Grad Transitions Package Table of Contents
Student Checklist
page
1
Student Instruction Sheet
page
2
30 Hours Official School Confirmation Sheet
page
3
Volunteer Hours / Work Experience Confirmation Sheet
page
4
30 Hours Written Assignment Worksheet
page
5
Employability Skills Checklist
page 6
DPA Survey Instructions
page 7
Accomplishments
page 8
Transition Plan Worksheet
pages 9 - 13
Resume Builder Worksheets
pages 14 - 15
Example of Cover Letter with instructions
page
Healthy Living Plan Worksheets
pages 17 - 23
Financial Plan Worksheets
pages 24 - 25
Examples of Work Readiness and Travel Documents
page
Exit Interview / Presentation Criteria
pages 26 -27
16
25
Transition Plan Checklist
1. What have you done or learned?
Name:______________
(pages 1 - 8 in the guide)
a. Academic
Accomplishments
Transcripts – these will be completed in June
b. 30 Hours of Work
and/Volunteer
Experience
Official Confirmation Sheet – signature required
Written Assignment
Employability Skills Checklist
c. DPA
Complete the survey if you aren’t in PE class OR see Mrs. Joba
d. Co-curricular and extracurricular activities and
non-academic
Samples – attach/include any items that would impress a potential
accomplishments
employer
2. Where are you going?
Transition Plans A and B
(pages 9 – 13 in the guide)
Explain in detail what you will do.
3. How am I going to get there?
(pages 14 – 25 in the guide)
a. Resume – an old one is acceptable, a an updated one is preferred
b. Cover Letter– an old one is acceptable, a an updated one is preferred
c. Healthy Living Plan
d. Financial Plan – this should be based on the first year of your Plan A
e. Application for Employment – find a position that interests you and complete the application
f.
Application for Post-Secondary Institution – provide evidence of application
g. Application for Scholarship – see Mrs. Baker about which scholarships you’re eligible for
4. Exit Interview/Presentation
(pages 26 – 27 in the guide)
Completed?
Y/N
Student Instruction Sheet
Included in this package are four sections that you must complete in order to achieve the 4 credits for Graduation Transitions 12.
Under each heading are the requirements with instructions on how to obtain or complete it. You must complete sections 1, 2, and 3
before you are allowed to move on to section 4, which is the exit interview.
*If you require more clarification, you can contact Ms. Skye at [email protected] or Mrs. Joba at [email protected].
**Keep organized! It would be a good idea to organize your sheets into a binder or a duo-tang. You could also keep the sheets
online and create a PowerPoint presentation. It is up to you how you want to present the information.
1. WHAT HAVE YOU DONE OR LEARNED? (Grade 10,11,12)
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To show your past academic achievements your transcripts of grade 10/11/12 will be provided for you in June.
To demonstrate your employability skills you are required to complete 30 Hours Work and/or Volunteer
Experience during your Grade 10, 11 and 12 years. Attached are forms that you need to fill out to prove you have
completed the 30 hours. There are also questions you need to answer and an employability checklist to fill out.
You must complete 150 minutes per week of moderate to vigorous physical activity throughout your grade 12
year. If you are enrolled in PE or Fitness classes at Dr. Charles Best Secondary, you are given credit (only in the
semester you are enrolled) If you are not enrolled in a class at Best you must complete the DPA survey on our
school website at http://www.sd43.bc.ca/secondary/charlesbest/ProgramsServices/DPA/Pages/default.aspx. Also,
fill in the attached DPA confirmation form.
To demonstrate the attributes of a BC graduate, provide proof of your accomplishments at school and in the
community. Examples items include awards, certificates, trophies, videos, newspaper articles or just about
anything you’re proud of.
2. WHERE ARE YOU GOING?

You are to create a transition plan (A) that describes what you will be doing for the first 12 months after
graduation, starting in September 2012. Then you are to also set goals beyond the first 12 months. Attached are
instruction sheets to guide you through the process. Also attached are questions to answer to help you formulate
your transition plan. Finally, you are to create another transition plan (B) as a back-up in the event that you can’t
achieve your first plan.
3. HOW AM I GOING TO GET THERE?
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A RESUME is required to help you apply for employment and/or post-secondary education; it should be updated
for Grade 12. See attached sheets for more information.
A COVER LETTER is used to introduce yourself to prospective employers or used as part of an application to a postsecondary institution.
You are to complete a HEALTHY LIVING PLAN in which you explain how you are going to eat and exercise..
You are to create a FINANCIAL PLAN for the first 12 months after high school, starting September 2012. The
financial plan must be based on your Transition Plan
You can also include copies of your WORK READINESS/TRAVEL DOCUMENTS such as First Aid Certification,
Foodsafe, Driver’s License, SuperHost, Passport, Visa, Vaccinations and/or Social Insurance Number
Find and complete your own APPLICATION FOR EMPLOYMENT, or provide confirmation of application from an
organization (ie. email)
Since most APPLICATIONS FOR POST-SECONDARY INSTITUTION are completed online, print out the supplement
page showing the summary for BC institutions, or provide confirmation from an institution (email) to which you’ve
applied
See Mrs. Baker for a SCHOLARSHIP APPLICATION you are eligible for, or provide confirmation that an application
was received (email)
4. EXIT INTERVIEW / PRESENTATION
After you have completed sections 1, 2 and 3 (with the exception of your DPA requirements and possibly your 30 Hours of
work and/or volunteer experience which can be submitted by the beginning of June) you are going to have an interview or
present your grad transitions to an adult. You can chose to either answer the set questions or create your own presentation
highlighting what you have done and what you are going to do. Criteria sheets for both approaches are attached.
