Sample 4: Grade 10
Overview
During this 10-to-12-hour unit, students examined the current and future job market, and developed information about a wide variety of career clusters and opportunities. Students then worked in groups to create magazines on career topics that interested them (topics were negotiated with the teacher). Each magazine received an overall rating; in addition, each student received individual ratings for a feature article and a light article or feature (e.g., a crossword puzzle, a Dear Career Doctor column with questions and advice, an original cartoon or comic strip).
Planning for Assessment and Evaluation
Students had previously identified and analysed personal skills, attributes, interests, career values, and learning styles. They had also completed a unit on transferable skills, in which they examined resources such as the Conference Board of Canada's "Employability Skills Profile," developed a list of their own current and desired transferable skills, and set goals for transferable skill development.
Labour Market
- The teacher introduced the concept of the labour market (the demand and supply of goods, products, and services). Students were asked to individually write down:
- two pieces of information about the current labour market
- two predictions about the labour market they expected to experience as adults
- two questions about the current or future labour market
- Students shared their information and questions, and the teacher recorded their ideas on charts that were posted around the room. The class categorized and prioritized the questions.
- The teacher invited a panel of guests from local businesses, agencies, and organizations to talk about current and future labour market trends. Guests were asked to give overviews of their particular areas of expertise and to address some of the questions from the class list.
- Following the presentations, students summarized key information in their notebooks. They then worked together as a class to determine which of their questions had been answered, to record relevant information, and to determine how they might research answers to their remaining questions.
- The teacher challenged students to list as many jobs as they could. Several students recorded ideas on the chalkboard as others called them out. After students had exhausted their ideas, the teacher asked the following questions:
- Is this a complete list of all the jobs available? How could we find out about other jobs?
- Why is it important to know about a wide range of jobs‹especially some you haven't heard of before?
- What do you think about the statement: łThere is lots of work out there but not as many jobs as there used to be˛?
- The teacher then provided a wide range of resources such as postsecondary calendars, publications from Human Resources Development Canada (including National Occupational Classification listings), career directories, telephone directories, business magazines and newspapers, and classified advertisements.
- The teacher posted 20 sheets of blank chart paper around the classroom, each with one of the following category headings:
- Drama Technical
- Chemistry
- Trades/Technology
- Languages
- Engineering
- Social Services
- Family Studies
- Physics
- Biology
- Physical Education
- Art
- Health
- Business
- Music
- Medicine
- Mathematics
- Social Studies
- Agriculture/Natural Resources
- Consumer Services
- Social Sciences
- Students worked in pairs to:
- use the resources to identify at least 10 unusual jobs they may not have heard of before (not the typical occupations of teacher, lawyer, or salesclerk)
- brainstorm any new jobs they could invent to expand the current job market (i.e., Where is there growth in the labour market that requires new or unusual forms of work?)
- write brief job descriptions on pieces of coloured paper
- post their job descriptions on the appropriate charts
- Once the charts were complete, students circulated to read them and to make note of several jobs that interested them. The teacher then led a discussion about what qualities a person might need to perform well in the jobs on each chart.
- During the next class, students used a computer database of information on occupations and educational requirements to investigate several of the jobs that interested them. They researched to following areas: job description, future prospects, education needed, and personality required. Students were not required to make notes, although some chose to record information that particularly interested them.
- Students met in small groups to discuss some of the information they had learned. Then they wrote brief notes or reflections in response to prompts such as:
- What's the most interesting or surprising thing you learned during our job activities?
- Describe two interesting jobs that you had not thought about before.
- What opportunities do you see for yourself in the labour market?
- Identify one cluster of jobs that interests you and explain how your interests and skills are related to this area.
- To extend and demonstrate their knowledge about career opportunities, students worked in groups of three or four to create career magazines on topics or themes that interested them (e.g., "a sector or career cluster," "the changing labour market," "effects of technology on careers and employment"). The class discussed and negotiated the contents of the magazines and determined that each magazine would include at least the following elements:
- front and back cover; table of contents
- an editorial dealing with a labour market issue (what the labour market needs and wants)
- one feature article or interview about a career choice from each person in the group
- one lighter article or feature from each person in the group (e.g., a crossword puzzle, a Dear Career Doctor column with questions and advice, an original cartoon or comic strip)
- at least two advertisements
- a page of classified ads
The teacher and students worked together to establish criteria for evaluating the career magazines.
