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School District 57 Graduation Capstone Document

Career Life Connections 11 2019-2020 (revised March 10, 2020)

DUE DATE:

STUDENT NAME:

CELL PHONE NUMBER:

BLOCK:

ENGLISH TEACHER:

HAND IN COMPLETED BOOKLET TO MRS. MERCER BENNETT (OFFICE 1356)Resource Created By: School District No. 57 CLC Resource Planning Group, 2019(F. Balazs, K. Brochu, B. Frederick, A. Hannigan, J. Hawkins, M. Leamy, N. Mercer Bennett, D. Murguly, E. Thomas, S. Trabant)

Thank you to teachers and staff of School District 23, 35, 37, 38, 61, 63, 64, 68, 71, 72, 73, 79 for advice and inspiration.

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Capstone Presentation

Module 1: Personal

Development

Module 2: Connections

to Your Community

Module 3: Creating your

Career Life Plan

Module 4: Preparing

your Presentation


This first module in Career Life Connections 11 is focused on helping you discover and explore aspects of your personal development as a life-long learner and as a member of society. Through class discussions and activities, you will have an opportunity to think about the similarities and differences between yourself and your classmates or peers. Your activities will explore the following areas:

Part 1: The Core Competencies of your educationPart 2: Your Personal WellnessPart 3: Being a life-long learnerPart 4: Your Footprint in this worldPart 5: Developing a Growth Mindset for your future

PART 1: Core Competencies

Warm-up: Complete the following in point-form.

How have your responsibilities changed over the last five years?

How will your responsibilities change over the next five years?

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Career-Life Connections Module 1: Personal Development


Your personal responsibilities are just one aspect of the wider group of skills and areas of content knowledge that are referred to as the Core Competencies.

The Communication competency encompasses the set of abilities that students use to impart and exchange information, experiences and ideas, to explore the world around them, and to understand and effectively engage in the use of digital media.

The Creative Thinking competency involves the generation of new ideas and concepts that have value to the individual or others, and the development of these ideas and concepts from thought to reality. Critical thinking involves making judgments based on reasoning: students consider options; analyze these using specific criteria; and draw conclusions and make judgments.

Personal and Social competency is the set of abilities that relate to students' identity in the world, both as individuals and as members of their community and society. Personal and social competency encompasses the abilities students need to thrive as individuals, to understand and care about themselves and others, and to find and achieve their purposes in the world.

With which core competency do you feel most confident?

Describe one situation where you demonstrate this core competency. This may help reflect on how your confidence was developed.

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Which competency do you feel you need to develop further over the next year? Why?

Identify three steps that you can take to develop that core competency both within the school, as well as outside of the school. This should include setting goals for yourself.

What challenges and opportunities might you face as part of this plan?

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PART 2: Personal Wellness

Wellness is an active process of becoming aware of and making choices toward a healthy and fulfilling life. Wellness is more than being free from illness, it is a dynamic process of change and growth.

"...a state of complete physical, mental, and social well-being, and not merely the absence of disease or infirmity."

- The World Health Organization

"a conscious, self-directed and evolving process of achieving full potential."

- The National Wellness Institute

Maintaining an optimal level of wellness is absolutely crucial to live a higher quality life. Wellness matters. Wellness matters because everything we do and every emotion we feel relates to our well-being. In turn, our well-being directly affects our actions and emotions. It’s an ongoing circle. Therefore, it is important for everyone to achieve optimal wellness in order to subdue stress, reduce the risk of illness and ensure positive interactions.

What do you currently do in order to maintain your own personal wellness?

What do you do currently that is sabotaging your own personal wellness?

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Personal wellness can be thought of as a balance of three main categories: Health, Wealth, and Happiness. While we often find ourselves prioritizing individual categories at the expense of others, maintaining personal wellness is all about finding a way to balance these areas.

Do you find that you currently prioritize one of these categories at the expense of others? Explain.

Identify three steps that you can take to achieve and maintain balance in these three categories. How will you address areas in which you dedicate too much time and energy? How will you make time for those areas in which you need to spend more time?


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Wellness

HappinessWealth

Health


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PART 3: Lifelong Learning

Your experiences as a learner are not restricted to your time in the classroom. Throughout your life, you will have opportunities to further develop skills and knowledge that you have yet to experience. Lifelong learning means that we continue to learn new skills and gain knowledge throughout our lifetimes - an important part of healthy, active aging.

What are five skills that you will need to acquire in the next five years? Consider what you will need to know in order to look after yourself, your home, your vehicle, etc.

What are five other skills that you want to acquire in the next five years? Consider similar categories as above, as well as those related to your hobbies and interests.

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Pick one skill from the above lists. Identify three steps that you can take to develop this skill that take into account how you learn best.


