capstone project bc ministry of education

The Capstone project is a graduation requirement that allows students to demonstrate their learning using an area(s) of interest as the basis for the project, ideally an area they are passionate about and/or intend to pursue after graduation.

Resources: SD8 Capstone Overview video

The capstone is a rigorous learning opportunity for students to reflect and share in personally meaningful ways, and is a requirement for Career-Life Connections and for graduation. The purpose of the capstone is for students to demonstrate the knowledge, competencies, and passion(s) that they can offer the world, as they integrate personal interests and strengths with preferred future possibilities. It is a representation of the student’s learning journey and provides an opportunity to reflect and synthesize as well as showcase and celebrate.

The capstone includes, but is not limited to, two stages:

• the preparation process – students reflect on experiences in school and out of school, assess development in the Core Competencies, and share highlights of their learning journey

• the capstone product – students design, assemble, and present a capstone

Capstone 12 can take several forms including, but not limited to:

• school or community service projects
• academic research presentations
• coaching or volunteering presentation
• Fitness, nutrition, or athletics projects/presentations 
• trades or career pathway planning presentation
• script writing, multi-media, creative writing, art presentations
• dance, music, theatre, music composition presentations
• coding, technology, game building models
• workplace readiness presentation
• personal interest exploration
• gap year service leadership exploration

Capstone 12 will prepare students for scholarship presentations and applications, university or college entrance, and will help build their confidence through connecting to an area of personal interest.

J.N. Burnett Secondary School

Career Life Connections and Capstone Project

CLC SERVICE PROJECT DETAILS

For Grads of 2023, to complete your Capstone, please select 'CLC Service Project' below for the details of the CLC Service Project.

2023 SCHOLARSHIP WORKSHEET & APPLICATION FORM (Click)

CAREER LIFE CONNECTIONS & CAPSTONE

J.N. Burnett delivers the Career Life Connections course through our Conference days. Each grade level, 8 through 12, is expected to attend, participate in, and reflect on the activities that are presented during those days.

Students are responsible for uploading and storing their completed activities and reflections to myBlueprint.ca/sd38. This is important, as it is a record of their participation during Conference days.

Students who have an excused absence on a Conference day must complete the activities and reflections and upload them to myBlueprint.  Each Conference Day is based on a theme that addresses the Career Life Connections curriculum.

These themes are:

• Community Connections
• Health and Well-being
• Social Responsibility

Students will receive 2 credits in Grade 11, and 2 credits in Grade 12 for Career Life Connections.

CAPSTONE PROJECT

The Capstone Project is part of Career Life Connections. During grades 11 and 12, students will plan, design, document, create, and present a Capstone Project.

It is mandatory for all students to complete a Capstone in order to receive a Career Life Connections course credit.

The Capstone Project is an opportunity for students to demonstrate their learning in a particular topic they are interested in learning about.  This student-centered approach allows individuals to personalized their learning in an area that they are passionate about. 

Be prepared to invest at least 25 hours towards completing your Capstone Project. This does not include your 30 Hours of Work/Volunteer Experience, or the 90 Hours completed in the Work Experience (WEX) course.

CAPSTONE STYLES

What Can My Capstone Look Like?

Your Capstone Project can be presented in many different ways or styles. What form is your Capstone Project going to take? What will your final project look like? This is your chance to be creative!

Capstone Styles

We have provided 7 different Capstone Styles to give you an idea of what form your Capstone Project can take.  Please refer to the Capstone Styles Booklet below for detailed information. 

CAPSTONE PROPOSAL

Before starting your Capstone Project, you need to complete a Capstone Proposal.  Once this proposal is approved, you can start your Capstone journey.

You will need to find a Mentor to help guide you throughout your Capstone.

What is a Mentor?

A mentor is an adult that you trust, a person that can provide support and guidance as you are going through the process of completing your Capstone Project.

Once you find a mentor, you need to meet at least 3 times to discuss your Capstone progress. These meetings must be documented and signed on the Mentor Log sheet.

IMPORTANT CAPSTONE DOCUMENTS

Before your Final Capstone Presentation during the May Conference Day, you will need to have the following documents completed and signed off on your Career Life Connections Report Checklist:

• An updated resume
• 30 Hours Work/Volunteer Experience
• Your Mentor Log

Please bring your signed and completed Career Life Connections Report Checklist, along with the above documents, to your Capstone Presentation in May.  All of these forms, with the exception of your resume, can be found below.

