PF12overview.

__**Personal Futures 12**__

District Name: Coast Mountains School District 82 Developed by: NCDES Date Developed: July, 2007 School Name: All Coast Mountains School District secondary schools Principal’s Name: Warren Wilson, Principal, NCDES Board Authority Approval Date: Grade Level: 12 Course Credits: 4 Hours of Instruction: 120 Prerequisites: computer and access to the internet

Course Synopsis: This course prepares students to make healthy, successful and rewarding transitions to post-secondary work, education or training. Students examine themselves, their skills, aptitudes, interests and lifestyles and place that personal inventory in the context of the modern workplace, developing a personal action and growth plan to support their personal and career decisions.

Rationale: While career development is central to the 2004 Graduation Program, there are no Ministry authorized courses beyond Planning 10 that support students in this important work. Students completing this course will develop career competencies, and a strong sense of the importance of work in a well-balanced life that also includes other healthy lifestyle choices. They will establish sound personal management routines, understand future trends and employability skills, examine issues of workplace safety, and develop a personal action plan to implement their insights.

Organizational Structure


 * Unit/Topic || Title || Time ||
 * Unit 1 || The Future is Now || 20 ||
 * Unit 2 || Personal Management || 20 ||
 * Unit 3 || Personal Health and Well-Being || 20 ||
 * Unit 4 || Workplace Safety || 20 ||
 * Unit 5 || Career Explorations || 20 ||
 * Unit 6 || Putting it Together || 20 ||
 * ||  || 120 ||


 * Unit Descriptions** (Please visit links to view further details.)

The Future is Now
 * Identify and predict future changes / trends in education, work and society and their impact on the individual
 * Analyze future trends to evaluate the individuals’ strengths
 * Change: what it is and how we experience it and deal with it
 * Research and describe employment-related trends (eg. labor market analysis, occupational outlook data etc)
 * Identify and describe self-employment opportunities, using an analysis of needs in the school or community.
 * Use appropriate technology to investigate career planning and work-finding services,


 * Personal Management**
 * The personal management skills, habits and characteristics that will contribute to success in post-secondary destinations and independent adult life.
 * Analysis of transferable skills
 * Preparation an inventory of personal interests, skills, areas of specialized knowledge ([|http://www.destination202.com/destination202/iam.htm)]
 * Use of job search tools and skills required to secure employment (communication skills, job application forms, resumes, cover letters etc.)
 * Self-assessment (see Kitsilano materials p. 10)
 * Personal Health and Well-Being
 * Investigate general principles of a healthy life style: nutrition, exercise, rest
 * Stress: what it is and how to deal with it. Identify stressors in personal life and strategies for eliminating / reducing their impact
 * What is anger and how does it impact on the individual, their friends and family
 * Dependence and co-dependence
 * Hobbies, sports and leisure
 * If the student wishes to use this to meet the requirements of the GTP, he or she must also submit evidence of 80 hours of moderate to vigorous physical exercise.


 * Workplace Safety**
 * Apply accident-prevention principles to ensure safe, injury-free work performance
 * Recognize and explain how to control risk in such areas as: manual handling, hazardous materials, substances, noice, slips and falls, maintenance and operation of machinery
 * Analyse potential hazards in an occupation or industry sector


 * Career Explorations**
 * What are my plans for the first two years out of high school?
 * How can I match my skills and interests to possible careers?
 * Where can I find information about careers?
 * Documenting the research and evaluating the choices
 * Developing my resume and portfolio.
 * Listing possible future occupations


 * If the student wishes to use this to meet the requirements of the GTP, he or she must also submit evidence of 30 hours of work experience and/or community service.


 * Putting it Together**
 * A personal transition plan, including a course selector
 * What courses do I need to get where I want to go?
 * Budgeting: getting there, paying the piper and staying there.
 * What else do I need to know to get there? Further training? Experience . ..
 * How am I changing over the high school years?
 * Assembling my resume and portfolio
 * Practicing the interview skill: the portfolio interview.
 * If the student wishes to use this to meet the requirements of the GTP, he or she must submit the Grad Transition Plan outline.

Instructional Component Online Synchronous and asynchronous Group work and discussion Community-based learning experiences Web-based resources On line role-playing

Assessment

Formative 60% Summative 40% Self-assessment and reflection Teacher observation and discussion Portfolio assessment and presentation - student Portfolio assessment and presentation – teacher Interactive participation Drop box Quizzes and tests Task completion Reports

Learning Resources WBC Student Worksafe http://careercruising.com http://www.workinfonet.bc.ca www.workfutures.bc.ca http://www.educationalplanner.ca http://www.studentcounsellor.com Conference Board of Canada Employability Skills

TO DO create a virtual learning network of the teachers involved: Mike Wilson, Cari Hopkins, Glen Bowden, Griff Pete, Norbert Kaspar, Set and firm up the standard of developing in html in nested folders outside the LMS Set up system for verifying and managing physical activity piece and work experience. Facilitators: find placements for students: volunteer work.