30 Hours Work and/or Volunteer Experience
Confirmation Form
I earned my 30 Hours in the following way:
 I am/was employed at
_________________________________
 Photocopy of pay stubs attached
 Confirmation Sheet Attached
Total Hours claimed: ________________
 I completed Community Service with
________________________________
 Verification forms attached (i.e. Certificate, Reference Letter)
 Confirmation Sheet Attached
Total Hours Claimed: _________________
Please have Ms. Skye or Mrs. Joba sign this form below.
I verify that this student has completed his/her 30 hours of Work and/or Volunteer
Experience required for graduation.
___________________________
___________________________
Signature
Date
Confirmation of Volunteer/Work Service
I would like to confirm that ___________________________ has completed _____ hours of service.
Organization / Business name:
___________________________________________
The specific job or duty performed in/for the community was: ________________________
____________________________________________________________________
____________________________________________________________________
The activity was completed on, or between the following dates: ____________-___________
Name of Supervising adult: ____________________________
Contact Phone number of supervisor: ____________________
Performance comments (optional): ______________________________________________
____________________________________________________________________
____________________________________________________________________
Signature: _______________________________
Date: ________________________
30 Hours of Work and/or Volunteer Assignment
For Community Connections, you must complete the following:
 30+ hours of a supervised volunteer or work experience
 collected appropriate documentation for your 30 hours [pay stub, reference letter from a supervising adult, or
certificate of volunteer service]
 checked off the skills that you developed during your work and/or volunteer experience (up to this point in your
life) on the Employability Skills 2000+ list
 reflections and responses to your Community Connection experience.
Respond fully to the following in the spaces provided below:
My duties at: _________________________________ are/ were:
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My work (paid or volunteer) contributed to the place of business and/or the charitable agency or event in the following ways:
(These are your transferable skills, the attributes every employer wants.)
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Most importantly, these experiences have changed me in the following way(s):
Employability Skills
The skills you need to enter, stay in, and progress in the world of work – whether you work on your own or as a part of a team.
These skills can also be applied and used beyond the workplace in a range of daily activities. On the chart below, place an “X” in the box of the
fundamental, personal management and teamwork skills that you used or developed while in your work/volunteer experience.
Fundamental Skills
Personal Management Skills
Teamwork Skills
Communicate
 read and understand information presented
in a variety of forms (e.g., words, graphs,
charts, diagrams)
 write and speak so others pay attention and
understand
 listen and ask questions to understand and
appreciate the points of view of others
 share information using a range of
information and communications technologies
(e.g., voice, e-mail, computers)
 use relevant scientific, technological and
mathematical knowledge and skills to explain
or clarify ideas
Manage Information
 locate, gather and organize information
using appropriate technology and information
systems
 access, analyze and apply knowledge and
skills from various disciplines (e.g., the arts,
languages, science, technology, mathematics,
social sciences, and the humanities
Demonstrate Positive Attitudes & Behaviours
 feel good about yourself and be confident
 deal with people, problems and situations
with honesty, integrity and personal ethics
 recognize your own and other people’s good
efforts
 take care of your personal health
 show interest, initiative and effort
Be Responsible
 set goals and priorities balancing work and
personal life
 plan and manage time, money and other
resources to achieve goals
 assess, weigh and manage risk
 be accountable for your actions and the
actions of your group
 be socially responsible and contribute to
your community
Work with Others
 understand and work within the dynamics of
a group
 ensure that a team’s purpose and objectives
are clear
 be flexible: respect, be open to and
supportive of the thoughts, opinions and
contributions of others in a group
 recognize and respect people’s diversity,
individual differences and perspectives
 accept and provide feedback in a
constructive and considerate manner
 contribute to a team by sharing information
and expertise
 lead or support when appropriate,
motivating a group for high performance
 understand the role of conflict in a group to
reach solutions
 manage and resolve conflict when
appropriate
U s e Nu m b e r s
 decide what needs to be measure or
calculated
 observe and record data using appropriate
methods, tools and technology
 make estimates and verify calculations
Think & Solve Problems
 assess situations and identify problems
 seek different points of view and evaluate
them based on facts
 recognize the human, interpersonal,
technical, scientific and mathematical
dimensions of a problem
 identify the root cause of a problem
 be creative and innovative in exploring
possible solutions
 readily use science, technology and
mathematics as ways to think, gain and share
knowledge, solve problems and make
decisions
 evaluate solutions to make
recommendations or decision
 implement solutions
 check to see if a solution works, and act on
opportunities for improvement
Be Adaptable
 work independently or as a part of a team
 carry out multiple tasks or projects
 be innovative and resourceful: identify and
suggest alternative ways to achieve goals and
get the job done
 be open and respond constructively to
change
 learn from your mistakes and accept
feedback
 cope with uncertainty
Learn Continuously
 be willing to continuously learn and grow
 assess personal strengths and areas for
development
 set your own learning goals
 identify and access learning sources and
opportunities
 plan for an achieve your learning goals
Work Safely
 be aware of personal and group health and
safety practices and procedure, and act in
accordance with these
Participate in Projects & Tasks
 plan, design or carry out a project or task
from start to finish with well-defined
objectives and outcomes
 develop a plan, seek feedback, test, revise
and implement
 work to agreed quality standards and
specifications
 select and use appropriate tools and
technology for a task or project
 adapt to changing requirements and
information
 continuously monitor the success of a
project or task and identify ways to improve
Daily Physical
Activity
(DPA)
150 minutes per week of moderate to vigorous activity.
