Goals and Objectives s3

Program Title: CWEX 18/28/38

Intro: Within Core Curriculum, the Practical and Applied Arts (PAA) is a major area of study that incorporates five traditional areas of Business Education, Computer Education, Home Economics Education, Industrial Arts, and Work Experience Education. Saskatchewan Learning, its educational partners and other stakeholders have collaborated to complete the PAA curriculum renewal. Some PAA curriculum guidelines have been updated; some components have been integrated, adapted, or deleted; some Locally Developed Courses have been elevated to provincial status; and, some new guidelines have been developed.

A companion Practical and Applied Arts Handbook provides background on Core Curriculum philosophy, perspectives and initiatives. The Handbook articulates a renewed set of goals for PAA. It presents information about the PAA area of study, including guidelines about work study and related Transition-to-Work Dimensions. In addition, a Practical and Applied Arts Information Bulletin provides direction for administrators and others regarding the implementation of PAA courses. Lists of recommended resources for all guidelines will be compiled into a PAA Bibliography with periodic updates. An initial list of resources for Career and Work Exploration accompanies the curriculum guide.

Philosophy: Career and Work Exploration18, 28, 38 Curriculum Guide builds on Career Guidance: A Curriculum Guide for the Middle Level (1995) in its belief that career development is a life-long process, and that a comprehensive career development program in all schools is an important strategy for assisting youth with school and work transitions. Career and Work Exploration aims to assist students to understand themselves, identify their unique skills and abilities, and make decisions based on occupational choices through work-based learning.

Career and Work Exploration contributes to the career development of Secondary Level students. It complements other courses such as: Entrepreneurship 30, Life Transitions 20, 30, and Wellness 10 which can be changed to suite alternate students . The career exploration modules in Practical and Applied Arts curricula are supported by Career and Work Exploration 18, 28, 38, as are the continued integration and articulation of career development concepts into all Saskatchewan Learning curricula. Many of those concepts are introduced here.

Target Audience: This course is recommended to students only after a professional judgment has been made that the needs of these students cannot be accommodated through the application of the Adaptive Dimension within the provincially developed course or locally developed modified course.

An Alternative Education Program may be considered for a student who:  Is at least 14 years, 8 months old (age of a typical grade ten student)  Has below average cognitive functioning  Is four or more grade levels behind peers academically  Has not experienced success in a Regular Education Program  Has significant problems with attendance/motivation and work habits  Is at risk of dropping out of school  Requires life skills and vocational training

Students who possess one or more of these characteristics do not necessarily require an Alternative Education Program.

The selection process for admittance into an Alternative Education Program is outlined on page 42 of the Policy, Guidelines, and Procedures for Alternative Education Programs, September 2006 located at http://www.sasked.gov.sk.ca/branches/curr/pdf/AltEdPolicy_Procedures.pdf Within the context of this course, the Adaptive Dimension may be engaged to meet the needs of individual students. Figure 5 from The Adaptive Dimension in Core Curriculum (1992) identifies the variable of the Adaptive Dimension.

Common Essential Learnings Foundational Objectives: The incorporation of the Common Essential Learnings (CELs) into the instruction of Practical and Applied Arts (PAA) curricula offers students many opportunities to develop the concepts, skills, knowledge, abilities and attitudes necessary to make the transition to work and adult life. The CELs establish a link between the Transition-to-Work dimensions and Practical and Applied Arts curriculum content.

Throughout the PAA curricula, the CELs Foundational Objectives are stated explicitly at the beginning of each module and are coded in this document, as follows:

COM = Communication NUM = Numeracy CCT = Critical and Creative Thinking TL = Technological Literacy PSVS = Personal and Social Values and Skills IL = Independent Learning

Although certain CELs are to be emphasized in each module, as indicated by the CELs Foundational Objectives, other interrelated CELs may be addressed at the teacher's discretion Subject: Career and Work Exploration E- Emerging P – Progressing A- Achieved Module 1 – An Introduction to Career Development

Learning Objectives 18 28 38 Skills and Knowledge Authentic Assessment Strategies Resources