FINAL CAPSTONE PRESENTATION

Your Final Capstone Presentation will occur during the May Conference day. 

Your Capstone is worth 50% of your Career Life Connections course. All students must present their Capstone Project in order to graduate.

The following document outlines the Capstone Rubric that will be used for assessment:

The electronic translation service is hosted by Google Translate. The quality of the translation will vary in some of the languages offered by Google. Google Translate is a free service and currently offers translation in over 50 languages, although an impressive number, this does not capture all languages or dialects. The basic translation’s goal is to capture the general intention of the original English material.

The Vancouver School Board does not guarantee the quality, accuracy or completeness of any translated information. Before you act on translated information, the Division encourages you to confirm any facts that are important to you and affect any decisions you may make.

The Vancouver School Board is committed to parent, family and community engagement, and it is our hope that by providing this tool on our website that we are making our information more accessible to families whose first language is not English and thereby enabling better engagement in public education.

Career Life Connections (CLC) and Capstone

This Video is a great INTRO to Capstone and features some familiar faces:

https://youtu.be/rZsom64kE3Y

Career Life Connections B (CLC 12B) 

Dear Parent/Guardians of Grade 12 Students, 

  This year, your son/daughter is required to take a course called  Career Life Connections B (CLC 12B or Capstone)  

• CLC is a  2 credit course .
• It is a  mandatory course , created by the Ministry of Education,  required for graduation .  
• This will be a graded course, and it will appear on their transcript.
• This course will be completed off-timetable, and your child will be working with a teacher advisor from the school, and a mentor of their choice. 

In this course students will: 

• Create/Design a Capstone of their choice (they began this process at the end of Grade 11 last year)
• Work with a Mentor on their Capstone
• Have periodic check-in interviews with their teacher advisor on their progress
• Present their Capstone to a panel in May

Please ensure that your child checks TEAMS regularly for important announcements/ information about the course, and for assignments.  If you have any questions or concerns, please contact your child’s teacher advisor. 

Please note, if your son or daughter does not complete this course, and receive a passing grade, they will NOT BE ABLE TO GRADUATE. 

Career Life Connections A (CLC 12A) 

 Dear Parent/Guardians of Grade 11 Students, 

This year, your son/daughter is required to take a course called  Career Life Connections

(CLC 12A) .  All Grade 11 students will complete this course  online.  

• This Course will be completed online by completing assignments on TEAMS. 

In this course, students will:

• Think about personal life-long learning choices and post-graduation plans
• Create a career portfolio.
• Students will explore potential career paths, and post-secondary options, and develop important skills that will help them after they graduate. 

Please ensure that your child checks TEAMS regularly, so that they can complete the assignments on time.  If you have any questions or concerns, please contact your child’s teacher advisor. 

 Please note, if your son or daughter does not complete this course, and receive a passing grade, they will NOT BE ABLE TO GRADUATE.  

The Cobb County School District does not guarantee the quality, accuracy or completeness of any translated information. Before you act on translated information, the District encourages you to confirm any facts that are important to you and affect any decisions you may make.

The Cobb County School District is committed to parent, family and community engagement, and it is our hope that by providing this tool on our website that we are making our information more accessible to families whose first language is not English and thereby enabling better engagement in public education.

Career Education

A life-long journey of creating and celebrating self-awareness, connections to the community, and exploring possibilities!

WorkBC has launched a new webpage for Career Education Resources for Teachers and Counsellors.

Not sure what type of program you want to take at post-secondary? Wondering how current students at post-secondary are doing in connection to the labour force? Try using the BC Student Outcomes Data Viewer to help you make choices based on current student transitions from post-secondary to careers.

Capstone Assignments & Information

Capstone Assignments

Please click on the following links above for more information & tutorials:

Learning Story

Skill Showcase

Career Pathways

BC Ministry of Education Capstone Information

The Capstone is a two part process at KSS. Part 1 is a culmination of your Career Life Exploration & Connections classes from Grade 10, 11 and 12. Students must gather evidence from these learning experience to meet the Mandatory Graduation Requirements outlined in the Big Ideas. Part 2 is your opportunity to turn these learning opportunities and formulate a formal presentation. Students can think of this opportunity like a Graduation Project highlighting their Learning Story, Skill Demonstration and Career Exploration Pathway.

