KAI Global School

Designing Your Future (GWL3O)

Course Code

GWL3O

Location

Online - Ontario - Canada

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About the course

This course prepares students to make successful transitions to postsecondary destinations as they investigate specific postsecondary options based on their skills, interests, and personal characteristics. Students will explore the realities and opportunities of the workplace and examine factors that affect success, while refining their job-search and employability skills. Students will develop their portfolios with a focus on their targeted destination and develop an action plan for future success. Curriculum Policy Document: Designing Your Future, Grade 11, Open  
  • Course Type: Open
  • Credit Value: 1.0
  • Prerequisite: None
  • Department: Guidance and Career Education
  Course Developer by KAI Global School Development Date: 2022-2023    

Understand how it works

Designing Your Future (GWL3O)

Unit One: Intro and Review of GWL3O (25 Hours)

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In this unit, students will engage in a reflective process to summarize their personal strengths, interests, skills, and competencies through a self-assessment. They will identify occupations and career goals that align with their unique attributes and skills while recognizing areas for personal growth needed to meet these goals.

The unit will also cover an understanding of key features of legislation governing human rights, anti-discrimination, employment, and workplace health and safety. Students will relate these legal frameworks to their observations of how the rights and responsibilities of employees and employers are addressed in real workplace experiences.

Furthermore, students will actively demonstrate respectful and responsible behaviors in group settings at school and during community-based learning activities. They will develop the ability to prepare and conduct themselves effectively throughout the job-interview process, enhancing their overall employability skills.

Unit Two: All About ME!(25 Hours)

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In this unit, students will engage in a process of self-reflection to summarize their personal strengths, interests, skills, and competencies through a self-assessment. Additionally, they will identify and describe the personal management skills, habits, and characteristics that are integral to success in their postsecondary learning, work, or community life, elucidating the importance of these attributes.

Moreover, students will explore effective strategies for managing risks, stress, and anger, learning how to apply these strategies appropriately in both school and community-based activities. Another key aspect of the unit involves developing effective communication skills tailored to various audiences, such as peers and employers, and adapting communication styles to different situations. This comprehensive approach aims to equip students with the skills and qualities necessary for success in diverse aspects of their lives.

Unit Three: My Future(25 Hours)

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In this unit, students will delve into the impact of economic and societal trends on the work life of women and men in Canada. They will identify and explain these trends, gaining an understanding of their implications. Additionally, students will explore selected community involvement and leisure opportunities that can contribute to their postsecondary work and learning goals, recognizing the value of such activities in personal and professional development.

Furthermore, students will analyze internal and external influences that can shape their career-related decision-making processes. They will employ the inquiry process to gather detailed information about specific sectors of employment, describing the work opportunities and emerging trends within these fields.

Using a film as a starting point, students will identify and describe the anticipated changes in the labor market, exploring the dynamic landscape of work. Additionally, they will articulate some of the challenges that are expected to arise in the labor market of the near future. This unit aims to provide students with a holistic understanding of the evolving nature of work and the factors influencing career decisions.

Unit Four: Looking Into the Future(25 Hours)

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In this unit, students will cultivate a comprehensive vision of their future by exploring the career planning steps that will guide them toward their goals. They will critically examine myths and facts associated with career planning, enhancing their understanding of the terminology involved in this process. Moreover, students will begin to articulate their aspirations for the future, aligning their dreams with the necessary steps to achieve them.

As part of this unit, students will synthesize and confirm their self-knowledge, make decisions about their work destination, determine an education pathway, and plan a course of action. This involves a thoughtful consideration of barriers, influences, and reflections on the transitions and changes they may encounter in the future. The unit will guide students through each step of the career planning process, encouraging them to answer critical questions and rationalize a course of action. Ultimately, the goal is for students to develop a robust plan and set career goals that align with their aspirations.

Rich Summative Task and Final Exam(10 Hours)

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The Rich Summative Task for this course, worth 30%, entails creating a comprehensive portfolio. This portfolio should encompass essential elements, including:

  1. Cheat Sheet or Reference Document:
    • A document containing valuable information that serves as a helpful resource for any student enrolled in the course. It should cover key concepts, formulas, or guidelines.
  2. Sample Problems with Solutions:
    • One sample problem from each unit in the course, along with its provided solution. These problems should represent the diversity of challenges encountered throughout the course.
  3. Real-Life Application of the Course:
    • A segment dedicated to showcasing a real-life application of the concepts studied in the course. This could involve demonstrating how the course content is relevant and applicable in practical, everyday scenarios.

This portfolio aims to be a comprehensive representation of the student's learning journey, providing not only a quick reference guide but also practical examples and real-world connections to enhance understanding.