1.1 To understand career E P A Introduce the concept that career development is a life-long Role Play Consult Career Guidance A Curriculum development concepts and learning process that combines career, work and life. Portfolio assessment Guide for the Middle Level. Examples of apply them to a personal the career development process can be career development found in the bibliography of resources. process. (PSVS) A student's career development experiences become more Career Pro News meaningful when the continuum of Awareness, Exploration and http://careerpronews.bridges.com/ Experience is followed. Students move through career awareness, exploration and experiential activities in order to enhance their understandings of career, life and work. Identify steps in the career development process. How does this process apply to the student's life today? Identify changes, goals, allies, etc. 1.2 To differentiate E P A Explain the difference between job, occupation and career. Examples/Nonexamples The Real Game Series between job, occupation Refer to Real Game in recommended resources or see the http://www.realgame.ca/en/index.html and career. (CCT) Glossary. Have students do a family job tree. What jobs did their great grandparents, grandparents and parents have? Relate this information to an understanding of the terms job vs. occupation vs. career. Discuss the change in pattern to more than one job in one's career today. What new occupations have emerged? (TL) Invite a graduate from the last five to ten years to talk about the job-occupation-career changes he or she has experienced 1.3 To develop an E P A In small groups discuss full time, part time, seasonal, contract, Observations Career options for women website understanding of the casual and volunteer work. Do a jigsaw activity exploring the Journaling concept of work characteristics of full time, part time, seasonal, contract casual http://www.careeroptions.org/ and volunteer work. Use focus imagining to create a timeline of life career roles. The teacher may add life events that may change the direction of a student's life career roles (pregnancy, parent's loss of job, farm bankruptcy, divorce, or death in family). Discuss the role of women in the workplace. How has this changed over the years? Explore the trends and discuss non- traditional careers for women. Subject: Career and Work Exploration - Module 1 – Page Two E- Emerging P – Progressing A- Achieved Learning Objectives 18 28 38 Skills and Knowledge Authentic Assessment Strategies Resources

1.4 To use students' prior E P A Survey or discuss with the class the following: Journaling experience to expand career . Middle Years Career Guidance activities. Discussions awareness. (PSVS) . Other curricular activities undertaken or resources used Anecdotal Records to enhance career development: Take Our Kids to Work, career fairs, job shadows. The bibliography lists many resources that will be useful. . Other extra-curricular activities: volunteering, community service, Junior Achievement, part-time employment, coaching, teaching piano, Sunday school, or dance. Ask students to summarize how these experiences contribute to their career development. Ask students to consider the following questions: Why have they selected this course? What would they like to accomplish in the Career and Work Exploration course? Subject: Career and Work Exploration E- Emerging P – Progressing A- Achieved Module 2A – Portfolio Building Learning Objectives 18 28 38 Skills and Knowledge Authentic Assessment Strategies Resources

2.1 To reflect on personal E P A Have students brainstorm their personal skills, traits, abilities Portfolio Rubric – see appendix skills, traits, abilities and and successes in pairs. Questioning successes as a basis for personal career portfolio development. Teachers may choose to do a simple interest inventory or complete stem statements. Some school divisions may have begun the portfolio building process in Middle Years Career Guidance. If so, Career and Work Exploration activities can build on this process. Plan to have the portfolio activities extend into other secondary courses. 2.2 To explore the E P A This module requires two to four hours of introduction and Portfolio Rubric – see appendix http://academicadvising.studentservices.dal.ca importance of personal integration throughout the level 10 course. Personal career /Skills%20Develoment%20and%20Career career portfolios and portfolios can help students to discover who they are and can %20Links/Portfolio%20Design,%20The demonstrate their use. help them achieve their goals. %20Basics/What_is_a_Career_Por.php (PSVS, COM) The personal career portfolio is a school, career, life and work instrument that highlights the student's achievements and accomplishments. Refer to bibliography of resources for websites related to portfolios. Provide a sample personal career portfolio for students to examine. Talk about what should be included in a personal career portfolio. Create a list of what can be included in a personal career portfolio (e.g., certificates, school work that they are proud of, pictures, awards, projects, résumé, etc.). The three steps in identifying items for the personal career portfolio are: 1. Collect 2. Reflect 3. Select. A portfolio may be useful for job interviews, assessment and http://www.scholarshipscanada.com/ evaluation, scholarships, post-secondary entrance, job searches, and career planning. Subject: Career and Work Exploration – Module 2A – Page Two E- Emerging P – Progressing A- Achieved Learning Objectives 18 28 38 Skills and Knowledge Authentic Assessment Strategies Resources 2.3 To demonstrate an E P A Encourage students to develop a learning plan that becomes a understanding of the career record of thoughts, goals and plans for the future. Refer to and personal planning Learning Objective 1.2, timeline activity. process as part of portfolio The document can be very simple and may include a record building. (CCT) of personal and academic goals as well as what the student needs to do to achieve these goals. School subjects, events and work, volunteer and community experiences may be chosen based on the student's learning plan. Various career and personal planners have been developed. 2.4 To introduce E P A Introduce the Conference Board of Canada's Employability Anecdotal Records http://www.conferenceboard.ca/education/learning- employability skills Skills Profile as a set of generic skills and attitudes highly Checklists or rating scales tools/pdfs/esp2000.pdf valued in the workplace. See their bibliography of resources. Self rating scales Ask each student to interview a working person to find out the things that person thinks are most important to the workplace. Students may share this information with the class. Compare the students' reports with the messages students received from an employer presentation on the same topic. Subject: Career and Work Exploration E- Emerging P – Progressing A- Achieved