Capstone Structure

Part 1: Personalized Learning Maps (Gr. 10-12)

The Capstone learning maps allow you to engage in and reflect on competency-based learning. The three learning maps work together to help you create a comprehensive picture of who you are in the process of becoming as you transition from high school. Each learning map will allow you to determine which learning experiences have been most meaningful for you. You will gather evidence and reflect on who you are, the skills that you have acquired, and how these relate to your career exploration and pathway. You will get ongoing, informal feedback through conferencing with your mentor, peers, and Career Life Connections teacher.

Core Competencies and the Capstone

Throughout your K-12 learning experiences, you have engaged in ongoing, purposeful, and meaningful reflection on your personal development of the core competencies. As you prepare to transition from high school, the Capstone is the embodiment of, and final reflective component to your K – 12 learning experience. In Grade 12 you have the opportunity to draw on your powerful learning experiences, core competencies and skill development and future career pathways in order to tell the story of who you are becoming. ​

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This learning activity helps students gather useful information and prepare for the creation of their personal integrated post-graduation career plan that can be included in their capstone project. If information is missing, students will use WorkBC.ca resources to support further research and exploration. Students will use the Explore Career Worksheet A as a guide and gather evidence of learning and achievement related to: self-assessment, career choice, career pathway (education and/or work), financial plans and health and well-being.

Download Worksheet(s) & Lesson Plan

• Lesson Plan - Explore Careers - CLC.pdf 100 KB
• Worksheet A - Explore Careers CLC.docx 56 KB
• Worksheet A - Explore Careers CLC.pdf 161 KB
• Resource Requirements
• Key Questions
• Thinking about Teaching
• Proposed Scope & Sequence
• Activity One: Overview of the Capstone Project and the Personal Integrated Plan for Post-Graduation
• Activity Two: Identify, Assemble and Evaluate Evidence that Demonstrates a Rationale for the Post-Graduation Plan
• Activity Three: Use Resources Such as WorkBC to Conduct Further Exploration and Research
• Activity Four: Create a Format to Store Evidence
• Assessment Ideas
• Curricular Competencies
• Core Competencies
• Activity One
• Activity Two
• Activity Three
• Activity Four

In Career-Life Connections (CLC), grade 11 and 12 students continue to develop their career-life planning competencies and further their understanding and awareness of the world of work, and of themselves. Career development competencies developed over the senior years of high school will result in an understanding that careers, education and life opportunities change over time. This awareness encourages ongoing exploration, planning and connecting with mentors. Students will have used a variety of career exploration, research and reflection techniques to think about career opportunities – in the process, they will be identifying aptitudes, attitudes and achievements needed for post-graduation plans. Through using a variety of career planning tools, including WorkBC.ca , students will identify and assemble evidence, and design and create their capstone project.

Worksheet A: Preparing for your capstone project post-graduation plan (available for download)

WorkBC resources for students:

Career Discovery Quizzes

Career Trek

Explore Careers

Career Search Tool

Other Requirements: Computer, tablet or smartphone.

• Do I have the right information so I can plan and create my integrated post-graduation plan for my capstone project?
• I nterests and experiences.
• What I am looking for from a job?
• Where I will live?
• Types of work environments I would like to work in.
• Essential skills.
• Employability skills.
• Work skills.
• Academic skills.
• In-school and out-of-school courses that support post-graduation plans.
• Community learning experiences.
• Internal and external influences on personal development and career choices.
• Achievements that support my career choices.
• My career support network.
• Can I identify and provide evidence of the aptitudes, attitudes and achievements that shaped my post-graduation goals and plans?
• Can I identify and provide evidence of learning experiences I undertook that helped me choose a career-life pathway, including education and/or work?
• Can I demonstrate that I gathered information on the finances required to support my career-life plans?
• Did I ensure that all my information is current and that I updated it as required?
• Did I assemble the information in a format that will be useful when I create my post-graduation plan as part of my capstone project?

In Career-Life Connections (CLC), grade 11 and 12 students continue to develop their career-life planning competencies and further their understanding and awareness of the world of work, and of themselves.

Career development competencies developed over the senior years of high school will result in an understanding that careers, education and life opportunities change over time. This awareness encourages ongoing exploration and planning.

Students will have used a variety of career exploration, research and reflection techniques to think about career opportunities and to identify aptitudes, attitudes and achievements needed to support their post-graduation plans. Through learning about their career options, students are better prepared to achieve their post-graduation plans.

The capstone project is embedded in the CLC curriculum. The capstone project allows students to demonstrate their cumulative learning, using an area of interest as the basis for the project. Ideally, this would be an area they are passionate about and hope to pursue after graduation.