RST and Final Exam 30%

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  • Final Exam - 3 Hours:
    • A proctored examination that constitutes 30% of the final grade. This exam is designed to assess the students' understanding of the entire course content.
  • RST (Rich Summative Task) - 6 Hours
    • A proctored assessment, also worth 30% of the final grade.
Resources required by the student:

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  • A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work,
  • Laptop and/or personal computer (preferably with Google Chrome or Mozilla Firefox as a web browser)
  • Stable internet connection
  • Access to video recording and handwritten work scanning (mobile phone, tablet, iPad, webcams)
  • A non-programmable, non-graphing, scientific calculator.
Resources provided by KAI global school

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  • Access to Google Suites or Microsoft Education for word processing software and presentation software. (The school will distribute accounts to students).
  • Supplemental Readings
  • Access to Canva for Education if needed

Note: This course is entirely online and does not require or rely on any textbook.

Overrall expectations

By the end of the course you will:

Personal Knowledge & Management Skills

By the end of this course, students will:

  • analyse their personal characteristics, strengths, interests, skills, and competencies to determine career-related goals;
  • maintain a portfolio for use in career planning that provides up-to-date evidence of knowledge, skills, interests, and experience;
  • demonstrate an understanding of the personal-management skills, habits, and characteristics that could contribute to success in their selected postsecondary destinations and independent adult life.
Interpersonal Knowledge And Skills

By the end of this course, students will:

  • demonstrate interpersonal and teamwork skills required for success in their school, 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.
Exploration Of Opportunities

By the end of this course, students will:

  • use research skills and strategies to gather and interpret relevant information about work and learning opportunities;
  • analyse emerging social and economic trends and their impact on individuals, workplaces, and career opportunities;
  • describe, on the basis or research, opportunities in various occupational sectors and explain the requirements and challenges of selected occupations;
  • demonstrate an understanding of types of workplaces, their related workplace issues, and legislation governing the workplace.
Preparation For Transitions & Change

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.

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Investment for your future

Learn more about

Designing Your Future (GWL3O)

Strategies for Assessment

Assessment for learning will directly influence student learning by reinforcing the connections between assessment and instruction, and provide ongoing feedback to the student. Assessment for learning occurs as part of the daily teaching process and helps teachers form a clear picture of the needs of the students because students are encouraged to be more active in their learning and associated assessment. Teachers gather this information to shape their teaching environment.

Assessment for learning is:

  • Ongoing
  • Is tied to learning outcomes
  • Provides information that structures the teachers’ planning and instruction
  • Allows teachers to provide immediate and descriptive feedback that will guide student learning

The purpose of assessment for learning is to create self-regulated and lifelong learners.

Teaching and Learning Strategies

Grade 12 HHS4U, Families in Canada examines issues and challenges facing individuals and families in Canada’s diverse society. In this course, students will draw on sociological, anthropological and psychological theories and research to examine factors affecting families and assess policies and practices intended to support Canadian families.Social sciences and humanities courses focus on the use of disciplined, structured inquiry to understand human beings, human behaviour, and human nature. These courses promote the use of reason as part of the structured inquiry process, while also recognizing the limitations of reason as a way of learning, knowing, and understanding.

  • Students interact in student-paced and instructor-paced interactive, engaging instructional lessons.
  • Encourage students to identify and question assumptions and values that underlie individual behaviour and family and social/cultural life.
  • Challenge texts, reading “underneath, behind, and beyond” texts and questioning how they influence us and others and whose interests they serve, enables students to develop their critical literacy skills.
  • Engage actively in solving problems confronted by individuals, families, diverse groups, institutions, and societies.
  • Opportunities to enhance their self-understanding and understanding of others through an examination of their personal belief systems and also of the foundations and implications of different viewpoints and lived experiences of others.
  • Students develop an understanding and appreciation of the contexts through which their own and others’ world views are formed through a proximity of their own perceptions, attitudes, values, and beliefs with those of others.
  • Encouraged to be mindful of their responsibilities with respect to the environment and of the importance of making morally and ethically responsible decisions.
  • Explore how theories and concepts can influence social action, and how such action can affect the well-being of individuals, families, and communities throughout the world.
  • Opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice.
  • By accomplishing prompts on interactive lessons, students can reflect on different texts. In addition, constant communication with teachers ensures that the students understand complex topics and apply them in their writing. They can also accomplish other tasks through the use of: animations, videos, discussion forums, live chat and other interactive objects.

Final Grade

Percentage of Final Mark Categories of Mark Breakdown
70% Assessments of Learning Tasks Throughout the Term
30% Final Written Examination And/Or RST

A student’s final grade is reflective of their most recent and most consistent level of achievement.

