Page 334 - The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009 (revised)

D. PROFESSIONAL PRACTICE AND CAREER OPPORTUNITIES
OVERALL EXPECTATIONS
By the end of this course, students will:
SPECIFIC EXPECTATIONS
D1. Health and Safety
By the end of this course, students will:
D1.1 describe the importance of health and safety laws, regulations, and standards that apply to technological design (e.g., regulations and stand- ards from the Occupational Health and Safety Act, Canadian Standards Association [CSA], Ontario Building Code, and Workplace Hazardous Materials Information System [WHMIS]);
D1.2 adhere to appropriate personal and environ- mental health and safety standards and proce- dures with respect to processes, materials, tools, equipment, and facilities throughout the design process and when performing related activities (e.g., use protective equipment; set tool and equip- ment guards properly; ensure adequate ventilation and ergonomic seating and other workplace arrangements; follow safe operating procedures; keep work areas clean and organized; store materi- als and dispose of wastes properly);
D1.3 use protective clothing, gear, and equipment appropriately (e.g., dust mask, safety glasses).
D2. Career Opportunities
By the end of this course, students will:
D2.1 identify a variety of career opportunities related to technological design (e.g., architect, architectural technologist, draftsperson, interior designer);
D2.2 describe the educational and training path- ways (i.e., selection of secondary and post- secondary courses, programs, and learning experiences) and entry requirements (e.g., portfolio, internship) for careers related to technological design;
D2.3 research and report on professional associa- tions and unions for technical designers (e.g., Professional Engineers of Ontario [PEO], Ontario Association of Chartered Industrial Designers of Ontario [OACID], Ontario Association of Certified Engineering Technicians and Technologists [OACETT], Ontario Association of Architects [OAA], Association of Registered Interior Designers of Ontario [ARIDO]), and describe how these organizations affect jobs in technological design (e.g., working conditions, job security);
D2.4 identify groups and programs that are avail- able to support students who are interested in pursuing non-traditional career choices in the technological design industry (e.g., mentoring programs, virtual networking/support groups, specialized postsecondary programs, relevant trade/industry associations);
D2.5 demonstrate an understanding of and apply the Essential Skills that are important for success in the technological design industry, as identi- fied in the Ontario Skills Passport (e.g., reading text, writing, document use, measurement and calculation);
D2.6 demonstrate an understanding of and apply the work habits that are important for success in the technological design industry, as identi- fied in the Ontario Skills Passport (e.g., working safely, teamwork, reliability, initiative, customer service, entrepreneurship);
D2.7 maintain an up-to-date portfolio that includes pieces of work and other materials that provide evidence of their skills and achievements in technological design (e.g., work logs, skills check- list, sketches, drawings, photographs of models and prototypes), and explain why having a current portfolio is important for career development and advancement.
PROFESSIONAL PRACTICE AND CAREER OPPORTUNITIES
D1. describe and apply health, safety, and environmental practices related to technological design;
D2. identify career opportunities in fields related to technological design, and describe the training and education required for these careers.
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Technological Design
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