In CLC, students will identify and assemble evidence, and design and create their capstone project. They will present it to an audience to demonstrate personal learning and achievement (in and out of school), as well as their growth in the core competencies. Their presentation should reflect how they came to their decision regarding their post-graduation plan.

Students who participated in the learning activities associated with WorkBC Career Discover Quizzes and Career Trek lessons, will have accumulated a number of learning experiences that will be helpful when they create their capstone project.

This learning activity is specifically intended to help students gather useful information and prepare for the creation of their personal integrated post-graduation career plan. This plan will be included in their capstone project.

If information is missing, students will use WorkBC.ca resources to support further research and exploration.

Students will use Worksheet A as a guide and gather evidence of learning and achievement related to:

• Self-assessment.
• Career-life choices.
• Career-life pathways (education and/or work).
• Financial supports.
• Health and well-being.
• Learn about the integrated personal post-graduation plan and the capstone project.
• Evaluate the evidence to determine whether it is sufficient to support post-graduation goals and plans.
• Use WorkBC resources to conduct further exploration and research, so students have up-to-date evidence.
• Create an approach to pull all the evidence together, so it is ready to be used as part of the integrated post-graduation plan within the capstone project.

As an introduction to this activity, provide an overview of the elements of the capstone project. Students should understand the purpose for gathering evidence about what they have learned and achieved in their career planning activities. They should be aware that when presenting their capstone project they will need to demonstrate connections between their learning and achievements, and their post-graduation plans.

As an example, one student has chosen to pursue a career as a provincial park ranger. When asked why, she may provide evidence of participating in outdoor activities such as hiking in nature, belonging to the environment club at school and achieving honours in her biology class.

For further information see the Ministry of Education guide to Career Education 10-12 (PDF) .

In this activity, students will individually gather evidence and evaluate its usefulness for creating their post-graduation plan. Students will need to develop evaluation questions and a method to save their evidence electronically. Prior to starting their work, review part one to four with the students, review the WorkBC resources, and answer any questions they might have.

Part One: Assemble and Identify

Provide an overview of the process students could use to gather information and what they should be looking for to support each element. Ideas include:

• Results of self-assessment quizzes and other exploration (for example: Career Discovery Quizzes, Career Trek), self-evaluation and in-school or out-of-school experiences that influenced their career options.
• Decisions related to career options and the basis for those choices (for example: Career Discovery Quizzes, WorkBC career profiles).
• Results of research related to education and/or work pathways that will support their achievement of career goals (for example: EducationPlannerBC or WorkBC Job Board).
• Identification of financial support (for example: bursaries, part-time work) that will be required to achieve career goals (for example: WorkBC Financing for Students).
• Identification of actions that will support health and well-being, while working towards the achievement of career goals.

Part Two: Evaluate Evidence for Usefulness and Currency

Let students know that after gathering their evidence, they will reflect on and assess its usefulness. If they are missing evidence, then they will do further work to fill in the gaps.

• Provide an example of how to conduct an assessment of evidence, using the Key Questions above to determine whether the information is relevant to their post-graduation goals and plans. The following activity may be useful.
• Students should develop evaluation questions to help guide their assessment of evidence.
• Have I collected all the right information needed to create my integrated post-graduation plan?
• Have I completed a self-assessment such as Career Discovery Quizzes, and do the results still reflect how I feel about my post-graduation plans?
• Have I identified career choice(s) that work for me? Have I shared my thoughts with my network to get their feedback?
• Do the values I identified earlier still make sense now that I am in grade 12?
• Have I researched scholarship opportunities that I could use for the education program that interests me?
• Have I researched the prerequisites for the education program(s) I want to take, and do I have what I need?
• If I want to go directly to a job, have I researched my work options?

Over Career-Life Education (CLE) and Career-Life Connections (CLC) programming, students will likely have used the WorkBC.ca website to conduct research into various career options. If student identified gaps in the evidence they assembled, they can use WorkBC to help them fill in the gaps.

• To refresh students’ memories, give a short demonstration of WorkBC resources that will be useful to them.
• Many students will have an account in WorkBC. If they do not, provide the instructions for setting up an account.
• If they need to conduct additional research, students can explore other sources on the internet to help them make decisions. School districts may have proprietary resources that can also support student career research.

Students will need to develop a way to store the evidence they gather, so they can access their materials when they are ready to create their final post-graduation plan.