To LOG DPA:
USE INTERNET EXPLORER ONLY
1. Go to http://www.sd43.bc.ca/SECONDARY/CHARLESBEST/PROGRAMSSERVICES/DPA/Pages/default.aspx
2. Click on “RESPOND TO SURVEY HERE” at bottom of page
3. Click on “Respond to Survey”
4. Fill in the survey
5. Click “Finish”
DUE DATES:
Friday, November 4th, 2011
Friday, December 16th, 2011
Friday, March 2nd, 2012
Friday, May 4th, 2012
Friday, June 15th, 2012
EXCEPTION: Enrolled in a PE class at Dr. Charles Best Secondary (no need to fill in
survey if enrolled in PE class at time of DUE DATE)
If you have any questions, please see Mrs. Joba in room 309 during block 2 or
email her at [email protected]
Accomplishments
Types of Evidence to Show Accomplishments:
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Awards – Academic, Athletic, Volunteer Service
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Trophies - Academic, Athletics, Other competitions
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Certificates - Academic, Athletic, Fine Arts
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Pictures - of you involved in your accomplishments
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Videos - of you involved in your accomplishments
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Letters - reference letters, thank you letters
Here is the opportunity to show us something!
Have fun!
Be creative!
Make a list of your special skills (anything from cooking to calligraphy).
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Now, find an example of you showing off this skill. You are welcome to show us a picture or video on your
phone!
Make a plan here and prepare a few words to explain what you can share with us.
TRANSITIONS PLAN
WHAT WILL YOU DO WHEN HIGH SCHOOL ENDS?
GET A PLAN ~ MAKE SOME GOALS!
Everyone can have a fabulous future to look forward to, but future happiness and success
won’t “just happen”. Plans for the future require some research and careful thought!
Research Suggestions:
Online research ideas:
www.educationplanner.ca
www.careercruising.com/default.asp
www.bced.gov.bc.ca/careers/planning/
Good Advice:
Be SPECIFIC:
“I love animals, so I’m going to be a vet
assistant.”
instead of
“I want to be happy.”
Be POSITIVE:
“I plan to work in a professional office.”
instead of
“I won’t work flipping burgers.”
Be REALISTIC:
“I will record a demo with my band and
get a side job to pay for a manager.”
instead of
“I want to win a Grammy.”
DIRECTIONS:
Your Transitions Plan must address all the questions on the following pages. You may
answer the questions directly on the pages by writing IN PEN, or you may choose to type
your responses as a separate document. Remember, your complete Transitions Plan must
address a “PLAN A” and a “PLAN B”.
TRANSITIONS PLAN A ~ My 1st choice plan for the future
For the first year after high school, I plan to: _________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
1.
During the first year after high school, what are my Plan A short term personal, education, and career goals? Why
did I choose these goals?
Personal: ___________________________________________________________________
____________________________________________________________________________
Education: __________________________________________________________________
____________________________________________________________________________
Career: ____________________________________________________________________
____________________________________________________________________________
2.
In looking a bit further down the road, past the first year after high school, what are my Plan A long term personal,
education, and career goals? Why did I choose these goals?
Because these goals are further into the future, these may be a little more general in nature.
Personal: ___________________________________________________________________
____________________________________________________________________________
Education: __________________________________________________________________
____________________________________________________________________________
Career: ____________________________________________________________________
____________________________________________________________________________
3.
What have I done in HIGH SCHOOL to prepare me to achieve my Plan A short term (& potentially long term) goals?
Ex: School courses (must be available locally), Work Experiences, trainings, community or school activities, etc.
4.
What POST-SECONDARY INSTITUTIONS OR FACILITIES provide the education or training I need for my Plan A short
(and potentially long term) goals? Briefly describe the institution, program of choice and the high school prerequisites to get into this program. Use www.educationplanner.ca as a tool.
5.
What co-curricular, volunteer, or community experiences will help me achieve my Plan A short and long term
goals?
6.
What people in my support network can help me achieve my Plan A goals and how (ie. Friends, Family)?
7.
What are potential challenges I may face in the achievement of my Plan A goals and what will I do to meet these
challenges?
8.
Having a timeline for future planning can be helpful in keeping yourself on track.
A. SHORT TERM GOALS:
At the end of the first year after high school, how will I know I have met my Plan A goals? How will I demonstrate
my success?
