Page 30 - Guidance Education 11-12 (2006)

DESIGNING YOUR FUTURE, GRADE 11, OPEN (GWL3O) 29
Interpersonal Knowledge and Skills
Overall Expectations
By the end of this course, students will:
• demonstrateinterpersonalandteamworkskillsrequiredforsuccessintheirschool,work, and community activities;
• demonstrate an understanding of the elements of group dynamics in a variety of settings;
• explain ways in which they can make a contribution to their communities and ways in which the community can assist them with career planning.
Specific Expectations
Interpersonal Relations
By the end of this course, students will:
– identify and describe the interpersonal skills (e.g., using active listening, showing mutual respect, using non-verbal language) and teamwork skills (e.g., building consen- sus, encouraging and recognizing contri- butions) that contribute to success in post- secondary education/training and employment;
– demonstrate effective and respectful use of interpersonal and teamwork skills in their experiential learning activities (e.g., volun- teer work, work experience, cooperative education placement, extracurricular activities);
– communicate appropriately with various audiences (e.g., peers, employers) and in various situations (e.g., attending inter- views, writing letters).
Group Dynamics
By the end of this course, students will:
– demonstrate respectful and responsible behaviours (e.g., respect for levels of authority, respect for diversity, responsibi- lity for one’s actions) in groups at school and in community-based learning activities;
– explain how diversity (e.g., cultural, eco- nomic, gender, intellectual) among mem- bers in a group may affect group dynamics
in a positive way (e.g., by providing broader perspectives, a wider range of ideas, more varied strengths);
– explain how conflict-resolution strategies (e.g., mediation, negotiation) can be used to reach mutually agreeable solutions in work-related situations;
– describe the skills necessary to act as an advocate for themselves or others in various situations involving prejudice, bullying, or discrimination.
Connecting With the Community
By the end of this course, students will:
– identify ways in which they can use their interests, skills, and knowledge to con- tribute to the development of their com- munity or its members (e.g., volunteer work, part-time employment);
– demonstrate the ability to develop net- works and other supportive relationships with individuals and groups in the school and community (e.g., mentors, tutors, employers, entrepreneurial clubs, commu- nity agencies) in a variety of ways (e.g., through information interviews, job twin- ning, work experience) for assistance with career exploration and planning;
– describe, on the basis of research, the types of school and community support services available to help students meet postsecondary goals (e.g., student services departments, employment centres, small business centres).