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PART 4: Your Footprints and You

You can think of your impact and presence within the world as your footprints. The metaphorical pathways that you take through the course of your life’s actions contribute to your public persona. It is important to reflect on our footprints, as well as to cultivate them so as to ensure that we present ourselves in a positive manner in public.

Digital Footprint

Your digital footprint is anything that is about you or put out by you online. That includes social media, your own website, articles about you or written by you. It spans all time and doesn’t just include what’s found at the top of the page—it can be information that is both easy and hard to find. Actively maintaining your digital footprint can have positive benefits on your employment experiences.

Carbon Footprint

Your online presence is not the only aspect of your public persona that you have control over. A carbon footprint is the total amount of greenhouse gas emissions that come from the production, use and end-of-life of a product or service. It includes carbon dioxide — the gas most commonly emitted by humans — and others, including methane, nitrous oxide, and fluorinated gases, which trap heat in the atmosphere, causing global warming. Usually, the bulk of an individual’s carbon footprint will come from transportation, housing and food.

The following article from the New York Times has a lot of great tips to reduce your carbon footprint: https://www.nytimes.com/guides/year-of-living-better/how-to-reduce-your-carbon-footprint

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Choose one of the two types of footprints explored on the previous page.

What are three things that you are doing, or have done, to contribute to your footprint. Is your footprint currently positive or negative?

Identify three realistic steps that you can take to make your footprint more positive.


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PART 5: Growth Mindset

Individuals who believe their talents can be developed (through hard work, good strategies, and input from others) have a growth mindset. They tend to achieve more than those with a more fixed mindset (those who believe their talents are innate gifts). This is because they worry less about looking smart or successful and they put more energy into learning. Moving from a fixed mindset to a growth mindset can help to expand your perspective and allow you to grow over time as a person.

Describe an experience in your past in which you had difficulty moving beyond a fixed mindset. Consider moments when you experienced failures, frustration, and/or a lack of confidence. How did (or how could) having a growth mindset help overcome that obstacle?

Imagine a moment in your life within the next five years in which you may have to deal with a lot of adversity. How will you maintain a growth mindset as you overcome this experience? How will you avoid falling into a fixed mindset? How will maintaining a growth mindset help you learn from this experience?

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ASSESSMENT:

4: Advanced I can reflect on my plans for personal development in order to identify challenges and opportunities that may be experienced.

ex: I’ve noticed that all through high school I’ve (done…) and this has helped me/hurt me because…. I think that in the future I could…

3: Proficient I can develop plans for various areas of personal development that include realistic steps.

ex: I know that I still need to work on (…) because …. I think that if I just spend more time…I could …

2: Basic I can identify and explain current strengths and weaknesses in areas of personal development.

ex: I think I am pretty good at knowing what I do and don’t like. For instance…

1: Developing With help, I can demonstrate success at the above levels of the scale.

This unit of the CLC 11 course asks you to explore career options through the lens of

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Please take the time assess your current level of ability to think about your personal development. In the space below, please offer some evidence to support your assessment. How can you show that you have reached that level?

Module 2: Connections to Your Community


connecting with the people around you. As a young worker, you will need to establish contact with the work world. Mentors play an important role in helping students with career-life development, including planning, decision making, providing exposure to possibilities and finding emerging opportunities. The following activities are designed to give you the opportunity to explore employment avenues and to learn how to develop a network of mentorship. You can use the list below as a checklist to track your completion if you wish.

Part 1: Party Selfie assignmentPart 2: Network Resources assignment (If necessary can be completed and handed in: Grade 12)Part 3: 3 ReferencesPart 4: Proof of Career Life Experiences (30 hours) (If necessary can be completed and handed in: Grade 12)

PART 1: Partaaay! But first let me take a SELFIE!!

Let’s pretend that you are going to a Job Fair (it’s like a friendly “get-together” or party focused on work) with people who have careers that are in demand in B.C. This assignment will ask you to take some time at this party to interview 2 partygoers. In doing so, you will also learn a little bit more about yourself and your potential career.

*This assignment can be completed in at least two ways. You can choose to write one paragraph for each of the careers/people you meet – it will compile all of your Part A answers for one person, then a new paragraph for the next person. Another option is to copy the questions into another document and then provide all of the answers for #1 under that question, all of the various answers to #2 after that question, and so on. This format may sound easier, but it is often more difficult to read and more difficult to organize that the other method. You choose the one that works best for you.

If you choose to do this assignment by hand on paper, you will need more space to complete this assignment than is available on this worksheet, so you will need another sheet of paper – don’t try to cram it all into this space.

Begin by going to WorkBC.

Scroll down or look across to the Jobs & Careers. Once there, click on Explore Careers. You may now search for careers of your choice.