B. LONG TERM GOALS:
What is my timeline for achieving my Plan A long term goals? (ex: 2, 5, 10 years?)
How will I demonstrate my success?
TRANSITIONS PLAN B ~ My 2nd choice plan for the future
As a 2nd choice, for the first year after high school, I plan to: _____________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
If for any reason I am unable to achieve my Plan A goals, I will use my Plan B. My Plan B may or may not change ALL my goals from
Plan A. For example, my personal goal might remain the same but my career goal may change which will also impact my education
goals.
9.
During the first year after high school, what are my Plan B short term personal, education, and career goals? Why
did I choose these goals? How do they differ from Plan A?
Personal: ___________________________________________________________________
____________________________________________________________________________
Education: __________________________________________________________________
____________________________________________________________________________
Career: ____________________________________________________________________
____________________________________________________________________________
10. In looking a bit further down the road, past the first year after high school, what are my Plan B long term personal,
education, and career goals? Why did I choose these goals? How do they differ from Plan A?
Because these goals are further into the future, these may be a little more general in nature.
Personal: ___________________________________________________________________
____________________________________________________________________________
Education: __________________________________________________________________
____________________________________________________________________________
Career: ____________________________________________________________________
____________________________________________________________________________
11. What have I done in HIGH SCHOOL to prepare me to achieve my PLAN B short term (& potentially long term) goals?
Ex: School courses (must be available locally), Work Experiences, trainings, community or school activities, etc.
12. What POST-SECONDARY INSTITUTIONS OR FACILITIES provide the education or training I need for my PLAN B
short (and potentially long term) goals? Briefly describe the institution, program of choice and the high school prerequisites to get into this program. Research options: “What’s Next?” Guide, Counselling Career Centre, online
[ex: www.educationplanner.ca]
13. What co-curricular, volunteer, or community experiences will help me achieve my Plan B short and long term
goals?
14. What people in my support network can help me achieve my Plan B goals and how (ie. Friends, Family)?
15. What are potential challenges I may face in the achievement of my Plan B goals and what will I do to meet these
challenges?
16. Having a timeline for future planning can be helpful in keeping yourself on track.
C. SHORT TERM GOALS:
At the end of the first year after high school, how will I know I have met my Plan B goals? How will I demonstrate
my success?
D. LONG TERM GOALS:
What is my timeline for achieving my long term Plan B goals? (ex: 2, 5, 10 years?)
How will I demonstrate my success?
Resume Builder
The purpose of a resume is to have a general overview of your personal information and qualifications to give
to possible employers. It is meant to be generic so it can be used to apply for numerous jobs.
Your resume must include the following:
1.
2.
3.
4.
5.
6.
Name, address, phone number, email address
Objective (why you created the resume): i.e. To obtain part-time employment
Education and Training: secondary school and any other workshops/courses
Skills
Interests and Activities: sports, hobbies, clubs
Adult Reference (not a family member or peer)
Include the following if applicable (do you have it?):
1. Work and/or Volunteer experience
2. Awards and Achievements (Honour Roll)
Create a new word document and create the headings that are on the back of this page.
USE POINT FORM WHEN DESCRIBING DETAILS, DO NOT USE “I” or “ME” IN THE RESUME.
Use “11” size font (which is this), do not use a ‘funky’ font, stick to the basics.
Use spell check!
Try your best to line up the columns of the resume.
Resume Example
Jane Doe
2525 Como Lake Ave
Coquitlam, B.C. V3J-3R8
604-123-4567
[email protected]
Objective:
To obtain part-time employment
Education and Training:
2009- Present
Dr. Charles Best Secondary, Coquitlam, B.C.
 Currently enrolled in grade 12
July 2010
Standard First Aid Certificate
Sept 2010
Food Safe Certificate
Work Experience:
July 2009- Present
McDonald’s Restaurant, Port Moody, B.C.
 Cashier: duties included serving customers, cleaning off tables, general cleaning
Interests and Activities:
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School Soccer Team
School Basketball team
Community Soccer Team
Reading
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Basic computer skills
Able to work independently and with a group
Skills:
Awards and Achievements:
 Consistently on school honour roll
 Athlete of the year grade 9
References
Mrs. Mary O’Neill
Principal
Dr. Charles Best Secondary
Coquitlam, B.C.
604-461-5581
Cover Letter Example
Jane Doe
2525 Como Lake Ave
Coquitlam, B.C.
V3R-3R8
604-461-5581
 This is your name and address
October 18th, 2010.
Today’s Date
Winners
Coquitlam, B.C.
Name and address of company
To Whom It May Concern,
if you know name of person put here, if not, write
To Whom It May Concern
I am writing in response to your job posting for the cashier position, posted on
www.monster.ca. WHY YOU ARE WRITING
I have previously worked in retail at numerous clothing stores. My duties included handling
cash, sorting inventory and helping customers. I am very knowledgeable about fashion and
fashion designers. WHY YOU WOULD BE GOOD FOR JOB.