The balance of the weighting of the categories of the achievement chart throughout the course is:

CHALLENGE AND CHANGE IN SOCIETY Knowledge Inquiry/Thinking Communication Application
100% 20% 30% 20% 30%

Report Card

Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement.
First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement, and next steps. Second, the learning skills are reported as a Needs Improvement, Satisfactory, Good and Excellent. The report card also indicates whether an OSSD credit has been earned.
Upon completion of a course, KAI global school will send a copy of the report card back to the student’s home school (if in Ontario) where the course will be added to the ongoing list of courses on the student’s Ontario Student Transcript. The report card will also be sent to the student’s home address.

Considerations for Online Courses

Cheating and Plagiarism

KAI global school commits to having policies for assessments that minimize the risk of cheating. We also commit to begin each course with refresher learning on academic integrity.

In the event of incidences of academic dishonesty, the student, Academic Director (and, in the case of students under 18, their parents) will be notified of the occurrence, of the consequence, and of the potential consequences of subsequent incidents.

Improper Citation
Grades 11 and 12

  • First Instance: A warning and an opportunity to redo the piece.
  • Subsequent Instance: An opportunity to redo the piece to a maximum grade of 75%.

Unaccredited Paraphrasing
Grade 11 and 12

  • First Instance: An opportunity to redo the piece to a maximum grade of 75%.
  • Subsequent Instance: An opportunity to redo the piece to a maximum grade of 50%.

Unaccredited Verbatim
Grades 11 and 12

  • First Instance: An opportunity to redo the piece to a maximum grade of 50%.
  • Subsequent Instance: A grade of zero. No opportunity to resubmit.

Full Plagiarism
Grade 11 and 12

  • First Instance: A grade of zero. No opportunity to resubmit.
  • Subsequent Instance: A grade zero. No opportunity to resubmit.

Instructional Approaches

Teachers will use a variety of instructional strategies to help students become independent, strategic and successful learners. The key to student success is effective, accessible instruction. When planning this course of instruction, the teacher will identify the main concept and skills of the course, consider the context in which students will apply their learning and determine the students’ learning goals. The instructional program for this course will be well planned and will support students in reaching their optimal level of challenge for learning, while directly teaching the skills that are required for success.

Understanding student strengths and needs will enable the teacher to plan effective instruction and meaningful assessments. Throughout this course the teacher will continually observe and assess the students’ readiness to learn, their interests, and their preferred learning styles and individual learning needs.

Teachers will use differentiated instructional approaches such as:

  • adjusting the method or pace of instruction
  • using a variety of resources
  • allowing a wide choice of topics
  • adjusting the learning environment
  • scaffolding instruction

During this course, the teacher will provide multiple opportunities for students to apply their knowledge and skills and consolidate and reflect upon their learning.

Special Educational Needs Student Planning.

The teacher in this course is the key educator of students with special education needs. The teacher has a responsibility to help all students learn, and will work collaboratively with the guidance counselor, where appropriate, to achieve this goal. In planning this course, the teacher will pay particular attention to the following guidelines:

  • All students have the ability to succeed
  • Each student has his or her own unique patterns of learning
  • Successful instructional practices are founded on evidence-based research, tempered by experience
  • Universal design and differentiated instruction are effective and interconnected  means of meeting the learning or productivity needs of any group of students
  • Online teachers are the key educators for a student’s literacy and numeracy development
  • Online teachers need the support of the larger school community to create a learning environment that supports students with special education needs
  • Fairness is not sameness

The teacher will use the following strategies:

Students with Special Educational Needs
  • Extra time on tests and extended deadlines for major assessments
  • Complete tasks or present information in ways that cater to individual learning styles
  • Variety of teaching and learning strategies
  • Scaffolding
  • Break down (chunk) assignments
  • A computer for assessments and exams
  • Formula sheets, memory aids
  • oral and written instructions
  • Cue cards during instruction and Assessments
  • Graphic organizers
  • Specific strategies to enhance recall
  • Non-verbal cues and reminders to remain focused
  • Oral testing
  • Allow for sufficient response time
  • Experiential learning experiences so that students can make connections between curriculum and real-world examples
  • Conferencing
  • Prompting students through lessons and assessments
  • Refocusing strategies
  • Periodic breaks

ESL Student Program Planning

In planning this course for students with linguistic backgrounds other than English, the teacher will create a safe, supportive, and welcoming environment that nurtures the students’ self-confidence while they are receiving course instruction. Most English language learners who have developed oral proficiency in everyday English will nevertheless require instructional scaffolding to meet curriculum expectations. The teacher will adapt the instructional program in order to facilitate the success of these students in their classes. Appropriate adaptations and strategies for this course will include:

