Jon's Curriculum Plans and Notes

The general goals for Jon are as follows:


- Improve his English writing ability, specifically his grammar, to better conform to proper English rather than "ASL style" grammar - currently, Jon writes the same way he signs
- Improve his life skills knowledge, particularly in areas that:
      1) He struggled with in his formal CALM 20 studies
      2) He shows a particular interest in (in a time-limited project like this, having a element of interest   
          shortens learning time and makes homework outside of sessions more amenable to the student)
- Work with Jon on future planning, which may include but is not limited to: job search, evaluation, applying and interview skills, defining his post-high school goals and exploring their requirements, exploring Jon's own means and available resources or support for accomplishing those goals
- Deaf community awareness and involvement as a confidence and self-esteem booster, as well as a potential source of group support or even job opportunities

After reviewing the CTS modules posted on FACTsnet's CTS network, I felt that none of them were a good or plausible fit for Jon at this time. So I went to explore Alberta Education's other available modules, and found a volunteering module that is a potentially good fit for Jon called Commnity Care Services (CCS) 1080: Community Volunteering I. This module will require that Jon obtain a volunteering position as soon as reasonably possible, and work a total of 15 hours in this position. I am reproducing the main points and outcomes of CCS 1080 below, edited for brevity and applicability to Jon's circumstances.

Students will:

1. explain the role of volunteers in a community
1.1 define volunteerism and altruism
1.2 describe the personal rewards available by volunteering, including:
1.2.1 self-esteem and self-fulfillment
1.2.2 learning and career awareness
1.2.3 employability
1.2.4 enhanced community awareness
1.2.5 career awareness
1.2.6 health and wellness
1.3 justify the essential characteristics of a volunteer, including:
1.3.1 confidentiality/ethics
1.3.2 attendance/punctuality
1.3.3 resource/time management
1.3.4 adherence to rules and regulations
1.3.5 safety
1.3.6 enthusiasm
1.3.7 sense of humour
1.4 outline several volunteer opportunities in a community
1.5 describe societal benefits of volunteerism
1.6 outline the clients’ responsibilities in the volunteering relationship
1.7 describe considerations for personal safety related to volunteering

2. perform as a volunteer in a specific volunteer activity or placement
2.1 choose a suitable community placement that will enhance interests and abilities
2.2 write a job description, outlining the duties and expectations, that meets with the approval of the supervising teacher and client
2.3 perform at least 15 hours of volunteerism in a teacher-approved community locale

3. evaluate personal performance in a specific volunteer activity or placement
3.1 describe experiences and personal reflections related to the volunteering activities
3.2 interview the client to:
3.2.1 evaluate personal performance as a volunteer
3.2.2 identify areas for growth and development as a volunteer
3.3 summarize goals for future volunteering experiences based on personal reflections and interviews with the client

4. demonstrate basic competencies
4.1 demonstrate fundamental skills to:
4.1.1 communicate
4.1.2 manage information
4.1.4 think and solve problems
4.2 demonstrate personal management skills to:
4.2.1 demonstrate positive attitudes and behaviours
4.2.2 be responsible
4.2.3 be adaptable
4.2.4 learn continuously
4.2.5 work safely
4.3 demonstrate teamwork skills to:
4.3.1 work with others
4.3.2 participate in projects and tasks

5. make personal connections to the cluster content and processes to inform possible pathway choices
5.1 complete/update a personal inventory; e.g., interests, values, beliefs, resources, prior learning and experiences
5.2 create a connection between a personal inventory and occupational choices