I believe I would be an asset to your company. Please feel free to contact me at the above
number or by email at [email protected]. Thank you for your time and consideration. SUMMARIZE
AND THANK YOU
Sincerely,
Your signature
Jane Doe
Enc: Resume -Only add if you are including a resume
Healthy Living Plan
The following pages will help you create your Healthy Living Plan. There is an activity for each of the four areas
of your health living plan. The activities include information and guiding questions that will then help you
answer the MAP questions listed below. For more information, in each category you have a Google search
phrase. The school library also has more information on these topics.
1. Stress: Google =“teen stress”
How do you manage stress? List at least three ways. Why do these strategies work for you?
2. Healthy Relationships: Google = ”teen healthy relationships and healthy living”
How do your relationships with your friends, family and peers contribute to your healthy living plan?
3. Healthy Eating: Google =“teen healthy eating” and “Canada Food Guide”
How do you plan to eat healthy? How do your eating habits compare to Canada’s food guide
recommendations? Do you need to improve your eating habits? How will you do this?
4. Fitness: Google =“teen fitness”
How do you plan to stay fit? What activities will you engage in? What are the advantages / disadvantages of
each? What options for exercise will you have next year? (describe three ie. School / employer facilities,
community resources / centers etc) what are the costs involved?
What is Stress?
How one's body reacts to change can be called stress. These changes can come from feelings, situations, and
people. For example, going to a new school is a change that can cause stress. Think about changes that have
happened to you or will happen to you.
Stressors are things that cause stress. Check off all of your stressors.
_ I have to write a lot of exams
_ I don’t know how to study
_ I have to give class presentations
_ I have too many assignments due at once
_ I have to balance my studies and a job
_ I don’t like my teachers
_ New situations make me tense
_ I have to make decisions about dating and sex
_ I have problems getting along with my friends
_ I fight a lot with my parents
_ I have a lot of responsibilities at home
_ There is a lot of tension in my family
_ I’m think I might be breaking up with the person I’m dating
_ I don’t have enough money
_ I worry about death and the meaning of life
_ I can’t sleep or relax
_ I worry about the future and getting a job
_ I have a drinking or drug problem
_ I have a lot of personal issues to deal with
List any of your other stressors: ______________________________________________________
Is all stress bad? No! Most people define stress as worry, tension and pressure, but all stress isn't bad. Some
stress can be happy, exciting and challenging. We need stress in our lives; without it life would be dull. For
example, right before a race, Mark always feels a little nervous. This stress helps Mark stay alert and prepared.
Can you name a time when stress helped you stay alert and prepared?
________________________________________________________________________________
What causes stress to be good or bad? Our thoughts, feelings and beliefs about a situation can make stress
good (pleasant) or bad (unpleasant). For example, Nicole's mother informed her that they will be moving to a
new city. Moving to a new place is a stressor that will automatically cause Nicole some stress since it is a
"change".
If Nicole is excited and happy about the move, then this will be considered a good stressor for her. On the
other hand, if Nicole is sad and scared about the move, then this will be considered a bad stressor for her.
Situations that cause us to feel happy, excited, surprised, etc, can be called good stressors, and situations that
cause us to feel sad, scared, mad, etc, can be called bad stressors.
What is a good (happy, excited, etc) stressor for you?
________________________________________
What is a bad (sad, scared, etc) stressor for you?
________________________________________
Is too much stress bad? Too much stress can have a negative affect on one's body, mind, and feelings. How
you handle your stress has a lot to do with your health. When stress becomes too frustrating and lasts for long
periods, it can become harmful distress. Recognizing the early signs of stress and doing something about it can
improve the quality of your life. If you have signs of stress very often ... WATCH OUT!
SOME SIGNS OF STRESS - Check off any that apply to you with one or all three of the categories below:
Physical (P)
Mental (M) Emotional (E)
_ Headaches
_ Nervousness
_ Rashes
_ Stomachaches
_ Fast heartbeat
_ Perspiration
_ Increased urination
_ Lack of Concentration
_ Forgetfulness
_ Drop in school performance
_ Unable to study
_ Carelessness
_ Bored
_ Anger outbursts
_ Nightmares
_ Sad/depressed
_ Scared
_ Withdrawn
_ Fighting
What are some of your personal signs of stress? _________________________________________
How do you balance the stress in your life? Stay aware of your signs of stress. If you are having signs of stress,
follow the tips below to avoid stress overload (distress). Since stress will be with us the rest of our lives, it is
important to know some ways of dealing with stress. Check off the tips you think you might use.
_ Take deep breaths/Practice deep breathing exercises
_ Find time to relax and cool out (slow down)
_ Visualize what you want to happen
_ Talk problems over with a friend or counselor
_ Feel proud of your accomplishments
_ Forget about the small stuff
_ Prepare for tests early
_ Take one thing at a time
_ Stop worrying about things that may never happen
_ Forgive yourself and others
_ Make time for fun
_ Recognize your limits (ease up on yourself)
_ Watch your thoughts/think positive
_ Pray or read something inspirational
_ Use pressure points to reduce headaches
_ Don't dwell on your weaknesses
_ Exercise daily and do relaxation exercises
_ Punch a pillow, scream or kick a can
_ Eat a nutritious meal or snack
_ Set realistic goals
_ Learn from your mistakes
_ Get involved with things you like to do
_ Do something for others
_ Put your health first
Who helps you from getting too stressed?