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Also, go to MyBlueprint.ca/sd57

Click on Dashboard and select Work.

From there, select Occupations. You may now search for careers of your choice.

Your partygoers are chosen from a variety of careers, so try to choose 2 different career clusters. For example, not all 2 careers from the Health sector.

A) Ask the following questions for each career:

1. Chose a career title and include the NOC # (National Occupational Classification)

2. List typical duties and aptitudes needed (3+ duties/aptitudes)

3. What training and education is needed?

4. What skills are needed?

5. What are related occupations that you could explore or include in your network?

6. What other career options are there with either less or more education than your first choice?

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7. What is the salary range?

8. Summarize the demand growth of the career. How likely is this career to grow?

9. List the region that has the top growth prospects for this job - and also list the Cariboo’s rate of growth for this career.

B) Choose one of the two careers that you would be most interested in and explain in a paragraph why you chose it and why you would be good at that career. How does it fit your skills, aptitude, values, lifestyle?

Hand in this assignment with booklet please.

Visit the following sites for more career ideas. http://www.educationplanner.ca/ http://www.itabc.ca/

PART 2: Build Your Mentorship Network

**CHOSE ONE OF THE FOLLOWING 4 OPTIONS**

Option 1: Network Resources (use the worksheet on the following page)

Create a network of resources who can help you with career exploration.

Example- My mentor: Mrs. Smythe, Former Principal, Former Superintendent- SD#57

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Option 2: Networks at Events

Attend one of the following events where you can meet and contact someone already employed in a field that you find interesting. Collect names and contact information (email addresses or even business cards etc.) from 3 people. Attach that information to this package upon submission.

● Career fair in the community

● Home show

● Trade fair such as the Northern Resource Forum

● Capstone event at your school

● Capstone event from other schools

Option 3: Network on Fieldtrips

Attend at least one of the many career exploration field trips and gather names and contact information (email addresses or even business cards etc.) from 3 people. You must complete a Career Awareness Program Journal (ask your teacher for one) from your participation. Here is a partial list of the events that the district offers:

● RCMP Youth Academy

● PG Fire/Rescue

● Kindergarten Health Circuit

● Trades and Tech in the Forest

● Natural Resources Management

● Heavy Metal Rocks

● Junior Fire Crew

● Any CNC Exploration Day

● Rotary Adventures In Health Care

● Rotary Adventures in Forestry

● Chop 57

● COFI Sawmill Tour

● COFI Pulp Mill Tour

Option 4: Networks from Interviews

Document 2 different interviews you have taken since grade 10, whether for a job, program, or a team. These will be two paragraphs explaining the job, the date, the interviewer, the location, the result, and your reflections about the situation and what you learned from it. Attach this to the submission.

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Decision Making Career Planning

Example for my mentor:

Mrs. Smythe

She would ask me what would help me to reach my long term goals

She told me of different teaching positions that were available

Mentors

Family

Community

School

Friends

Acquaintances

What is the role of your network of resources on your decision making and career planning (how can they help you?)

Note: If necessary Part 2 - Build Your Mentorship Network can be completed and handed in: Grade 12

… and who you know!!!

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PART 3: REFERENCES

Highlight the areas you feel are your skills and aptitudes. Then take this form to 3 different references and ask them for a signature, indicating they would be a reference for you.

Build Your Transferable Skills in School

Skills That School Can Help You Build What These Skills Will Help You Do In the Workplace

Communication Skills

● Giving class presentations

● Reading articles and books

● Writing essays, short stories and poetry

● Listening and processing others’ world views

● Prepare presentations

● Write clear and concise memos, letters

and reports

● Speak well on issues

● Explain your ideas effectively

● Ask for help when required

● Communicate well with managers and

co-workers

● Communicating/showing empathy

Teamwork Skills

● Getting along with your friends

● Working with others on projects

● Participating in extracurricular activities (e.g. band, tennis, clubs)

