Page 35 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Cooperative Education

• reviewing course requirements and beginning to consider assessment and evaluation strategies;
• considering other relevant programs (e.g., the Ontario Youth Apprenticeship Program, the Specialist High Skills Major program, Dual Credit programs) and making an appropriate choice, as necessary;
• identifying potential community connections that align with the student’s goals;
• identifying potential challenges the student may encounter, and planning for appropriate supports (e.g., addressing systemic and attitudinal barriers that may limit students’ full participation in cooperative education);
• reviewing with the student the unique responsibilities of participating in cooperative education;
• identifying any related certification, training, and/or other specific requirements that may be necessary for participation in learning experiences in specific community placements (e.g., CPR, First Aid training, Working at Heights, vulnerable sector check, immunization).
Establishing the Community Connection
The key to providing dynamic school- and board-wide cooperative education courses that meet the needs of all students is to create and sustain strong community partnerships, with the understanding that these opportunities should benefit all participants. Students, parents, family and friends, and all educators and staff members can play a part in creating cooperative education opportunities for students in local, national, and global communities.
Boards and schools must ensure that there is a process in place and resources available
to support teachers in finding and assessing cooperative education opportunities that offer educationally rich and safe learning experiences for all students. When establishing the community connection, boards and schools must adhere to minimum age requirements for certain industries and workplaces in Ontario that are set out in the Occupational Health and Safety Act (OHSA), which is available at https://www.ontario.ca/laws/statute/90o01. In addition, some employers have their own policies on minimum ages in the workplace.
Community placements should be outside the school. However, in some circumstances, based on the unique needs of the student, it may be necessary for the community com- ponent to take place within the student’s home school. For example, it may be necessary to place a student in the home school if the student has needs or interests that cannot be accommodated in another placement in the community. Where it is necessary to place a student in the home school, two separate individuals must assume the roles of cooperative education teacher and placement supervisor.
An important consideration in establishing a community connection is recognizing and understanding the diverse needs of all learners. In particular, teachers must consider the needs of students facing physical, mental, emotional, social, financial, or other challenges that may pose a barrier to their participation in cooperative education. When arranging community connections for students with special education needs, cooperative education teachers, in collaboration with special education teachers and parents, where appropriate, should ensure that the community partner is adequately prepared to support the student’s learning. Specific requirements and accommodations that may be needed to ensure a safe and meaningful cooperative education experience must be considered in advance of
the experience.
PLANNING AND IMPLEMENTATION OF THE COOPERATIVE EDUCATION PROGRAM
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