Page 90 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Cooperative Education

Grade 11
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Cooperative Education
diversity and inclusion; the potential wage and benefit structure associated with various career pathways within the sector; types of employment, such as full-time employment, self-employment, and contract, seasonal, and part-time work) and explain how what they learned might contribute to success in their cooperative education experience and to their education and career/ life planning
Teacher prompts: “What are some key questions to consider when preparing for an employment interview in the information, communication, and technology sector?” “What role might social media play in your job search? How is your ‘digital footprint’ relevant to your job search? What effect might your online history have on an employer’s opinion of you?” “What are some of the factors that influence the local and/or global economy, and how might these factors affect future employment opportunities?” “What programs are available to support your specific interests for postsecondary learning, and how can you access these programs?” “Reviewing career development information sites, visiting the organization for a face-to-face meeting,
and researching labour market information are some ways of exploring education and career opportunities. What are the best strategies for learning about the sector/area of focus of your co-op experience?” “What are the professional or regulatory associations and various com- munities (local, global, virtual) in the field of work that interests you?”
A2.2 describe their personal skills, interests, and strengths (e.g., skills: technical, collaboration, numeracy, innovation, communication, time- management skills; knowledge of other languages; interests: working with children, outdoor experi- ences, sports, music, cooking, working with tools, travelling, social media, helping others, animal welfare; strengths: the ability to motivate and inspire others, resilience, perseverance, empathy, sense of humour, honesty, trustworthiness, flexibility) and explain how these might contribute to success in their cooperative education experience
Teacher prompts: “One of the stages of the education and career/life planning process involves reflecting on the question, ‘Who am I?’. What are the characteristics that describe who you are? Consider your interests, values, skills, and strengths, including habits of mind that you feel are strengths.” “What are some of the factors that have shaped who you are and who you may become over time?” “How can you use information from your Individual Pathways Plan (IPP) and other tools to understand and develop your skills, interests, and strengths?”
“Employers consistently report that effective communication skills are important for every worker. What communication skills are relevant to your cooperative education experience in hairstyling?” “Some people have passionate interests – for example, in cooking, jewellery- making, or video games or about social issues such as the environment, poverty, or LGBTQ issues – that can influence their decisions about postsecondary pathways. Based on
your interests, what issues are important to you? How might your interests relate to your cooperative education experience?” “How would you describe your interview skills and strengths?” “Your virtual cooperative education experience will involve some web design. What are some of the skills you have developed in your Visual Arts courses that will give you
a head start in learning about web design?” “You are interested in a co-op experience in the manufacturing sector, but you do not have any previous work experience in this area. During an interview with a prospective placement supervisor, how will you describe the skills
and knowledge you have developed in your Manufacturing Technology course? How will you explain why that learning will be useful
in the placement?”
A2.3 identify the initial steps and requirements related to the cooperative education experience and demonstrate what they are doing to meet these requirements (e.g., completing the applica- tion/interview process; determining details of
the experience, such as hours of work, schedule, and breaks; developing and implementing a transportation plan for getting to their placement; getting the placement supervisor’s contact informa- tion; completing the Work Education Agreement; finding out about the equipment to be used, and about any certification or training requirements; reviewing attendance policies and codes of conduct; developing a business plan and/or project proposal; developing the Student’s Cooperative Education Learning Plan; in the case of an international cooperative education experience: completing appropriate health screening; asking questions
to deepen their understanding of any school or board requirements for students taking a cooperative education course; anticipating challenges that might arise in connection with the experience
and seeking clarification by asking questions)
Teacher prompts: “The co-op experience directly involves the teacher, the placement supervisor, and you. However, others may also be affected by it. How might your participating in co-op affect your family members, friends, or employers? What do you need to consider
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