● Be a productive, team worker

● Accept authority and supervision

● View co-workers as equals

● Know how to operate and share knowledge

● Get along with others

Time Management Skills

● Doing homework

● Meeting project deadlines

● Scheduling your day

● Getting to class on time

● Get work done efficiently

● Be prepared for meetings

● Meet deadlines

● Plan schedules and set goals

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Problem Solving Skills

● Analyzing information

● Understanding problems

● Defining problems

● Solving problems

● Applying results

● Think analytically and clearly about issues

● Pinpoint problems

● Evaluate situations

● Identity risks

● Make informed decisions

● Find productive solutions

Organizational Skills

● Taking notes

● Following written and oral instructions

● Keeping binders of information

● Following a schedule

● Setting priorities and goals

● Keep a neat workplace

● Take care of equipment and tools

● Keep track of important details

● Handle interruptions well

● Organize activities to meet deadlines

Learning Skills

● Asking questions

● Reading information

● Using the library

● Researching information

● Joining activities and clubs

● Think critically and act logically

● Learn from on-the-job training

● Upgrade skills as necessary

● Learn from mistakes

● Increase knowledge and productivity

Computer Skills

● Keyboarding

● Word-processing

● Using database program

● Be computer literate

● Use technology in the workplace

● Adapt to new technologies

Listening Skills ● Understand what managers and co-

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● Attending classes

● Taking notes

● Visualizing what you hear

● Comprehending information

workers tell you

● Help others with their concerns and problems

● Participate effectively in meetings

Creativity Skills

● Learn how others have been creative

● Using our imagination

● Trying new ways to do things

● Looking at issues from a different point of view

● Be an idea person

● Think of new ways to get the job done

● Create a positive work environment

● Increase motivation

Leadership Skills

● Leading projects

● Being on sports teams

● Volunteering as a peer helper

● Lead projects

● Manage people

● Coach others

● Help others reach their goals

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List of References

#1. Name of reference:

Occupation:

Contact number or email:

Signature:


Occupation:


Signature:


Occupation:


Signature:

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Part 4: Evidence of Career Life ExplorationProvide evidence that you have participated in 30 or more hours of career-life exploration, which could include work experience, service learning, field work, passion projects, entrepreneurship, and volunteerism. The 30 hours do not have to be in the SAME activity.

1. Evidence of career-life exploration must include AT LEAST ONE of the following documents*:a. A signed letter of reference/recommendation from a supervisor which documents the hours completed and

the timeframe of your activities.b. Certificate of completionc. Copies of pay stubs, Revenue Canada T-4 slips, or Official Record of Employment that prove at least 30

work experience hours d. Verification from your Work Experience teachere. Verification from your Peer Tutor/Mentor, or Leadership Program teacher that these hours are beyond the

course requirements of 120 hours.f. Verification from your Career Life Education teacher

Examples of Service Learning or Volunteerism:School-based Examples Community-Based ExamplesStudents’ Council 24 Hour Relay for LifeSchool Dance Organization Children’s Festival volunteerMilk Run Terry Fox RunCoaching a school team Coaching a community teamMentoring International students Exploration PlaceLibrary helper PGARA Raceway volunteerSchool recycling program Organizations that assist street peopleOrganizing school events /Leadership Junior Volunteer at the hospital

Coordinating Graduation activities Assist with seniors’ activitiesPeer-tutoring SPCA

Examples of Work Experience Community-based Examples School-Based ExamplesPaid work experience such as: School organized work experienceFast food restaurants School organized job shadowRetail stores *all of the above must be covered by the Workers’ Compensation

BoardSummer employment

2. I completed [check the appropriate box]:

Work experience [Work Experience 12 or Peer Tutoring can count for these hours]

Service learning and/or Volunteerism______ in school______ outside of school

Other career-life exploration options:______ passion project______ fieldwork______ entrepreneurship

Notes: *Part 4: Evidence of Career Life Exploration can be completed & submitted in Grade 12 * Documentation of career-life exploration may be subject to verification by CLC teacher

Verification of Work Experience and/or Community Service23


To be completed by the student:

Student Name:

Student Number:Place of Work Experience or Community Service:(Name of Company)

Worksite Address:

Worksite Phone Number:

Worksite Fax Number:

Name of Contact:Dates of Work Experience or Community Service:

Total Hours at this Location:---------------------------------------------------------------------------------------------------------------------

To be completed by the Supervisor:

(Please check the appropriate box(es)

This was a paid work experience School organized work experienceStudent was covered by WCB School organized job shadowThis was unpaid community service

School organized community service activities

Supervisor - please complete the following:

Student name: _________________________________ has completed ________ hours of work

experience at our site.

Supervisor’s signature _________________________ Date ___________________ Supervisor’s Name: ___________________________ Title: ____________________

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*If

necessary, print or ask for more copies of this page.

This unit of the CLC 11 course asks you to develop a plan for employment. The following activities are designed to have you reflect upon the employability skills you already have, the ones you need to develop, and ways that you can market or present those skills to potential employers. Many of you will have already been introduced to this topic in CLE 10, and some of the work may have already been started there.

Part 1: Employability SkillsPart 2: Resume & Cover LetterPart 3: Focus Area and Career ClustersPart 4: Career PathwaysPart 5: Goal Setting & Planning

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Module 3: Creating your Career Life Plan


Part 1. Employability Skills

Instructions: In the Employability skills chart below, highlight any skills that you could use in the development of your resume.

How will you use your employability skills to market yourself?