Healthy Relationships
Positive relationships are important for good health. If you have supportive, loving relationships you are more
likely to feel funky, happy and satisfied with your life. Relationships affect how you feel about yourself and
how you cope with things that happen in everyday life. Being aware of the way relationships affect you can
help you make choices about your health.
To decide how your relationships contribute to your healthy living plan, you first you need to define the
following terms.
Relationship: _____________________________________________________________________
_______________________________________________________________________________
Friends: ________________________________________________________________________
_______________________________________________________________________________
Family: _________________________________________________________________________
_______________________________________________________________________________
Peer: ___________________________________________________________________________
_______________________________________________________________________________
The hard thing about relationships is that you do not have control of what the other person or people do.
Sometimes relationships can contribute to things like stress, depression, loss of self-esteem or confidence, and
even physical illness. It is important to think about the things that you can do to protect or care for yourself
and your health.
Try This! Think of a person you know. Close your eyes and think about time you spend with her or him.
1) How do you feel when you are around her or him?
2) What happens in the relationship for you to feel that way?
3) What does he or she tell you about yourself? (this might not be in words – the messages we get about
ourselves in relationships can be very subtle).
The following is a list of factors that enhance healthy relationships. In the list below, identify which
characteristics are important in each type of relationship by writing (F) Friends (M) Family (P) Peers.
If the factor is important for all three relationships, write all three letters.
________
________
________
________
________
________
________
________
________
________
________
Conflict resolution skills
Ability to compromise
Respect for self and others
Willingness to listen carefully
Ability to sympathize & empathize
Sharing of ideas and things
Cheerfulness
Trust
Not being jealous
Ability to say sorry
Ability to forgive
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
________
Loyalty
Ability to keep confidences
Kindness
An acceptance of self and others
Effective communication skills
Assertiveness
Politeness
Fairness
Compassion
Commitment
Responsibility
Sensitivity
Show support to others
Recognition of own and other’s strengths
Ability to accept constructive criticism
Ability to control and calm one’s anger
Understanding of cross-cultural differences
A positive sense of personal space, power
Sense of humor while avoiding unkind jokes, negative comments, teasing
Negative Relationships: Do you wonder if the relationships you are in may be abusive? Ask yourself the questions
below. If you answer 'yes' to more than a few, you may want to take a closer look at the relationship. Abuse does not
have to be physical. Emotional abuse is as damaging as physical abuse, though it is often harder to recognize, and
therefore harder to recover from. Abuse typically alternates with declarations of love and statements of change,
providing a "hook" to keep the partner in the relationship. Abusive relationships get worse over time. If you feel your
relationship may be verbally and emotionally abusive, talk to people you trust like clergy, friends, family, and counselors.
Educate yourself, and seek professional help if necessary. Do not allow verbal and emotional abuse to escalate!
You are in a negative / abusive relationship if
he / she…
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
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
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Is jealous or possessive toward you
Tries to control you by being very bossy or demanding
Tries to isolate you by demanding you cut off social contacts and friendships
Is violent and / or loses his or her temper quickly
Abuses drugs or alcohol
Claims you are responsible for his or her emotional state
Blames you when he or she mistreats you
Has a history of bad relationships
Makes "jokes" that shame, humiliate, demean or embarrass you, weather privately or around family and
friends
1. Your family and friends have warned you about the person or told you that they are concerned for your
safety or emotional well being.
2. You frequently worry about how he or she will react to things you say or do.
3. Your partner "rages" when they feel hurt, shame, fear or loss of control.
4. You leave and then return to your partner repeatedly, against the advice of your friends, family and loved
ones.
5. You have trouble ending the relationship, even though you know inside it's the right thing to do.
Healthy Eating
It seems like everyone is always talking about diets, and what you should and shouldn't eat. 'Junk' food and 'healthy'
food – what does it all mean? Is it really important? Yes! Healthy eating can make you look different and feel different.
Even small changes in the way you eat can make a difference!
Benefits of Healthy Eating: There are some effects of healthy eating that you will notice pretty quickly. For
example, a healthy diet can:
_ Help you control your body weight, so that you are not underweight or overweight.
_ Give you more energy to enjoy all kinds of physical activity, like surfing, football, netball or dancing.
_ Support your body while you are growing and developing so that you reach your full physical potential.
_ Some studies suggest that what you eat affects your mood. A good balanced diet will make sure you have all
the essential nutrients needed for your brain to function well.
There are also some benefits that you may not notice straight away, but are worth thinking about. Scientific
evidence shows that a healthy diet can help you avoid diet-related diseases. These are diseases that usually
develop when people are over the age of 40. For example:
_ Heart disease
_ High cholesterol
_ High blood pressure
_ Strokes (brain damage due to blood supply problems)
_ Adult-onset diabetes (the most common form of diabetes)
_ Some cancers
_ Osteoporosis (thinning of the bones).
Think of your parents or grandparents – do they have any of these diseases? Wouldn't it be good if you could
avoid having the same problems they do? Healthy eating now can reduce the risks of developing these
diseases later on!
Canada Food Guide: Explore the Canada Food Guide and build your own personalized food guide. Print/save
it when complete and include it in your MAP.
