Ontario Curriculum - Career Studies
Grade 10, Open (GLC20)


Take Our Class to Work interactive learning portal supports the delivery of the following curriculum expectations from the GLC2O course in the following manner.
 
 
Take Our Class to Work Targeted Ontario Ministry of Education Expectations for Career Studies, Grade 10, Open (GLC2O) Take Our Class to Work Activities that Support Course Expectations
Concept Outcome Correlation
Section 1: Know Yourself
Promoting the importance of self‑assessment in exploring skills that relate to career development.

Aligns with Creating Pathways to Success, Area of Learning – “Knowing Yourself”
Strand: Personal Management
Overall Expectations
• Demonstrate effective use of interpersonal skills within a variety of settings.

Specific Expectations
• Demonstrate an understanding of the purpose of selfassessment and the use of standardized assessment tools (e.g., aptitude and interest tests, skills inventories, learning
styles inventories).

• Use a variety of assessment tools to produce a personal profile that describes their current interests, skills,
competencies, accomplishments, and characteristics, and identify occupations that are suited to their personal profile.

• Identify the essential skills (e.g., reading text, computer use, working with others, numeracy) they have developed through school, extracurricular, and/or community experiences, and explain how these skills relate to career development.
 
• The lifestyle salary calculator
will ask them various questions
about things they will want in
life, and its sustainability.

• The students self-select the top 5 skills/talents and 5 values they want in life for discussion.

• Students also complete a career personality quiz aligning with self-identified skills.
Section 2: Explore Options
Students utilize knowledge from self-assessments to explore potential career choices.

Aligns with Creating Pathways to Success, Area of Learning – “Exploring Opportunities”
Section 3: Make a Choice
Students link the results of section 1 and 2 and develop an action plan to attain a desired career path.

Aligns with Creating Pathways
to Success, Area of Learning –
“Making Decisions and Setting
Goals” And “Achieving Goals
and Making Transitions”
Section 4: Work Safely
Students learn about the
importance of safety in the
workplace and related employee
and employer rights and
responsibilities.
 
Strand: Exploration of Opportunities
Overall Expectations
• Use a research process to locate and select relevant career information from a variety of sources for inclusion in a portfolio.

Specific Expectations
• Identify and describe, using an occupational classification system (e.g., National Occupational Classification), various fields of work that are of interest to them.

• Describe, on the basis of research, selected occupations or fields of work, using identified criteria (e.g., education, training, and skill requirements; duties; safety issues; employment prospects; security and benefits; knowledge and skills valued by the employer), and describe the ways in which secondary school students can prepare for those occupations.

• Explain the importance of safety in the workplace and related employee and employer rights and responsibilities.

• Organize and integrate selected career information into a portfolio.
• Worksheet activity where students list their dream career options and then narrow down for further research.

• Students investigate their top career options via insidejobs.com.

• Students also utilize a “lifetime salary comparison” app to see how different education levels relate to the average lifetime salary changes.

• Utilizing a backwards road map activity, students will select a desired career, and research how to attain that career path.

• Students will watch two introductory videos on safety and why it is important to the workplace. Following these video, students will take a safety quiz courtesy of Passport to Safety.
Section 5: Business
Etiquette
Students prepare for an experiential learning visit to a workplace, as well as learn about proper business etiquette.
Strand: Preparation for Transitions and Change
Overall Expectations
• Analyze changes taking place in their personal lives, their community, and the economy, and identify strategies to facilitate smooth transitions during change.

Specific Expectations
• Articulate personal, learning, community, and occupational goals, taking into consideration the results from their personal profile and their exploration of selected
 ccupations.
• Students will watch a video on workplace etiquette. Following the video, students will take a brief quiz regarding office “pet
peeves”.

• Teachers administering the Take Our Class to Work program can access a database of employers to arrange a workplace visit. The visit will allow students to apply what they learned in a real world setting. (*See student workplace visit activity sheet)
 
 
Workplace registration
 
Workplace registration
 
For more information, contact:

Jessica Shearer
Employer Partnership Coordinator
647 252 3582