Employability Skills The information below is from The Conference Board of Canada, 2019The skills you need to enter, stay in, and progress in the world of work – whether you work on your own or as part of a team. These skills can also be applied and used beyond the workplace in a range of daily activities.

Fundamental Skills

The skills needed as a basis for further development.

Personal Management Skills

The personal skills, attitudes and

Behaviours that drive one’s potential for growth

Teamwork Skills

The skills and attributes needed to contribute productively

You will be better prepared to progress in the world of work when you can:

Communicate

o read and understand information presented in a variety of forms (e.g., words, graphs, charts, diagrams)

o write and speak so others pay attention and understand

o listen and ask questions to understand and appreciate the points of view of others

o share information using a range of information and communications technologies (e.g., voice, e-mail, computers)

o use relevant scientific, technological and mathematical knowledge and skills to explain or clarify ideas

Manage Information

o locate, gather and organize information using appropriate technology and information systems

o access, analyze and apply knowledge and skills from various disciplines (e.g., the arts, languages, science, technology, mathematics, social sciences, and the humanities)

Use Numbers

You will be able to offer yourself greater

possibilities for achievement when you can:

Demonstrate Positive Attitudes & Behaviours

o feel good about yourself and be confident

o deal with people, problems and situations with honesty, integrity and personal ethics

o recognize your own and other people’s good efforts

o take care of your personal health

o show interest, initiative and effort

Be Responsible

o set goals and priorities balancing work and personal life

o plan and manage time, money and other resources to achieve goals

o assess, weigh and manage risk

o be accountable for your actions and the actions of your group

o be socially responsible and contribute to your community

Be Adaptable

You will be better prepared to add value to the outcomes of a task, project or team when you can:

Work with Others

o understand and work within the dynamics of a group

o ensure that a team’s purpose and objectives are clear

o be flexible: respect, be open to and supportive of the thoughts, opinions and contributions of others in a group

o recognize and respect people’s

diversity, individual differences and perspectives

o accept and provide feedback in a

constructive and considerate manner

o contribute to a team by sharing

information and expertise

o lead or support when appropriate, motivating a group for high performance

o understand the role of conflict in a group

to reach solutions

o manage and resolve conflict when

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o decide what needs to be measured or calculated

o observe and record data using appropriate methods, tools and technology

o make estimates and verify calculations

Think & Solve Problems

o assess situations and identify problems

o seek different points of view and evaluate them based on facts

o recognize the human, interpersonal, technical, scientific and mathematical dimensions of a problem

o identify the root cause of a problem

o be creative and innovative in exploring possible solutions

o readily use science, technology and mathematics as ways to think, gain and share knowledge, solve problems and make decisions

o evaluate solutions to make recommendations or decisions

o implement solutions

o check to see if a solution works, and act on opportunities for improvement

o work independently or as a part of a team

o carry out multiple tasks or projects

o be innovative and resourceful: identify and suggest alternative ways to achieve goals and get the job done

o be open and respond constructively to change

o learn from your mistakes and accept feedback

o cope with uncertainty

Learn Continuously

o be willing to continuously learn and grow

o assess personal strengths and areas for development

o set your own learning goals

o identify and access learning sources and opportunities

o plan for and achieve your learning goals

Work Safely

o be aware of personal and group health and safety practices and procedures, and act in accordance with them

appropriate

Participate in Projects & Tasks

o plan, design or carry out a project or task from start to finish with well-defined objectives and outcomes

o develop a plan, seek feedback, test, revise and implement

o work to agreed quality standards and specifications

o select and use appropriate tools and technology for a task or project

o adapt to changing requirements and information

o continuously monitor the success of a project or task and identify ways to improve

The Conference Board of Canada

255 Smyth Road, Ottawa

ON K1H 8M7 Canada

Tel. (613) 526-3280

Fax (613) 526-4857

Internet:

www.conferenceboard.ca/education

Part 2: Resume and Cover Letter

MyBlueprint.ca has excellent tools for creating personalized resumes and cover letters. You can create them in MyBlueprint and save them to your portfolio. Please see MyBlueprint for resume and cover letter examples and the pages that follow for a resume and cover letter outline.

Instructions: Complete or update your resume & cover letter using MyBlueprint: http://www.myblueprint.ca/

RESUME:

Appearance is important for the resume. It should be typed on a computer. The print should be clear and dark. Make certain that there are no spelling errors or “typos”. Line up the margins. Use good paper and dark print when you print your resume for your employer. Try not to go over 1 page, unless you have a lot of work experience.

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Your resume should be up-to-date and correct. Your resume must show your name, address and the phone number where you can be reached. It should state your education and any special training you have received. You should show a job objective, either a short-term one or a long-term one. There should be a section for work experience. If you have not had formal work experience as yet, you should list babysitting, casual work like mowing lawns or shoveling snow, volunteer work, etc. All these have provided you with learning experiences and have given you basic employability skills.