• Students will develop the storage framework and format prior to collecting their evidence.
• Digital book using the Book Creator App on the iPad or similar app.
• Slide presentation using Google Slide or Microsoft PowerPoint.
• Poster using the Pic Collage app on the iPad.
• Electronic folders for each element.

Self-Assessment

Ask students to provide evidence of the statement:

• I identified and assembled evidence of learning and achievements that will support the creation of my integrated post-graduation plan.
• I evaluated and assessed my evidence for usefulness and currency.
• If I found evidence that was not current, I took action to bring it up to date.
• I created a product that represents the evidence I collected to support my integrated post-graduation plan.

Teacher Assessment

Teacher creates rubrics to assess product.

This lesson plan supports elements of British Columbia's Career Education Curriculum as outlined below. For further details on the curriculum itself, visit the Ministry of Education's Career Education Curriculum webpage.

• Career-life development includes ongoing cycles of exploring, planning, reflecting, adapting and deciding.
• Career-life decisions influence and are influenced by internal and external factors, including local and global trends.
• Mentorship opportunities.
• Factors that shape personal identify and inform career-life choices.
• Reflection strategies.
• Career-life exploration.
• Ways to represent themselves, including consideration of personal and public profiles, digital literacy and citizenship.
• Self-assessment to achieve goals that advance preferred career-life futures.
• Methods of organizing and maintaining authentic career-life evidence.
• Diverse post-graduation possibilities including personal, educational and work options.
• Post-graduate budget planning.
• Capstone guidelines.
• Approaches to showcasing the learning journey.
• Examine: Analyze internal and external factors to inform personal career-life choices for post-graduation planning.
• Examine: Assess personal transferable skills and identify strengths including skills that require further refinement.
• Interact: Collaborate with a mentor to inform career-life development and exploration.
• Interact: Engage with personal, education, and employment networks to cultivate post-graduation resources and social capital.
• Interact: Create and critique personal and public profiles for self-advocacy and marketing purposes.
• Experience: Explore possibilities for preferred personal and education/employment futures, using creative and innovative thinking.
• Experience: Identify and apply preferred approaches to earning for ongoing career-life development and self advocacy.
• Experience: Engage in, reflect on, and evaluate career-life exploration.
• Share: Reflect on experiences in school and out of school, assess development in the core competencies, and share highlights of their learning journey.
• Share: Design, assemble and present a capstone project.
• Explain/recount and reflect on experiences and accomplishments.
• Personal awareness and responsibility.

Related Lesson Plans & Resources

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International Business Capstone Students Present Final Projects 

On April 29, Professor Maria Jell-Ojobor’s International Business capstone students presented their final projects to their families, friends, fellow students, and faculty in the Aula Magna Regina.  

The theme of this semester’s capstone project was “Corporate Social Responsibility (CSR) and sustainability strategies in multinational companies. Best practices in emerging and developing countries in various sectors.” 

This topic is of great importance to JCU’s “Sustainability for Education Initiatives,” coordinated by Professor Michèle Favorite . In her opening speech, Professor Favorite stressed the importance of these works for the student’s future.  

Professor Jell-Ojobor explained the overall topic of the projects: “Multinational enterprises (MNEs) are considered key factors in environmental harm and are under scrutiny by global stakeholders. But it is also innovative MNEs that combine critical resources, making global business, products, services, behavior, and operations “green,” “social” and “ethical,” thus turning this tremendously important challenge into a competitive advantage.” 

During the course, students acquired expert knowledge on (CSR) strategy from Luca Regano, CEO of Froneri Italia. Alfredo Cuzzupoli, Senior Manager for Business Transformation at Ernst & Young, provided advice to the students throughout the development of their works.  

Students analyzed the CSR and sustainability of the assigned MNE from different angles in sectors, such as pharmaceutical, automotive, furniture, and oil and gas, and their operating practices in emerging and developing countries like India, Nigeria, and South Africa. 

The real task for students was to tackle their projects from a research-based perspective. Professor Jell-Ojobor added: “It was definitively not an easy learning journey for the students to enter this new territory. Students had to identify a concrete research problem and formulate research questions and the goal of their project. They had to conduct a thorough literature review, and follow a rigorous methodological approach for data collection and analysis.” 

“The students should be very proud. They did an extremely good job, and it was a pleasure to see them grow and handle difficult situations successfully during this course. We hope they will apply this knowledge outside of JCU,” added Professor Jell-Ojobor. 

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