NAME: CCP: JOURNAL

Career Development 2201 Unit One: Why Am I Doing This?

Know and use these:

http://bobriche.wordpress.com/
http://www.bishops.k12.nf.ca/socstud/career/index.html
mrriche@gmail.com

A word about cellphones in the classroom. We are not expecting you to over use your
data plan, but we do recognize that cellphones are a part of 21 st century life. We just
ask that you use them for good instead of evil. The logo at the right is an indicator
that you can use your smartphone, or if need be wait to access a computer. Take a moment
now to make a note of the above coordinates using your smartphone.

Topic 1 Course Management

Students will be expected to: Develop and maintain a Course Content Portfolio (CCP) 1.01

I will pass out these modules periodically, you will complete and submit them. When I return your
marked work you should store these safely until the end of the year. In other words don’t worry
about creating a CCP. Just COMPLETE the work. I want you to focus on the Employability
Skills Portfolio (ESP)

Bring to Every Class

 Pen and pencil (at least two colours)
 A smartphone if you have one. (Please be responsible)
 Your current module!

Course Evaluation Scheme

 Journals: 10%
 Employability Skills Portfolio: 20%
 Course Content Portfolio (completion of in-class work): 50%
 Job Shadowing: 20%
 Community Contribution (30 Volunteer Hours): 0%

Community Contribution is a graduation requirement in this province. Many

other jurisdictions require 2 to 3 times as many hours of community service.

Community Contribution Activity Record (CCAR): see the end of this document.
(Extra copies are always available in the classroom and online)

You MUST have your teacher approve your volunteer

placement before STARTING your volunteer activity.
Do NOT be this year’s SAD story! Read the following
two pages with your parents!!

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 Students must read the following guidelines for completing the minimum
requirements for volunteering and the Community Contribution Activity Record

Students should submit their CCAR for review at various times throughout the school year. At the
end of the course, the completed CCAR will be collected and placed in the student’s cumulative
file, thus it is a legal document.

Students must take the responsibility for establishing volunteer contacts and fulfilling the
community contribution requirement. Collaborate with classmates to set up a group volunteer
activity that partially fulfils the community contribution component requirement.

(TAKEN DIRECTLY FROM THE DEPT OF ED WEBSITE)

During high school, you can accumulate up to 15 hours of community contribution time,
prior to enrolling in Career Development 2201. However, at least 15 hours will still be required
to be completed during the time you are enrolled in Career Development 2201 .

Eligibility Guidelines
Below are listings of eligible and ineligible community contribution activities that have been
compiled for usage in Career Development 2201. Students and parents must be informed of
the eligible and ineligible activities prior to commencement of any volunteer activity. The
Career Development 2201 curriculum guide includes specific curriculum outcomes that
address the topic of community contribution. The guide will assist to ensure there is a clear
understanding by the student of the intent of such activity.

Eligible Activities
Eligible activities are non-paid, outside of class time volunteer activities. These activities are
not to be used for evaluation purposes in a course (e.g., Cooperative Education, Ensemble
Performance 1105/2105/3105). Students must choose activities from the approved list below.
Other activities not on this list require prior approval of the Career Development 2201 teacher
and should be noted on the Planned Community Contribution Activities section of the
Community Contribution Activity Record (CCAR).

Eligible activities include:

• Seniors - Senior’s Residence, Senior’s Resource Centre
• Community projects - volunteer for seniors, food banks, seasonal events
• Committees - neighborhood associations, regional associations, advisory boards
• Fundraising - walk-a-thons, run-a-thons, special events, canvassing
• Recreation/Sports - pool assistant, summer games, coaching
• Environmental Projects - flower/tree planting, community clean-up
• Community Events - summer/spring fair, city/town functions
• Clubs and Youth Organizations - volunteer activities, such as Scouts, Guides, Beavers,
Sparks, Boys and Girls Club (active involvement is required; membership alone is not eligible)
• Clerical/Office - summer playground and camps, child care centres, drop-in centers, holiday
programs • Animals - animal care
• Arts/Culture - playing in a school/church band, singing in a choir, library volunteer, art gallery
volunteer

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• School - organizing or assisting with approved school activities that take place outsidethe
regular school day or during lunch and recess (e.g., newsletter, yearbook, student council,
peer volunteering, peer education, dinner theaters, musicals and others)
• Hospitals
• Virtual Volunteering (e.g.,online mentoring, development and maintenance of web sites)
• Service Clubs - Lions Club, Kinsmen, Kinettes
• Church Groups and Religious Activities

Ineligible Activities
An ineligible activity is an activity that:
• is a requirement of a course and used for evaluation purposes (e.g., Co-operative
Education, Ensemble Performance 1105/2105/3105)
• takes place during the time allotted for the instructional program on a school day (an activity
that takes place during the student’s lunch breaks or recess is permissible)
• would normally be performed for wages by a person in the workplace
• involves the administration of any type or form of medication or medical procedure to other
persons
• involves handling of substances classed as “designated substances” under the
Occupational Health and Safety Act
• consists of duties normally performed in your own home (e.g., daily chores) or personal
recreational activities
• involves activities for a court-ordered program (e.g., community-service program for young
offenders, probationary program)
• involves receipt of a wage/honorarium (e.g., tutoring for tuition)

PARENTS:

If you have questions…

1. Go here: http://www.bishops.k12.nf.ca/socstud/career/index.html

2. Follow this blog: http://bobriche.wordpress.com/

3. Email me: mrriche@gmail.com

4. Sign here if you have read the last two pages:

______________________________________________________________

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Lets’s Begin: Complete this journal entry
Write an entry based on these probing questions?
 What do you want from life?
 What do you have to offer the world?
 How are you going to connect who you are, with what you will do?