List your interests and hobbies. These, too, have taught you skills and have given you knowledge which may be useful on the job site. Sometimes an employer will use these as a starting point for conversation in an interview to help you relax.

Give three references. There is some disagreement about whether you should give complete information on the references or if you should say: “References available on request”. One argument says that employers are very busy; if you don’t provide complete information, you are wasting their time. They would prefer to have the information and the phone numbers of the references without having to call you first. The other argument says that saying “references available on request” give you another contact with the employer and another chance to sell yourself.

However, we strongly recommend that you give your three references on your resume.

COVER LETTER/LETTER OF INTRODUCTION:

It is a good idea to give the employer a brief covering letter with your resume. The purpose of this letter is to introduce yourself.

Instructions:Write a targeted cover letter for a job that you would like to have or for your current job. Specify the position you are interested in/or were applying for and give your reasons why you believe you would be the right person to fill that position. In your final paragraph, re-iterate that you are looking forward to hearing from the employer for an interview.*Include a copy of your completed resume and cover letter when you hand in this Booklet.

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Part 3: Focus Areas & Career Clusters

Focus Areas are broad categories of exploration that combine subject area and related careers. Your personal interests, skills and competencies should influence your chosen focus area. Focus Areas are based on courses and programs available at secondary schools and post-secondary institutions in BC.

Focus Areas:

Business and Applied Business Fine Arts, Design, and Media Fitness and Recreation

Health and Human Services Liberal Arts and Humanities Science and Applied Science

Tourism, Hospitality, and Foods Trades and Technology

A career cluster is a group of jobs and industries that are related by skills or products. Within each cluster, there are cluster “pathways” that correspond to a collection of courses and training opportunities to prepare you for a given career.

Career Clusters:

Agriculture, Food and Natural Resources

Government and Public Administration

Manufacturing

Architecture and Construction Health Science Marketing, Sales and Service

Arts, Audio/Video Technology and Communications

Hospitality and Tourism Science, Technology, Engineering and Mathematics

Business, Management and Administration

Human Services Transportation, Distribution and Logistics

Education and Training Information Technology

Finance Law, Public Safety, Corrections and Security

Identify your chosen focus area or career cluster:

List four courses you have taken in high-school that support your chosen focus area or career cluster.

1.

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2.

3.

4.

Part 4: Career Pathway

An excellent career planning resource (deciding on a career path) is:https://m.wikihow.com/Decide-on-a-Career-Path

1. What careers are you interested in pursuing (from your identified focus area or career cluster)? List 3 careers:

1. 2. 3.

2. Choose one of these career choices to research further:

What is your career pathway to this career?

Go to http://www.myblueprint.ca/

From the left side of the MyBlueprint screen, click on Work, then Occupations. In search bar, enter the name of career you are interested in. Choose the option you are interested in. Then click on Requirements from the top of screen.

3. What is the required education level/pathway for this career?

4. What are the general requirements for this career?

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5. What are some potential programs to prepare you for this career? (see post-secondary institution links in MyBlueprint)

Post-Secondary Institution Name: Program:

1.

2.

3.

Part 5: Goal Setting & Planning

Now that you have completed your research, what is your plan?

EDUCATIONAL/CAREER GOALS

List your short-term Education and/or Career Goals (6 – 12 months)

1.

2.

3.

What are your long-term Education and/or Career Goals (1 – 5 years)?

1.

2.

3.

What is the name and length of time of your selected program of study (if applicable):

NAME: LENGTH OF PROGRAM:

. .

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What are possible careers that may result from this education?

1. 2. 3.

CAREER ACTION PLAN

Explain the steps necessary to become prepared for this career.

1.

2.

3.

LIFE GOALS (Work/Life Balance)

Picture yourself in the future. What Life Goals have you set for yourself? (Include some examples: rural or urban lifestyle/ vehicle/ buy a house/ relationships/ sports/recreation, etc.)

Short-term Life Goals (6 – 12 months):

1.

2.

3.

Long-Term Life Goals (1 - 5 + years)

1.

2.

3.

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This unit of the CLC 11 course is intended to prepare you for the next step toward graduation – the Capstone 12B course and presentation. The activities in this module will ask you to summarize your understanding of your personal development and to think about how you have developed as a learner so far. Then you will be asked to begin planning how you will present what you have learned and what you see as a possible future for yourself.

Note: The presentation is MANDATORY IN GRADE 12– YOU WILL NOT GRADUATE WITHOUT DOING IT. Your Capstone teacher will be available to assist you with this.

This module will explore the following areas:

Part 1: What is a Capstone? Why a Capstone Project? What Does It Look Like?Part 2: Proposal to PresentationPart 3: Your Capstone Project Proposal

What is a Capstone?

