Page 89 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Cooperative Education

the Employment Standards Act (ESA) requires that working conditions meet acceptable standards; strategies, skills: practices consistent with the acceptable use of technology; communication skills and strategies, including the appropriate way to respond to and report situations that make one feel uncomfortable or that are inappropriate; conflict resolution strategies; consulting with a trusted adult, such as a teacher, guidance counsellor, parent, or Elder – or in the case of adult students, a partner; using time management skills; setting priorities; appreciating differences among individuals)
Teacher prompts: “How might you respond when you witness a co-worker being bullied
or harassed?” “During previous co-op or employment experiences, what did you observe that demonstrated respect for human rights within the organization?” “How we cope with stress can have a considerable effect on our mental health and can affect our safety and well-being in the workplace. What can you do to maintain a healthy school/life/work balance?” “How will you know which well-being and/or human rights issues you can address on your own, and which ones you need to refer to others?” ”Who will you speak with to request religious accommodations during your cooperative education experience?” “In your cooperative education experience, you may feel that you are not receiving enough direction or the support you need to successfully complete your tasks. If you don’t get the support you need, you may find that your self-confidence and self-esteem suffer. You may start to blame yourself, or you may feel undervalued. In either case, you may need emotional support, and advice to help you deal with your feelings and the situation. What can you do to help yourself? Who can you turn to for help?” “Both emotional and physical safety are integral to a successful cooperative education experience. What are some characteristics of emotional safety? What are the conditions that might
help you feel emotionally safe? What can you do to support your own emotional safety? What legislation protects emotional safety?”
A1.3 identify potential hazards and potentially hazardous situations that could arise in connec- tion with the cooperative education experience, and describe the behaviours and practices that would help prevent and that assist in respond- ing to such situations (e.g., the use of required clothing and personal protective equipment [PPE] such as hardhats, safety glasses, ear protection, CSA-approved steel-toed boots for workers in manufacturing facilities; prompt attention to or reporting of faulty equipment, such as missing safety guards on an industrial mixer; clear procedures
for incident/accident reporting; behaviours that assist in maintaining the safety of all workers at the workplace, such as immediately cleaning up spills to protect workers from potential slips and falls; online security and warnings against criminal or inappropriate use of the Internet, including cyberbullying)
Teacher prompts: “How can you recognize potential hazards at the site of, or related to, your cooperative education experience? What questions might you ask yourself and others when assessing a hazard and/or determining what to do to prevent incidents and keep safe?” “Resources and services for workers may differ, depending on the nature of the experience and the kinds of learning opportunities involved. What safety-related resources and services should be provided at your cooperative education placement?” “How do effective communication skills support safety?” “What are some actions you can take to promote your own and/or others’ safety during your cooperative education experience? What would you do if you felt it was necessary to advocate on your own and others’ behalf with respect to safety concerns?” “WHMIS is a regulation that applies to all workplaces where hazardous materials are stored or used. How are hazardous materials identified, and how can you determine what is needed to protect yourself when working with hazardous materials?”
A2. Preparing and Planning for the Experience
Before the cooperative education experience, students will:
A2.1 explore a variety of topics that relate to the cooperative education experience and the par- ticular sector or area of focus of the experience (e.g., local and global economic issues; emerging economies; labour market trends in the overall economy and in the particular sector or area of focus of the cooperative education experience; workplace/online culture; in the case of international cooperative education experiences: cultural values, beliefs, and local laws; corporate social responsibility initiatives; the appropriate use of social media in the workplace; organizational structures in the non-profit sector; the influence of Indigenous teaching practices and protocols in the education sector; globalization in the transportation sector; the role of unions in the construction sector; entrepreneurial opportunities in the energy sector; the impact of technology in the mining sector; postsecondary programs in the area of logistics; recruitment and employment strategies that support
PREPARING FOR THE EXPERIENCE
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Creating Opportunities through Co-op
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