Overall Magazine
- all required elements are complete and appropriate
- the magazine is consistently focussed on the chosen career theme or topic (all material is relevant)
- information is current and detailed, and reflects students' research skills
- shows commitment to a high-quality product (materials have been edited and proofread; there are few or no errors in usage and spelling; the magazine is attractive)
- includes clear, current, detailed, and accurate information about:
- the job or work (duties and responsibilities)
- working conditions, benefits, related features
- future prospects and potential changes
- education or training required (including specific information about courses, costs, and prerequisites for study at two relevant agencies or institutions)
- required personality skills, attributes, and attitudes
- interesting or unusual facts or features
- why this job or work is appealing
- any relevant social issues or environmental concerns
- shows commitment to a quality product (materials have been edited and proofread; there are few or no errors in usage and spelling; visuals are attractive and appropriate)
- based on current and accurate information about the career, job, work, or issue
- indicates some depth or sophistication in understanding; goes beyond a surface level (e.g., may include parody, satire, or other forms of humour; deals with subtle factors or complex issues)
- shows commitment to a quality product
The teacher and students used rating scales to assess and evaluate students' work on this unit.
Overall Magazine
The teacher and students used a rating scale to assign an overall rating for each magazine. Each student in the group received the same rating for the overall quality of the magazine (except in exceptional circumstances where contributions were clearly unequal).
Feature Article
Students received individual marks for the articles they had written. Each feature article was evaluated by the student who wrote it, a peer, and the teacher. The articles were rated based on each of the criteria established by the class; then the student and the teacher assigned an overall rating. Where the student's and teacher's ratings differed, they met to discuss and resolve the discrepancy.
Light Article or Other Contribution
Students received individual marks for the articles they had written. These contributions were also evaluated by self, peers, and the teacher, using a similar process as the feature article.
| Overall Magazine | |
|---|---|
| Rating | Criteria |
| Level 4 | Powerful; outstanding quality. The group has gone beyond the basic requirements of the task to produce an engaging and informative piece of work that is focussed around a common topic or theme. All required elements are complete and appropriate; some of them show a great deal of sophistication and depth of understanding. The material is current, detailed, and accurate, and appears to be based on extensive research. Individual elements are consistently of high quality and are effectively presented. |
| Level 3 | Proficient; good quality. All required elements are complete and appropriate. The magazine is consistently focussed on the chosen theme or topic; all selections are related. Information is accurate and current and appears to be based on appropriate research, but may be occasionally cursory or thin in places. Some selections may be much stronger than others. The selections are competently written and presented. |
| Level 2 | Basic; satisfactory quality. All or most required elements are included. The magazine is focussed on a theme or topic, but some selections may be relatively brief or less relevant than others. Information is accurate but may be rather general and lacking in specific detail. Often inconsistent, with some selections much more detailed and appropriate than others. Most selections are competently written and presented. |
| Level 1 | Partial; minimal quality. There are clear attempts to address most of the requirements and criteria. Most required elements are included, and some are written and presented at a satisfactory level. Others may be relatively brief; offer vague, outdated, or inaccurate information; or be omitted altogether. Many selections are not clearly written or presented. The reader often has difficulty finding specific sections or features, or distinguishing between different features. The work appears to lack commitment. |
| Level 0 | Not demonstrated; incomplete or unsatisfactory quality. The criteria and task requirements have not been met. May omit several required selections, focus on inappropriate content, or contain a great deal of inaccurate information. No apparent commitment to quality work. |
| Feature Article | |||||||||
|---|---|---|---|---|---|---|---|---|---|
| Criteria | Self-Rating | Peer Rating | Teacher Rating | Comments | |||||
| Includes clear, current, detailed, and accurate information about:
|
|||||||||
| Shows commitment to a quality product (edited, proofread; few or no errors in usage and spelling; visuals attractive and appropriate for work force). | |||||||||
| Self-Evaluation I believe that the overall rating for my feature article should be:
|
|||||||||
| Teacher Evaluation I have assigned a rating of:
because: |
Key
4 - Powerful. Outstanding quality.
3 - Proficient. Good quality.
2 - Basic. Satisfactory quality.
1 - Partial. Minimal quality.
0 - Not demonstrated. Incomplete or unsatisfactory quality.
| Light Article or Other Contribution | |||||||||
|---|---|---|---|---|---|---|---|---|---|
| Criteria | Self-Rating | Peer Rating | Teacher Rating | Comments | |||||
| Self-Evaluation I believe that the overall rating for my light article should be:
|
|||||||||
| Teacher Evaluation I have assigned a rating of:
because: |
Key
3 - Powerful. Outstanding quality.
3 - Proficient. Good quality.
2 - Basic. Satisfactory quality.
1 - Partial. Minimal quality.
0 - Not demonstrated. Incomplete or unsatisfactory quality.
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©Copyright 1997All Rights Reserved. BC MOE Curriculum Branch.
Maintained by: Career and Personal Planning Coordinator
Revised: January 25, 1999
