Page 33 - Guidance Education 11-12 (2006)

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THE ONTARIO CURRICULUM, GRADES 11 AND 12: GUIDANCE AND CAREER EDUCATION
Preparation for Transitions and Change
Overall Expectations
By the end of this course, students will:
• demonstrate an understanding of the transition process and the strategies used to facilitate change;
• demonstrate effective use of a variety of strategies and resources for finding work and creating work;
• apply goal-setting and action-planning processes to prepare for the transition from secondary school to their first postsecondary destination and for future transitions in their career.
Specific Expectations
Managing Change
By the end of this course, students will:
– demonstrate an understanding of career development as a lifelong process that will include transitions, changes, and lifelong learning;
– describe the practical and psychological challenges (e.g., increased independence, greater responsibilities) that are part of secondary school graduates’ transitions to new roles and environments (e.g., work, postsecondary education/training, inde- pendent adult life);
– predict and explain the planned and unplanned changes that they will experi- ence throughout their careers;
– identify the stages of a transition process (e.g., an ending phase, an interim phase, and a new beginning phase) that involves adapting to change over a period of time;
– identify and explain strategies that help people adjust to new situations (e.g., learn- ing from mistakes, using flexible thinking, overcoming fears, maintaining optimism);
– assess their own abilities to manage planned and unplanned change by analysing effec- tive and ineffective strategies they have used in the past to manage each kind of change.
Work Search
By the end of this course, students will:
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locate and select appropriate work oppor- tunities (e.g., summer, part-time, full-time, contract) from electronic and print sources in the “open” (publicly advertised) job market;
identify and expand the network of con- tacts that may assist them in accessing the “hidden” (unadvertised) job market in a field of interest;
identify opportunities for self-employment (e.g., government programs, enterprise centres, community organizations) and resources available to assist the enterpris- ing person;
produce effective, up-to-date résumés and cover letters for a targeted field of work or occupation, using word-processing soft- ware and appropriate vocabulary and con- ventions (e.g., style, punctuation);
demonstrate the ability to complete job applications (in print, online);
demonstrate the ability to prepare and conduct themselves effectively throughout the job-interview process (e.g., prepare answers to expected questions before the interview, behave appropriately during the interview, engage in reflections and follow- up activities after the interview).