opportunities”After High School, What is an Apprenticeship?Colleges, Technical Schools and Universities, OtherEducational InstitutionsChapter 6“Career Choices in a Changing World”Education and Job ChoicesChapter 3“Setting Personal Goals”Portfolio - Identifying a goalEvaluating Your ProgressJournal – Reviewing GoalsChapter 10“Employability Skills 2000+”Problem solvingDeveloping a Career PortfolioNote: Each Chapter has portfolio activities whichenable students to collect data to use forthe preliminary learning planCorrelation between McGraw-Hill Ryerson’s Horizons 2000+ and the Ontario Curriculum – Career Studies – Grade 10, Open (GLC20) 11