Journal Entry What do you want from life?

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 Later on we will complete the Employability Skills Portfolio

For your ESP, you’ll need:

 One, 1” binder, Several dividers

Ask your teacher to see ESP samples.

ESP Must haves:

 CCAR
 Final Draft of Résumé
 letters of reference
 networking contacts

ESP Suggestions:

Awards Great Report Cards Life-guarding qualifications

Diplomas Letters Of Reference Sports awards
Certificates Safety Records Recognition from scouts /
Photos Newsletter Article guides /church groups etc.
Medals Awards from music festivals,
camps, Science fair etc

Notes:

Career Development is a lifelong, ongoing process. 1.02

Your career development has already begun.
This process includes your work, schooling, and life experiences.
It’s about how your work connects with the rest of your life

You’ve already made decisions that are part of this development

 Co-curricular / leisure
 Courses
 Community involvement

Career development is not about making one decision.

It is about taking a pro-active approach to living - making many good decisions as
opposed to making one good decision in a variety of life areas.

A job is only a part of your career. Your career is the path you take to achieve your
professional and personal goals

First BLM Activity (Black Line Master 6) Using Your Experiences

Look at the photos on pp 2-3. How are those people using experience to develop their
careers? See the box on the bottom of page 3 Answer the questions honestly, on the
following page

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Using your experiences, p.3 BLM 6

ACTIVITIES IMPACT ON CAREER DEVELOPMENT

Sports

Places travelled

Part-time jobs

Awards

Hobbies

Volunteering

Other

© Copyright 2007 by Thomson Nelson

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Career Planning involves four major steps:
Step 1 Discover who you are and what you want. This involves identifying your interests,
abilities, aptitudes, skills, personality, and values.

Step 2 Discover possible suitable career options.

Step 3 Discover what these options have to offer.

Step 4 Make decisions by matching what you know about yourself to what the options
have to offer.

As you will be faced with career decisions throughout your life, these steps can be used
continuously to help you make good decisions related to work, education, or leisure
activities.

Profile: Maidena Welsh. P 7 of the textbook

Read the profile and answer the questions on the next page

 Her goal was to stay at home with her kids and still make money
 Maidena had to learn at CONA
 Also she had to learn about starting a business
 She had to learn about business planning

Making Positive Choices

When you make important decisions based on a mixture of logical thinking and intuition
we refer to that process as balanced decision-making.

Choices
You always have choices
Courses? / Part time job?/ College, university …? / Apartment?

You’ll need to gather all the facts and all the feelings connected to your choices in order to
make the “right” choice.

Complete the activity on the bottom of page 8 in your textbook, using Black Line Master #
8 (following)

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Journal Entry Maidena Welsh

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How you make choices, p.8 BLM 8

1. In general, I tend to make choices using

logical thinking intuition

2 a. When I decide what to do on the weekend, I tend to use

logical thinking intuition

2 b. When I choose my courses for next year, I tend to use

logical thinking intuition

2 c. When I decide what kind of summer job to look for, I tend to use

logical thinking intuition

2 d. When I decide how to style my hair, I tend to use

logical thinking intuition

2 e. When I think about my plans after high school, I tend to use

logical thinking intuition

What conclusions can I come to based on my answers?

© Copyright 2007 by Thomson Nelson Portfolio Activities

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Catherine’s Story

Read the story (Texbook pp 4-5)

Journal Entry
Answer the questions below, on the following page.

About the story

1. Make a list of things that Renée may be considering as she thinks about her decision.
What does Renée think feel and know?

2. What other things might come up in Renée’s conversation with Catherine or in future
conversations with her parents? (For instance, she may want to know about the school
she would attend in Ottawa)
Add these to your list

3. People have different ways of making decisions. Logical people think and analyse their
way through a decision. Others rely more on intuition- what feels right. Look at the list
you created for question 2, are more items about facts or feelings

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Journal Entry
“Catherine’s Story”

What impact will your choices have?

Complete the activity on page 11 Answer honestly
Use the form on the next page (BLM 9)

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What impact will your choices have?, p.11 BLM 9

SITUATION WHAT I WOULD DO IMPLICATIONS OF MY CHOICE

Your parents are away for the

weekend, and your friends are
looking for something to do on
Friday night. Someone suggests
throwing a party at your place.

The formal is coming up, and

your date wants to rent a limo
for the evening. You would have
to dip into your savings to pay
your share.

Your best friend's band has its

very first concert on Thursday
night, and you promised to go to
support the band. On Monday,
your teacher tells you about a
major exam Friday morning
that will require intense study.

Portfolio Activities © Copyright 2007 by Thomson Nelson

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