Students with English as Second Language
  • Body language and non-verbal communication
  • Model expectations
  • Subject-specific dictionary
  • Cooperative learning
  • Concrete examples and materials
  • Avoid idioms
  • Bilingual Dictionaries
  • Buddy system
  • Peer tutors
  • Allow sufficient response time
  • Graphic organizers
  • Scaffolding
  • Story maps
  • Conferencing
  • Pre-writing strategies
  • Literature circle
  • Journal
  • Previewing course readings / texts
  • Materials that reflect cultural diversity
  • Free voluntary reading
  • Guided Reading
  • Guided Writing
  • Think Aloud
  • Whole-Class Response
  • Editing checklist

Supporting First Nations, Métis and Inuit Students

KAI global school will promote active and engaged citizenship, which includes greater awareness of the distinct place and role of Indigenous (First Nation, Métis, and Inuit) peoples in our shared heritage and in the future in Ontario.
KAI global school will:

  • increase the focus in school strategic planning to promote the voluntary, confidential self-identification of First Nation, Métis, and Inuit students as a means to enhance the success and well-being of Aboriginal students and to help close the achievement gap
  • continue to identify and share practices and resources to help improve First Nation, Métis, and Inuit student achievement and close the achievement gap
  • increase the training in our schools to respond to the learning and cultural needs of First Nation, Métis, and Inuit students
  • provide quality programs, services, and resources at our schools to support First Nation, Métis, and Inuit student
  • provide quality programs, services, and resources at our schools who support First Nation, Métis, and Inuit students to help create learning opportunities that support improved academic achievement and identify building
  • provide curriculum links that facilitates learning about contemporary and traditional First National, Métis, and Inuit cultures, histories, and perspectives among all students
  • develop awareness among teachers of the learning styles of First Nation, Métis, and Inuit students and employ instructional methods designed to enhance the learning of all First Nation, Métis, and Inuit students
  • implement targeted learning strategies for effective oral communication and mastery of reading and writing
  • implement strategies for developing critical and creative thinking
  • provide access to a variety of accurate and reliable Aboriginal resources such as periodicals, books, software, and resources in other media, including materials in the main Aboriginal languages in schools with First Nation, Métis, and Inuit students
  • provide a supportive and safe environment for all First Nation, Métis, and Inuit students

Role of Information and Communication Technology

ICT tools will be integrated into this course for whole-class instruction and for the design of curriculum units that contain varied approaches to learning in order to meet diverse needs and interests of the students in this class. At the beginning of this class, all students will be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred. ICT used in this course will include:

Information and Communication Technology
  • Websites
  • Online libraries
  • Archives
  • Public records
  • YouTube
  • Curriculum Digital Resources
  • Widgets
  • Online Graphing Calculator
  • Cell phones
  • iPads
  • DVDs
  • Digital Camera
  • Edsby
  • Gsuite
  • Office 365
  • Gizmos
  • Labster
  • Gradeslam
  • Mathspace
  • Mathletics
  • Screencastify

Promotion of Careers

The knowledge and skills students acquire in this course will be useful in helping students recognize the value of their education and applications to the world outside of school and identify possible careers, essential skills and work habits required to succeed. Students will learn how to connect their learning in asking questions and finding answers to employable skills.

During this course the teacher will:

  • ensure  that all students develop the knowledge and skills they need to make informed education and career/life choices;
  • Provide learning environment and online school-wide opportunities for this learning; and;
  • Engage parents and the broader community in the development, implementation, and evaluation of the program, to support students in their learning
  • Use the four-step inquiry process linked to the four areas of learning
    • Knowing yourself – Who am I ?
    • Exploring opportunities – What are my opportunities?
    • Making decisions and setting goals – Who do I want to become?
    • Achieving goals and making transitions – What is my plan for achieving my goals?

The teacher will support students in this course in education and career/life planning by providing them with learning opportunities, filtered through the lens of the four inquiry questions, that allow them to apply subject-specific knowledge and skills to work-related situations; explore subject-related education and career/life options; and become competent, self-directed planners.

See what our students says

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Peampat

Peampat P.

I love the freedom of self-studying. I can work on my own time. I also have a flexible schedule and super supportive teachers.

Yosr. K

Besides the fact that Kanata Academy International helped me to enlarge my field of knowledge and be eager to learn, what I love most about it is how understanding and kind the teachers are. Their motivational words and their encouragement helped me more than anything to develop self-confidence, discover my strengths and work on my weaknesses.

Natalie. S

I love everything about KAI;  especially the assignments in the courses. My teachers always ask me to do interesting projects and presentations… I felt a sense of achievement every time I completed my work. I also felt so energized and motivated when receiving encouraging feedback from my teachers. The kind of assessments I did at KAI really encourages me a lot.

Zaineb. M

Kanata Academy International has given me the chance to explore my academic abilities and excel in all the courses. The teachers are very supportive and kind, and they were by our side until the end. I am grateful for this wonderful learning experience!

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