Module 2B - Portfolios Learning Objectives 18 28 38 Skills and Knowledge Authentic Assessment Strategies Resources

2.5 To gain an understanding E P A Some students will be new to these concepts and others, who Portfolio assessment of the key concepts of career have completed Module 2A in a previous course, will be Questioning development as they relate to familiar with them. The teacher should consider student's prior Quiz the career planning process. learnings when presenting these materials. (IL) Review and enhance knowledge and use of the Personal Career Portfolio. Review Learning Objective 2.1. Explain that the personal career portfolio will be an activity that continues throughout the course and will be used as part of the student's course evaluation. Suggest that students continue to add to the portfolio in all other courses they take at the secondary level. Students should bring their current résumé and portfolio to class to be updated. Explain to students how to modify a résumé to suit the needs of a specific job application. Discuss the importance of current references and information on a resume. Distribute a checklist and ask the students to ensure that their resume is complete. 2.6 To introduce or review E P A Use journaling to reflect on work days. Journaling Rubric the use of a reflective journal. Subject: Career and Work Exploration E- Emerging P – Progressing A- Achieved

Module 6A, B, C, D – Work Study Preparation and Follow-up Activities Learning Objectives 18 28 38 Skills and Knowledge Authentic Assessment Strategies Resources

6.1 To become aware of the E P A In order to establish a successful working relationship with all Examples/Nonexamples expectations of each of the of the partners involved in the work placement, it is important Rating scales partners in the work to define the expectations of each partner. Contracts placement. (PSVS) E P A Outline each partner's roles and responsibilities related to the community work experience. Topics will include: . Responsibilities of the Teacher . Responsibilities of Student and Parent . Responsibilities of the Employer . Workers' Compensation, Liability Insurance and Personal Injury . Trade Union Act. 6.2 To determine factors that E P A The students may formulate a list of what they can bring to the may affect the student workplace and how each may impact on their job. contribution in the workplace.  school subjects (CCT)  past experiences  self-concept and personality  needs, values and interests  knowledge, skills and attitudes  career goals and plan Refer to Learning Objective 11.1 for related discussions. E P A Ask students to do a self-assessment of skills using the influences in the list above as a guide. Students should identify strengths they can offer community partners. Try to incorporate the value of communication and teamwork in the discussion. Subject: Career and Work Exploration – Module 6A, B, C, D – Page Two E- Emerging P – Progressing A- Achieved

6.4 To develop a résumé that A A A Students will develop a résumé. Rubric Appendix Information Processing 10, 20, 30 and Career and may be forwarded to a Work Exploration 10, 20, A30, B30 curriculum potential employer. (IL) guides. A A A Students should include their most recent résumé in their personal career portfolios. A A A A discussion with students about the benefits of a portfolio of Portfolio Rubric in Appendix sample work is appropriate at this time. Expand the idea that portfolios begun in Career and Work Exploration 18 can be maintained throughout the secondary program at a cumulative record of knowledge and skills acquired. E E E A personal website that highlights the student's skills and Not required at the alternate level – training might be created and referred to in the résumé. but can be tried Rubric 6.5 To review the résumé in A A A If students have already completed a résumé and cover letter Role Playing preparation for an interview. in another course, the teacher may do a review and encourage Discussion students to update their information. Each student should Rubrics submit a résumé for teacher approval prior to going to an interview or to the workplace. 6.5 To create student E P A Through class or small group discussions, students may list guidelines in preparation for guidelines for an interview. The instructor may add items an interview. (COM) missed to the list. E P A Outline and describe the three stages of an interview. Interview appendix The greeting involves an introduction between the student and employer. Discuss or demonstrate how this should be done. The exchange is the longest part of the interview where the employer asks a series of questions and engages in a dialogue with the student about information on the résumé and other matters relating to the job The parting provides closure to the interview and may be just as important as the greeting. Explain how this may be done. Subject: Career and Work Exploration – Module 6A, B, C, D – Page Three E- Emerging P – Progressing A- Achieved Learning Objectives 18 28 38 Skills and Knowledge Authentic Assessment Strategies Resources

