Page 348 - 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:
D1. describe and apply personal and environmental health and safety standards and practices related to technological design;
D2. compare a variety of careers related to technological design, as well as the training and educational requirements for them, and maintain a portfolio of their work as evidence of their qualifications for future education and employment.
SPECIFIC EXPECTATIONS
D1. Health and Safety
By the end of this course, students will:
D1.1 identify and describe the bodies and agen- cies that regulate, promote, and test the safety of technological products and/or processes
(e.g., Health Canada, Canadian Society of Safety Engineering [CSSE], Canadian Standards Association [CSA]), and explain how they work to prevent accidents and enforce standards (e.g., certification, product recalls);
D1.2 adhere to and promote personal and envi- ronmental health and safety standards and pro- cedures 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 equipment guards properly; ensure adequate ventilation and ergonomic workplace arrange- ments; follow safe operating procedures and main- tain tools and equipment in good working condi- tion; keep work areas clean and organized; store materials and dispose of wastes properly; report safety violations);
D1.3 use protective clothing, gear, and equipment appropriately (e.g., dust mask, safety glasses);
D1.4 describe the rights and responsibilities of employees under the Occupational Health and Safety Act (e.g., right to know, right to refuse, right to participate).
D2. Career Opportunities
By the end of this course, students will:
D2.1 identify and compare a variety of career opportunities related to technological design (e.g., architect versus architectural technologist, draftsperson versus designer);
D2.2 compare postsecondary education (e.g., uni- versity, college, skills training centres) and entry requirements (e.g., portfolio, internship) for a variety of technological design careers, and describe lifelong professional development opportunities associated with them (e.g., contin- uing education, workshops, seminars);
D2.3 demonstrate an understanding of and apply the Essential Skills that are important for suc- cess in the technological design industry, as identified in the Ontario Skills Passport (e.g., reading text, writing, document use, computer use, oral communication, numeracy, thinking skills);
D2.4 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, organization, working independently, initiative, self-advocacy);
D2.5 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 checklist, sketches, drawings, photo- graphs of models and prototypes), and explain why having a current portfolio is important for career development and advancement.
PROFESSIONAL PRACTICE AND CAREER OPPORTUNITIES
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Technological Design
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