The capstone is a creative representation, resulting from critically examining the student’s journey. It is a way to showcase a student’s strengths, passions, and learning. Students will create this representation, based on,

• Reflections of their learning experiences, both in school and out• Gathering demonstrations of growth in the Core Competencies• Engage in ongoing career-life development conversations- networking• Build connections with supportive community networks• Develop collaborative and self-advocacy practices

• Explore multiple career-life opportunities in education, work-related, and personal life contexts- possible post-graduation plans

Your capstone project should be fun, engaging and relevant yet manageable for you as you complete your graduation requirements!

Why a Capstone Project?

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A capstone project is a celebration of your learning, experience, and goals for post-graduation.

A successful capstone project will provide evidence of the B.C. Ministry of Education core competencies (Communication, Creative and Critical Thinking, Personal Awareness and Responsibility, Personal and Cultural Identity, Social Awareness and Responsibility) through development of the following skills:• Communication (oral & written) • Research Skills• Media Literacy • Teamwork• Planning & Organization • Goal Setting• Time Management • Public Speaking

What does it look like?

There are multiple ways to approach this representation. Students are encouraged to select an approach that aligns with their interests and strengths, as well as the ways in which they would like to represent themselves to an audience.

For example:• An animated video posted online• An exhibit for display A written report or prose• Oral storytelling • Art portfolio• Monologue• Spoken word/slam poetry• Another way chosen by the student and discussed with

Career-Life Connections teacher

Proposal to presentation!

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The Capstone Project consists of the following components, which will be discussed in further detail on the following pages:

1) Proposal:After reviewing the three strands (project focusses) that you can select from to complete your project, you will develop a Capstone Proposal using the attached format. You should continually review your proposal with your mentor, parents/ guardians and your Career Education teacher to ensure that you are meeting the criteria BEFORE your work begins.

How can you make your capstone project meaningful to you?

• Understand that this is a chance to design your own learning and demonstration of your post-graduation skills

• Remember that as long as you are showing effort, growth and competency growth, there is no right and wrong

• Honour your own curiosity and connect to your goals• Focus on new learning developing from your past experiences• Don’t rely on others for the answers; use adults as mentors and guides but seek out your own path• Remind yourself that this project is based on depth, not breadth

2) Mentor: As part of your capstone project, you will be required to connect with a mentor who will provide guidance throughout your capstone project, giving you feedback and making suggestions. The time you spend with your mentor can be:

• Face to face• By telephone• By video conference• Through email

You must connect with your mentor throughout the project and track the time you have spent together.

3) Research:

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Throughout the time you are working on your capstone, you will conduct research and maintain a collection of evidence for use in your presentation. You are encouraged to be creative in the evidence that you show; remember that your evidence may not always be positive or something you have learned from. Your evidence is worth adding to your capstone if it shows your growth – where you have been and where you are headed! You will take the growth and knowledge you have acquired over the past thirteen years and parlay that knowledge into the building blocks for your goals.

4) Portfolio & Product:Using myBlueprint resources and their portfolio tool, part of your capstone presentation will be represented by your past collection of research, work and evidence. You should select the work that you believe best represents your learning journey from the work you have completed in Career-Life Education and Career-Life Connections 11. The product of your capstone is the culmination of your efforts. Remember to present any prior work, documents, journals, photos or electronic evidence that relates to your goal statement.

5) Presentation:Drawing on the support of their teacher-mentor(s), opportunity to share can be informed by the nature of the representation. Students are encouraged to consider their showcase as a celebration of learning a way to share with confidence. Students at Duchess Park will participate in a Gallery Walk Presentation as their showcase. Students can choose from a variety of presentation formats. For example:

PowerPoint• Poster board• Talk with documents• Demonstration• Student developed Website• Another format chosen by the student and discussed with Career-

Life Connections teacher

Your Capstone Project Proposal Student Name: ________________________________

Use this proposal form or use a separate document to help you generate your capstone proposal ideas and begin your capstone journey! Submit to your Career-Life Connections teacher when complete.38


1. Generalize: write down the general area(s) of your personal and career interest. Although this subject area can be relatively broad at this point, it should be the career cluster you are considering pursuing post-graduation.

2. Narrowing down your subject matter with a goal statement: what will be the goal of your capstone project? The best place to start is deciding on the interests you have and the knowledge that you want to acquire. What skills do you want to develop? What knowledge and experience do you feel would most benefit you as you transition out of secondary school? Use these ideas to generate multiple goal statements that you will then narrow down.

