Page 41 - The Ontario Curriculum, Grades 11 and 12: Mathematics, 2007

they need to be aware of harassment and abuse issues in establishing boundaries for their own personal safety. They should be informed about school and community resources and school policies and reporting procedures with regard to all forms of abuse and harassment.
Policy/Program Memorandum No. 76A, “Workplace Safety and Insurance Coverage for Students in Work Education Programs” (September 2000), outlines procedures for ensur- ing the provision of Health and Safety Insurance Board coverage for students who are
at least 14 years of age and are on placements of more than one day. (A one-day job- shadowing or job-twinning experience is treated as a field trip.) Teachers should also be aware of the minimum age requirements outlined in the Occupational Health and Safety Act for persons to be in or to be working in specific workplace settings.
All cooperative education and other workplace experiences will be provided in accordance with the ministry’s policy document entitled Cooperative Education and Other Forms of Experiential Learning: Policies and Procedures for Ontario Secondary Schools, 2000.
PLANNING PROGRAM PATHWAYS AND PROGRAMS LEADING TO A SPECIALIST HIGH-SKILLS MAJOR
Mathematics courses are well suited for inclusion in programs leading to a Specialist High-Skills Major (SHSM) or in programs designed to provide pathways to particular apprenticeship or workplace destinations. In an SHSM program, mathematics courses can be bundled with other courses to provide the academic knowledge and skills important to particular industry sectors and required for success in the workplace and postsecondary education, including apprenticeship. Mathematics courses may also be combined with cooperative education credits to provide the workplace experience required for SHSM programs and for various program pathways to apprenticeship and workplace destina- tions. (SHSM programs would also include sector-specific learning opportunities offered by employers, skills-training centres, colleges, and community organizations.)
HEALTH AND SAFETY IN MATHEMATICS
Although health and safety issues are not normally associated with mathematics, they may be important when learning involves fieldwork or investigations based on experi- mentation. Out-of-school fieldwork can provide an exciting and authentic dimension to students’ learning experiences. It also takes the teacher and students out of the predictable classroom environment and into unfamiliar settings. Teachers must preview and plan activities and expeditions carefully to protect students’ health and safety.
SOME CONSIDERATIONS FOR PROGRAM PLANNING IN MATHEMATICS
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