Provide students with a list of questions frequently asked by Role play http://www.sasknetwork.gov.sk.ca/html/JobSeeke employers or ask students to make a list. Students may role Interview Rubric rs/lookingforwork/interviewquestions.htm play the stages of the interview. Peer feedback Invite an employer or interviewing panel to your class to Interview Rubric interview a student. Students may analyze the interview, and then have the employer or panel provide feedback on the interview and their analysis. 6.6 To discuss the post E P A After the student has completed the role play interview with Interview Rubric interview. the employer, do a follow-up activity. Review the interview with the student using the three stages above as points for discussion. 6.7 To develop a procedural A A A Discuss the following work site items with students. guide for the work site.  transportation  hours of work  absence and tardiness  conflict resolution  role of the student, teacher and workplace supervisor  dress code  job description  school and employer expectations 6.8 To provide feedback A A A Students provide feedback about work placement including: Journaling about the work placement. location, type of business, duties, most rewarding experience, (IL) most difficult situation, and how they handled it. A system where student responses are recorded on a form can be a useful diagnostic tool for teachers and employers as well as a valuable critical thinking and writing exercise for the students. It is recommended that each student send a thank you note or 6 Traits of writing Rubric The Write Traits Kit – Great Source card to the employer upon the completion of each work http://www.greatsource.com placement. If more than one placement has been made in the course, follow-up activities must be completed after each placement. Look for opportunities to introduce and reinforce ideas about Labour Standards, Occupational Health and Safety and WHMIS. Use the Career and Work Exploration 10, 20, A30, B30 Curriculum Guide, the Practical and Applied Arts Handbook, and other resources recommended in the accompanying bibliography. Subject: Career and Work Exploration – Module 6A, B, C, D – Page Four E- Emerging P – Progressing A- Achieved Learning Objectives 18 28 38 Skills and Knowledge Authentic Assessment Strategies Resources

6.9 To reflect on work E P A On return from work experiences, ask students to reflect on Journals experiences and relate them their experiences in a round table discussion. Students may be to personal and career goals. given the following questions before the work experience and (IL) told they will be expected to report back to the class on their findings. Teachers should be sensitive to the community in leading this discussion. . Describe the responsibilities and tasks performed at the work placement. . Discuss the importance of attitude towards work and taking responsibility to do what needs to be done. . Discuss opportunities for advancement at this workplace and elsewhere in the industry. . Provide details about the entry level wage, salary scales and earning potential. . Describe the expectations for communicating with the employer, staff, customers and others. . Describe the workplace with respect to worker rights and responsibilities and the union, if applicable. . Identify the ownership structure: corporation, franchise, sole proprietorship, partnership, etc. . Describe the expectations for communicating with the employer, staff, customers and other individuals. . Detail the hours of work, breaks, etc. . Summarize the reason for the company or organization's existence. . Describe the transferable skills learned from the work placement that would enhance employability. Explain how interests, strengths and potential have been addressed in this experience. This assignment should be included in the student's personal career portfolio. An employer's report or reference may be included in the student's portfolio. It is important to remind students that they should seek written permission to include an employer's report from a work placement before including it in their portfolio. Subject: Career and Work Exploration E- Emerging P – Progressing A- Achieved Module 9A – Occupational Health and Safety Learning Objectives 18 28 38 Skills and Knowledge Authentic Assessment Strategies Resources http://www.readyforwork.sk.ca/

9.1 To recognize the impact A A A Use videos, case studies, and presentations depicting real life Videos from CWEX Curriculum Guide of unsafe work practices and scenarios to illustrate the impact of unsafe work practices http://www.sasklearning.gov.sk.ca/curr_inst/iru/bibs/p the effect on peoples' lives. (e.g., a video showing "real people" and how their lives have aa/career/index.html (PSVS) been changed as a result of an injury or death). A discussion of the impact of an injury on a student's life and the lives of friends and families could follow the video. The bibliography contains listings for suitable videos. Emphasize that most accidents are preventable when training and appropriate supervision are provided and when safe work practices and procedures are followed. Provide information on youth injury statistics in Saskatchewan for students to examine. 9.2 To explain the purpose of E P A See Saskatchewan Labour resources. Quiz http://www.labour.gov.sk.ca/Default.aspx? The Occupational Health Oral Assessment DN=9428e839-c6e6-42ab-831b-f737e314590c and Safety Act, 1993 and Regulations, 1996 and how they affect workplace practices. 9.3 To identify employer and See Saskatchewan Labour resources. http://www.readyforwork.sk.ca/ worker responsibilities for safety in the workplace. 9.4 To identify the three Using informational brochures discuss with students the three Quiz worker rights: rights. Information should include that workers have the right Oral Assessment . The right to know about to know and be informed about workplace hazards and how to workplace hazards. deal with them; the right to participate in health and safety . The right to participate in activities in the workplace (e.g., become a member of the health and safety activities. occupational health committee, report unsafe conditions and . The right to refuse equipment to the supervisor and participate in the unusually dangerous work. identification of hazards); and, the right to refuse work that the worker believes to be unusually dangerous 9.5 To identify and discuss Once potential hazards have been identified, discuss how Quiz http://www.safety-council.org/index.html potential safety hazards injuries could be prevented and who might have responsibility Oral Assessment around the home and school. or a role to play in helping keep the home and school safe Subject: Career and Work Exploration – Module 9A – Page Two E- Emerging P – Progressing A- Achieved