Once you’ve exhausted your list of ideas, circle the top three goals on your brainstorm list, and carefully choose the one goal you would like as your capstone focus. Share your ideas with friends and family for help in choosing the right one! Once you have chosen, double check that your goal meets the following criteria:

o Is your goal realistic and achievable in the amount of time you have?o Is your goal exciting to you and does it motivate you to learn more?o Do you have available resources to meet your goal? (people you can talk to, resources available to

you, someone who could act as a potential mentor)

My chosen goal statement is:

3. Choosing a topic by creating an essential question: Now that you have your goal statement, you can create an open-ended essential question to guide your capstone exploration.

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Goal statements can start with “I want to…learn / develop / improve / explore / prepare for / understand / know how to / create / plan…”


What makes a good essential question? Your essential question should not have an answer that you could simply google. It should require multiple sources of research and trial and error to learn about. It should be something that you have an innate desire to explore.

Focus your question on ONE aspect of your goal. Your focus should challenge you and create a new or expanded learning opportunity with depth, not breadth. It should come with its own set of successes and challenges.

4. Your Project Strand: Review the three project strands (project focuses) that you can select from below. In looking at your career area (or subject area), your goal(s) and your essential question, how do you think you would prefer to format and showcase your presentation? Think about how you want your capstone to align with and benefit your future goals and post-graduation plans! You will need to look at the examples below and pick a project strand that fits your career area (or subject area), goal(s), and essential question.

Examples of the three project strands (project focuses):IF - your plan is to head straight into post-secondary school…THEN – your capstone steps could look like the following:

Step 1: Health and Human ServicesStep 2: Senior and Elder CareStep 3: You have (or plan to) focus your Career Explorations placement at a local care home,

providing recreation activities for the residents. You are planning to research how residents’ well being is impacted by regular recreational activities and which activities provide the most positive impact on the health and wellness of the residents.

Step 4: You will translate your experience and research at the care home to the development of your core competencies and post-secondary goals for the program of your choice.

IF - your plan is to head directly into the workforce after high school…THEN – your capstone steps could look like the following:

Step 1: Trades and TechnicalStep 2: ConstructionStep 3: You plan to enter the construction field as an entry-level employee immediately after

high school. You are wanting to use your industry research and Career Explorations placements to develop your knowledge and understanding of the industry to better prepare you for your goals.

Step 4: Your capstone will be spent on the development of a portfolio that you can show your future employers, including a complete application package, reflection of your work placements, workshops and certifications, and evidence of your job ready skills. Your job ready skills will be looked at through a reflection of your learning, experience and building of core competencies.

IF – you are more product focused and want to showcase how your current interests translate into your future career-life goals…THEN - your capstone steps could look like the following:

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Essential questions can start with “which one… what if… how… should… what happens when… what makes a good… how can I…?”

My essential question is:


Step 1: Visual and Performing ArtsStep 2: Interior DesignStep 3: You are looking to study interior design with the mentorship of a family friend, who

is an interior designer. By comparing and contrasting different interior design styles, you are interested in researching the impact that different principles of interior design have on impacting the energy level of youth. Your plan is to design three different room dioramas, surveying students to determine their effect.

Step 4: Your presentation will be based on showcasing the findings from your research and exhibiting your different design dioramas. You will describe the skills you developed through your project, and how those skills will benefit your future career-life goals.

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MY CAPSTONE PROJECT PLANThe project strand (project focus) I have chosen is (Circle/highlight your choice below): #1. My Plan is to head straight to post-secondary school…#2. My Plan is to head directly to workforce…#3. I am more product focused & want to showcase how my current interests translate to future

career-life goals…I feel that this strand/focus can best support my learning & represent my Capstone because:

______________________________________________________________________________

CAPSTONE PROJECT PLANNING CHART


5. The Why: It’s important to be able to articulate what makes this topic so important to you and review the past experience that you have that could serve as a baseline for your project.

How is this topic relevant and important to you? How has this topic become an interest in your life? What do you hope that exploring this topic will do for you and how will your project create meaning and better inform your career-life choices?

Explain your current knowledge or experience about this topic. What do you already know, already know what to do, or already understand about this topic? What is your baseline knowledge or experience with this topic?

6. New Learning: it’s okay for your capstone to explore a new topic OR to add to something you already know something about, but you need to provide evidence of your capstone creating new learning for you. What do you hope to achieve, learn, understand, or be able to do after completing your capstone project?

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This topic is meaningful to me because:

My current experience or knowledge about this topic:

MY CAPSTONE PROJECT PLANThe project strand (project focus) I have chosen is (Circle/highlight your choice below): #1. My Plan is to head straight to post-secondary school…#2. My Plan is to head directly to workforce…#3. I am more product focused & want to showcase how my current interests translate to future

career-life goals…I feel that this strand/focus can best support my learning & represent my Capstone because:

______________________________________________________________________________

CAPSTONE PROJECT PLANNING CHART


NOTES

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