Page 40 - The Ontario Curriculum, Grades 9 and 10: Technological Education, 2009 (revised)

COOPERATIVE EDUCATION AND OTHER FORMS OF EXPERIENTIAL LEARNING
Cooperative education and other forms of experiential learning, such as job shadowing, field trips, and work experience, are central to technological education, enabling students to apply the skills they have developed in the classroom to real-life activities in the community and in the world of technological innovation. Cooperative education and other workplace experiences also help to broaden students’ knowledge of employment opportunities in a wide range of fields, including industrial, motive power, construction, service, and agricultural trades; engineering; hospitality and tourism; and health care. In addition, students develop their understanding of workplace practices, certifications, and the nature of employer–employee relationships. Teachers of technological education can support their students’ learning by maintaining links with community-based businesses to ensure that students have access to hands-on experiences that will reinforce the knowl- edge and skills gained in school.
Students who choose a technological education course as the related course for two coop- erative education credits are able, through this packaged program, to meet the group 1, 2, and 3 compulsory credit requirements for the OSSD.
Health and safety issues must be addressed when learning involves cooperative educa- tion and other workplace experiences. Teachers who provide support for students in workplace learning placements need to assess placements for safety and ensure that stu- dents understand the importance of issues relating to health and safety in the workplace. Before taking part in workplace learning experiences, students must acquire the knowl- edge and skills needed for safe participation. Students must understand their rights to privacy and confidentiality as outlined in the Freedom of Information and Protection of Privacy Act. They have the right to function in an environment free from abuse and harassment, and 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 respect 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 ensuring 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 per- sons 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 poli- cy document Cooperative Education and Other Forms of Experiential Learning: Policies and Procedures for Ontario Secondary Schools, 2000.
SOME CONSIDERATIONS FOR PROGRAM PLANNING
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