1) Go to the Canada Food Guide website. Either google “Canada Food Guide” and click on “Create My
Food Guide” or go to: http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/myguidemonguide/index_e.html
2) How do your eating habits compare with Canada’s Food Guide Recommendations?
3) What do you need to change and how will you do this?
4) How is fitness part of the food guide?
Fitness After High School
Staying healthy and fit requires a combination of healthy eating and exercise. Health can be defined as a state
of complete mental, physical and social well being where as fitness is the ability to meet the demands of a
physical task. The Canada Food guide recommends building 30-60 minutes of moderate physical activity into
daily life for adults and at least 90 minutes a day for children and youth. You don’t have to do it all at once.
Add it up in periods of at least 10 minutes at a time. Exercise scientists have identified nine components that
comprise the definition of fitness. The nine components are strength, power, agility, balance, flexibility,
muscle endurance, cardiovascular endurance, strength endurance, and coordination. This exercise will help
you identify ways to stay fit.
1) Check off the activities you are currently involved in
_ Aerobics
_ Baseball
_ Canoeing
_ Cross-Country
_ Dance
_ Field Hockey
_ Golf
_ Gym-Cardio
_ Hiking
_ Kayaking
_ Lacrosse
_ Pilates
_ Rowing
_ Sailing
_ Skiing
_ Soccer Volley Ball
_ Swimming
_ Tennis
_ Wakeboarding
_ Water Polo
_ Waterskiing
_ Windsurfing
_ Wrestling
_ X-Country Skiing
_ Yoga
_ _____________
_ Badminton
_ Basketball
_ Climbing
_ Cycling
_ Field Hockey
_ Football
_ Gym -Weightlifting
_ Gymnastics
_ Hockey
_ Kite Surfing
_ Mountain Biking
_ Ringette
_ Rugby
_ Skating
_ Snowboarding
_ Softball
_ Tai Chi
_ Track And Field
2) What activities do you plan on continuing?
3) Are there any new activities that you are considering?
4) What are the advantages / disadvantages (in terms of fitness) of each of the activities you plan on
participating in next year?
5) What facilities will you have access to next year, or will need to access, and what will be the cost of the
access?
Financial Plan
Name:
Complete the sections of the chart that apply to you for first year after
high school. IT MUST MATCH YOUR TRANSITION PLAN A! The examples
are only suggestions. LEAVE BLANK the sections that DO NOT apply to
you.
Total Income
Total Expenses
Balance
$
$
$
Monthly
-
IMPORTANT REMINDER: Remember
your overall balance needs to be
greater than or equal to zero. If your
balance is negative, either increase
your income or look to see where you
can cut expenses.
EXAMPLE ESTIMATES:
Yearly
Monthly
Yearly
-
$
300.00
-
$
400.00
$
$
$
$
$
$
$
4,800.00
14,400.00
$
$
$
$
$
$
$
$
$
$
-
$
$
$
$
$
$
$
$
$
30.00
15.00
300.00
200.00
50.00
20.00
12.00
50.00
-
$
$
$
$
$
$
$
$
$
$
360.00
180.00
3,600.00
2,400.00
600.00
240.00
144.00
600.00
8,124.00
Transportation Expenses
Bus Pass
Car - gas
Car - Payments
Car - Maintenance / Repairs
Total Transportation Expenses
$
$
$
$
$
-
$
$
$
$
50.00
200.00
400.00
300.00
$
$
$
$
$
600.00
2,400.00
4,800.00
3,600.00
11,400.00
Living Expenses (on own)
Rent (your share)
Cable, Internet, and TV
Telephone and Long Distance
Power / Water Sewer
Gas (Natural Gas)
Furniture / TV / Computer
Incidentals: Dishes / Appliances
Total Living Expenses
$
$
$
$
$
$
$
$
-
$
$
$
$
$
400.00
70.00
30.00
50.00
50.00
$
$
$
$
$
$
$
$
4,800.00
840.00
360.00
600.00
600.00
7,200.00
Possible Income
Part Time Job
Awards / Scholarships / Bursary
Prior Savings (include RESP's)
Loans
Financial Gifts
Other (i.e. money from family members)
Total Income
$
$
$
$
$
$
$
Expenses - Standard
Cell Phone
Cleaning Supplies / Laundry
Food
Meals / Entertainment (movies)
Personal Incidentals (hair)
Gifts (and Christmas)
Medication
Memberships (gym / ski)
Travel (holidays)
Total Standard Expenses
3,600.00
1,000.00
5,000.00
Living Expenses (..school)
Residence / Shared Room / Rent
Tuition (average)
Student Fees
Books
Student Health / Dental Insurance
Moving /Travel (home)
Total Living Expenses (…school)
$
-
$
$
-
Living Expenses (…working)
work clothing / tools / equipment
Health and Dental Insurance
Total Living Expenses (…working)
$
$
$
-
Traveling Expenses
Work / travel visa
Passport
Flights
Accommodation
Food / Meals / Beverages
Special Activities
Immunization
Total Travel Expenses
$
$
$
$
$
$
$
$
-
$
$
$
$
70.00
80.00
750.00
900.00
$
$
$
$
$
$
$
2,300.00
4,000.00
250.00
2,000.00
500.00
1,000.00
10,050.00
$
$
$
840.00
960.00
1,800.00
$
$
$
$
$
$
$
$
200.00
110.00
2,000.00
9,000.00
10,800.00
1,000.00
200.00
23,310.00
Work Readiness Tips and Documents
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Apply for and get your Social Insurance Number (SIN#).
