CTR 1010 Course Plan November 21, 2013 Objective: To create a unit plan designed to meet and achieve

all objectives of CTR 1010 Job Preparation. Students will be undertaking this unit to secure an additional CALM 20 credit. This unit will be integrated and delivered in conjunction with the current CALM 20 curriculum, which will result in students receiving an additional course credit. I will work in collaboration with several other teachers who are responsible for delivering the CALM 20 curriculum. I will also be teaching the CALM 20 course as part of my PSIII practicum, and will begin doing so in the second quarter of the four quarter school year at Grande Prairie Composite High School. Rationale: This unit has been designed as a complete package, one that could be picked up by any other teacher and implemented in their CALM 20 classroom without additional work or development. This unit can be delivered in a tight time frame (8-10 class days), and will result in a professional product for students, with minimally time-consuming assessment strategies for teachers. This unit will be primarily studentdirected, and will allow teachers to add to it or make adjustments without a great deal of difficulty. The CTR 1010 Course is designed as a workplace and career preparedness course. Students will be able to practice skills needed for success in the job market. They will be able to explore various career paths, and investigate a chosen career in depth. Students will also create resumes, cover letters, a variety of work-related documents, and will practice interviewing skills as well. Students will gain awareness regarding their rights as employees, and explore the roles of the Workers Compensation Board, workplace safety practices (WHMIS), and other work related legislation (such as Occupational Health and Safety and the Employment & Labor Standards Code). Overview: This unit will be taught and assessed with several major projects, which will operate in conjunction with one another. This unit will be designed to be taught in as short a time frame as a week (5 class days x 75 minutes per class, some homework may be required depending on students management of time resources, as well as Fast Fridays parameters). The following projects have been designed to deliver maximum student learning with minimum ongoing instructional planning, ongoing formative assessment, and completion-based summative assessment that also examines the degree of quality of students work.

Assessment: Assessment will be based on achieving the General and Specific Outcomes as listed in the CTR 1010 course outline. Each outcome will be incorporated, delivered, and assessed via one of the three following assessment tasks. The tasks will amalgamate the various outcomes into three major projects. Students will complete these projects to demonstrate learning. Tasks will also produce products that students can use in their school to career transition. Tasks focus on employing a variety of skills, and will provide students with opportunities to perform at each level of the Blooms Taxonomy scale. Students will be encouraged to make a personal connection with the material, and to base their decisions on reallife factors to simulate and support real life planning and decisions. Students may choose to further investigate many of the concepts as they prepare for the student to worker transition. Providing students with the opportunity to reflect on these major life decisions will provide the foundational focus for all material taken up in this unit.

Assessment Tasks: Professional Portfolio Weebly Website The first and largest project will run for the duration of the week, and will be added to on a regular basis. Students will design a website, and produce web pages containing the information they are studying in a form they have produced. Weebly allows teachers to set up individual websites for each student, with monitoring and assessment capabilities for the teacher. Websites can be public or private, will be administered in conjunction with FOIPP practices. (Student work should remain private, especially resumes and personal information. Students may choose to make their website public once they have been assessed, but should remove all personal contact information.) Case Studies Students will work through a series of case studies to research and explain the Employment Standards Code, including examining the Alberta Learning Off-Campus Education policy and its relationship to the Workers Compensation Act. Students must include all information, and must research and gather the facts needed to address these cases via review of provided documents and/ or websites. Career Exploration Students will explore the concept of the student to career transition. Students must include a variety of perspectives and potential pathways, and must demonstrate a variety of ways one can secure experience, education, and employment. Students will also complete a personal career investigation, which will relate to and be supported by both this project and the website building project. Job Interviews Students will prepare for and complete a role-playing job interview simulation. Students will investigate and assess interview elements to be considered, and will then complete an interview as both the interviewer and interviewee. Students will also assess the performance of two other interviewees, and will provide peer feedback to these students. Note: The Learning Clicks presentation and the ALIS website are significant aspects of this exploration. Students will add information to their Professional Portfolio Websites to demonstrate their exploration and ideas.

All other information is included with the individual section folder packages, including resources, lesson plans, and materials. All materials have been gathered and created by Elizabeth Harrison, in conjunction with James Chiba, Gayle Munro, and Cherish Esau, as the University of Lethbridge Professional Semester III Professional Development Project. As part of this project, please provide feedback about your use and application in your classroom to Elizabeth Harrison, via the provided Feedback Form.