Page 50 - Guidance Education 11-12 (2006)

NAVIGATING THE WORKPLACE, GRADE 12, OPEN (GLN4O) 49
Essential Skills for Working and Learning
Overall Expectations
By the end of this course, students will:
• demonstrate an understanding of the workplace essential skills necessary for success in life, school, and work;
• demonstrate effective use of literacy and numeracy strategies that support the application of the workplace essential skills to complete specific tasks in real or simulated workplace settings;
• demonstrate effective use of learning and thinking strategies in school and in real or simulated workplace settings;
• planfor,assess,anddocumenttheirongoingdevelopmentanddemonstrationofselected workplace essential skills.
Specific Expectations
Understanding Workplace Essential Skills
By the end of this course, students will:
– identify and describe the workplace essen- tial skills, using a variety of electronic, print, and human resources (e.g., Human Resources and Social Development Canada website, Ontario Skills Passport, employers, brochures on essential skills), and explain how these skills are used in the workplace;
– locate information on the most important workplace essential skill requirements for a range of occupations, and identify the varying complexity levels of tasks associ- ated with these skills;
– describe the transferability of the work- place essential skills (e.g., from home to school, school to work, occupation to occupation) on the basis of their experi- ences in the community or the workplace.
Using Literacy and Numeracy Strategies
By the end of this course, students will:
– demonstrate effective use of numeracy strategies required for calculation and estimation in order to manage money (e.g., make change), to work with schedules and budgets (e.g., schedule room reserva- tions), to analyse data (e.g., compare monthly reports), and to measure and make numerical calculations (e.g., measure
ingredients and reduce quantity by half), using real workplace materials in real or simulated workplace settings;
– demonstrate effective use of strategies for reading and interpreting text (e.g., pre- reading strategies, such as identifying sig- nal words; strategies used during reading, such as sorting ideas using a concept map; post-reading strategies, such as writing brief notes in response to a text) for spe- cific tasks, using real workplace materials in real or simulated workplace settings;
– demonstrate effective use of strategies for writing text (e.g., generating ideas using rapid writing; developing ideas using map- ping; revising using peer editing) for spe- cific tasks, with or without a computer, in real or simulated workplace settings;
– demonstrate effective use of strategies for communicating orally (e.g., active listen- ing, paraphrasing, verbal affirmation) in real or simulated workplace settings;
– assess the impact of their own non-verbal communication strategies and habits (e.g., body language, dress, facial expres- sion, gestures) on their audiences, and determine strategies to clarify their intended message, using feedback from others (e.g., supervisor, teachers, peers).