Have an updated, professional looking resume and cover letter.
Collect reference letters.
Get certificates you may need: Drivers License, Food Safe, SuperHost, First Aid.
Travel Tips and Documents
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Get your passport. (Everyone should have one!)
Stay healthy! Get appropriate vaccinations and health insurance.
Book transportation, flights, accommodation, and travel insurance.
Purchase a travel guide. Take some time to research and learn about your destination, local customs,
and/or dress codes.
Find out what kind of currency ($$$) is required for your trip and how to access money in that location.
Determine the cost and create a financial plan to meet the cost (budget).
Graduation Transitions Exit Interview General Outline
Student: __________________
Interviewer: ____________________
Date: _________________
The interview will be centered on the following three questions:
1) When you arrived at Charles Best in grade nine, did you have plans for after graduation?
(Where have you been?)
2) At this point in time, what is your plan for the first year after graduation? What has changed or not
changed from grade nine?
(Where are you right now?)
3) Where do you see yourself five and ten years from now? (personal and professional life)
(Where are you going?)
Sample Questions
1. Career Goals:
- What are your career goals? (1 or 2 areas of interest)
2. Education/Work Experience Goals:
- What are your plans for the year after graduation? (work, travel, or school)
- What are your plans for the summer, and/or long range plans?
- Any Post-secondary plans? Where? What program?
- Do you know how to accomplish this goal?
- How many years this goal will take to achieve?
3. Rationale:
- Why did you choose this path? (skills, interests, aptitudes, values)
4. Experience:
- Do you have experience in this field of interest? (extra-curricular activities, part time, summer employment,
volunteer/community involvement)
5. Challenges/Financial Plan:
- What are your financial resources? (savings, family, loans, scholarship)
- Academic achievement challenges for you?
- Personal situation – special circumstances (family, travel, health)
6. Support Network/Recommendations:
- Do you have a support network? (how will you handle your stress level)
7. Have you applied for work or school yet?
8. Do you have a back up plan if things don’t work out?
9. Any questions or concerns that you have?
Interview Advice
All grade 12 students must participate in an EXIT INTERVIEW. This will be an interview style presentation involving the student, at
least one teacher and one community member. Exit Interviews last approximately 15 minutes. Typically, each interview is also
observed by a grade 11 student.
Here's what past panel members (staff and community members) have suggested to students who are preparing their Exit
Interview:
"Dress appropriately for an interview. This isn't the time for a ball hat or winter touque. Do not chew gum!"
"Relax and enjoy - it is an opportunity to show us who you are!"
"Plan B is just as important as Plan A of your Transition Plan. Be prepared to talk about it."
"Make eye contact! Greet panel members and say thank you at the end."
"Dress sharp! Treat this like an interview for a job you really want!"
"PRACTICE your presentation before you come. Use your binder as a guide, but don't be dependent on it."
"Research your Plan A and Plan B of your Transition Plan! We want to see you have both options covered!"
"Be proud of your accomplishments! Be confident! Don't underestimate yourself!"
"Don't be nervous. All interviewers were once students themselves - some still are!"
"Come well prepared! Pictures are GREAT!"
"Try to synthesize the MAP into a presentation that flows. Use it as a prop or a tool as needed but don't just turn the pages."
Presentation Planner
My Presentation:
Use these questions to plan your Presentation. What you present will be based on YOU, but
you should be able to say ‘yes’ to all of the statements below if you are prepared!
Evidence Presented
Do have a variety of Evidence? (Certificates, Awards, Photos, Memberships, etc) Have at least
ONE piece, but bringing more items shows that you are prepared, and gives you more to talk
about!
Criteria 1 - Evidence
What is there about my evidence that I am most proud of? How does my evidence show who
I am? Have I chosen evidence that I am comfortable sharing?
Demonstrates thoughtful selection
of evidence.
Criteria 2 - Effort
Demonstrates effort, initiative, and
commitment.
Criteria 3 – Reflection on History
Demonstrates meaningful reflection
on activities & evidence presented.
Criteria 4 - Goals
Demonstrates thought put into
evaluating future goals.
Criteria 5 - Clarity
Demonstrates clarity in formulating
and presenting future life choices.
How much time and energy have I put into preparing for my presentation? How do I feel
about my presentation format? How much have I practiced? What kind of feedback from
peers, parents, and teachers have I incorporated into my presentation?
What are the personal connections that my evidence represents? How can I explain the
reasons for my choices? What do I want to communicate in my presentation? How do I want
my audience to respond to my presentation? What part of ‘me’ do I want to talk about?
What I have learned from completing my Transition Plan? Can I describe my plans for the
future? Have I considered a variety of options, or am I sure of what I want to do and how to
get there?
How has my Transition Plan helped me make choices about employment, career and life
choices, and post-secondary education and training? Can I talk about my skills and abilities
clearly so others can understand what these goals are?