Career Studies (GLC 2O)

Course Overview

Course Title: Career Studies, Grade 10
Course Code: GLC 2O
Grade: 10
Course Type: Open
Credit Value: 0.5
Prerequisite: None required
Department: Guidance and Career Education
Tuition Fee (CAD): $449

This course explores rights and responsibilities associated with being an active citizen in This course teaches students how to develop and achieve personal goals for future learning, work, and community involvement. Students will assess their interests, skills, and characteristics and investigate current economic and workplace trends, work opportunities, and ways to search for work. The course explores post-secondary learning and career options, prepares students for managing work and life transitions, and helps students focus on their goals through the development of a career plan.

Overall Curriculum Expectations

By the end of the course, students will gain proficiency in the following areas:

Personal Management
  • Use a self-assessment process to develop a personal profile for use in career development planning;
  • Evaluate and apply the personal-management skills and characteristics needed for school success, document them in their portfolio, and demonstrate their use in a variety of settings;
  • Demonstrate effective use of interpersonal skills within a variety of settings.

Exploration of Opportunities
  • Use a research process to locate and select relevant career information from a variety of sources for inclusion in a portfolio;
  • Identify current trends in society and the economy and describe their effect on work opportunities and work environments;
  • Identify a broad range of options for present and future learning, work, and community involvement

Preparation for Transitions and Change
  • Use appropriate decision-making and planning processes to set goals and develop a career plan;
  • Analyse changes taking place in their personal lives, their community, and the economy, and identify strategies to facilitate smooth transitions during change;
  • Demonstrate an understanding of, and the ability to prepare for, the job-search process.

Unit Overview

Unit 1: Determining the Path
n this unit, you will start by evaluating your strengths through a series of self-assessment tools – getting an idea of what learning skills and work habits you excel at and which ones need improvement. You will create an inventory of what you have and what you still need to obtain for your Individual Pathway Plan (IPP). You will take stock of who you are now and where you see yourself in the future. Above all, in this unit you will see that there are many pathways from which to choose.
17 hours
Unit 2: The Journey
Whether you get there through an apprenticeship, by entering the workplace directly after high school, or through an educational pathway such as college or university – the intent of this course is to prepare you to meet your future job or career goals. In this unit, you will research your possible career destinations by compiling a Career Cluster. You will investigate the job market and develop a Job Search Package. You will build on your Individual Pathway Plan (IPP) by creating a Postsecondary Pathway Plan. You will also learn what your rights and responsibilities are as an employee so that once you do enter the workplace you will know how to work safely and intelligently.
17 hours
Unit 3: Recalculating
Chances are you’ve had to deal with problems at some point in your life. Whether your challenges were minor or major, you’ve probably had some practice with problem solving. The focus of this unit is your ability to solve problems effectively and deal with adverse situations. An important activity includes looking at resiliency to determine how it can be used to overcome adversity. You will also practice problem-solving strategies and compile lists of resources and allies you can network with in times of transition.
17 hours
Unit 4: My Future, My Vision
In this culminating unit, you will retrieve and compile documents from your portfolio to produce your Individual Pathway Plan (IPP). You will review the decisions that were made in the game, My Personal GPS, and consider how the progress of your avatar mirrors your own personal progress throughout this course. You will also review your IPP and make predictions about the probability of your pathway plan’s success in the near and distant future.
4 hours
Total Hours55 hours
Teaching and Learning Strategies

Enthusiastic teachers and instructors bring unique teaching and assessment methods to the classroom because students learn best when they are engaged in a range of different learning techniques. The activities allow students to apply learned concepts to current world social, economic, and environmental issues which impact daily life. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Instructors also inspire students to become successful problem solvers by investigating, providing alternative reasoning and solutions to problems as well as dedicating time and energy to the tasks at hand.

Effective instructional techniques utilize students’ existing knowledge and by capturing their interest and engaging in meaningful participation. Students will be engaged when they are able to see the correlation between the learned concepts and their ability to apply them to the world around them and in real-life situations. Students will have the chance to learn using a wide range of methods which include self-learning, cooperative learning as well as learning through teacher guidance as well has hands-on experiences. The methods and strategies teachers implement will be tailored to the learning requirements and the individual needs of the students. Teachers will achieve effective instruction in an online environment by using videos, interactive animations and virtual labs and discussion forums and video conferencing/live chat.

Individualized Accommodations for Students

Our methodology for student assessment follows the Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010) manual published by the Ontario Ministry of Education. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. Assessment tools are designed to improve student learning which includes descriptive feedback, coaching, observations and self-assessments. In addition, student can be independent and set individual goals, monitor progress against these goals, determine next steps and reflect on their thinking and learning.

For a student with special education needs who requires modified or alternative expectations, assessment and evaluation of his or her achievement will be based on the modified curriculum expectations or alternative expectations outlined in the student’s Individual Education Plan (IEP). Accommodations required to facilitate the student’s learning may be identified by the teacher, however recommendations from a School Board generated in the form of an Individual Education Plan (IEP) should be used, if available. 


For a student with special education needs who requires “accommodations only”, as described in his or her IEP, assessment and evaluation of achievement will be based on the appropriate subject/ grade/course curriculum expectations and the achievement levels outlined in the curriculum documents.

A student’s Individual Education Plan (IEP) describes his or her educational program and any accommodations that may be required. The IEP specifies whether the student requires:
accommodations only; or
modified learning expectations, with the possibility of accommodations;

Assessment accommodations are changes in procedures that enable the student to demonstrate his
or her learning. These may include:
visual supports to clarify verbal instructions, assistive devices, or some form of human support;
alternative methods for the student to demonstrate his or her achievement of expectations (e.g., allowing the student to take tests orally) or the allowance of extra time to complete the assessment;
alternative settings that may be more suitable for the student to demonstrate his or her learning.

If accommodations are required to assess and evaluate student learning, the strategies to be used are outlined in the student’s IEP.
For further details about the different types of accommodations, modified learning expectation and alternative programs please refer to Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010)

Materials Required

Standard Computer Requirements for all courses:
-Processor speed of 2 GHz or faster
-Memory of 4 GB RAM or greater
-A high speed internet connection with a connection speed of 10 MB/s or better.
-Monitor and video card with 1024×768 or greater resolution
-Keyboard and Mouse is recommended
-Speakers/Headphones