Relate hazard identification and control to workers' right to know about hazards and how to deal with them and workers' right to participate in health and safety activities in the workplace. 9.6 To develop health and E P A Brainstorm a list of possible questions for students to ask Anecdotal Records on participation safety questions to ask employers such as: Examples/Non-examples employers. (PSVS) . When will I receive job safety training and orientation? Paper and Pencil quiz . Are there any health and safety procedures I should follow? . What safety gear will I be expected to wear or provide? . Are there any risks or hazards I should be aware of in my job? . If I get hurt, who is the first aid person? . Where are safety notices posted? . What should I do in case of fire or another emergency? . Where do I find fire extinguishers, first aid kits and emergency assistance? . What should I do if I get injured or have an accident? . How can I contact my health and safety committee or representative? Discuss appropriate times to ask these questions. Role play situations. Subject: Career and Work Exploration E- Emerging P – Progressing A- Achieved Module 9B – Occupational Health and Safety Learning Objectives 18 28 38 Skills and Knowledge Authentic Assessment Strategies Resources 9.7 To be aware of agencies E P A Discuss federal and provincial agencies that contribute to concerned with safe development of safe workplace practices. For example, workplace practices. Human Resources Development Canada, The Saskatchewan Human Rights Commission, the Workers' Compensation Board, Saskatchewan Labour and provincial safety associations. 9.8 To become familiar with E P A Saskatchewan Labour, one of the agencies concerned with http://www.labour.gov.sk.ca/Default.aspx? the purpose, scope and safe workplace practices, administers The Occupational DN=9428e839-c6e6-42ab-831b-f737e314590c structure of The Health and Safety Act, 1993. Occupational Health and Briefly review the purpose of health and safety legislation Safety Act, 1993 and and regulations. Discuss the difference between legislation Regulations, 1996 and regulations. Have students examine copies of the Act. Discuss the table of contents, index, and so on. In small groups, have students conduct a "search for information" activity. A jigsaw activity would ensure that all students know about all parts of the Act. 9.9 To identify worker and A A A Review worker and employer responsibilities in the employer responsibilities in workplace. the workplace. Review case studies or hazard scenarios and determine the responsibilities of the worker and the employer in them. 9.10 To identify types of A A A Define a hazard as any activity, situation or substance that http://www.ccohs.ca/ hazards in the workplace can cause harm. Review the three main worker rights. Identify hazards as part of the information workers have a right to know. Identify the five hazard categories: . Physical hazards: for example, noise, heat or cold, electricity, moving machinery, dust and fibres. . Chemical hazards: for example, paints, acids, cleaning supplies, vapours and fumes such as carbon monoxide, propane and acetylene. . Ergonomic hazards: for example, lighting, configuration of computer components, video display terminals, lifting and repetitive movements. . Biological hazards: for example, mould, fungus, mildew, plants, bacteria and viruses, washrooms, medical waste, insect stings and animal bites. . Workplace stress: this is restricted to harassment as defined under The Occupational Health and Safety Act, 1993 and Regulations, 1996, Part III, Section 36.

Subject: Career and Work Exploration – Module 9B – Page Two E- Emerging P – Progressing A- Achieved Learning Objectives 18 28 38 Skills and Knowledge Authentic Assessment Strategies Resources

In the school, have students identify examples of the five types of hazards and identify occupations where each type of hazard might be encountered. 9.11 To describe and use the A A A Describe the three steps to recognize, assess and control http://www.ccohs.ca/ steps to identify and control hazards: workplace hazards. . See it - What is the hazard? . Think it - Why is this a hazardous situation? How likely is it that someone will be hurt or killed? How serious is the risk? . Do it - What can be done to control the hazard and to prevent an accident or injury? Discuss ways to control hazards: . Eliminate the hazard - wipe spills, replace faulty equipment, substitute a safer chemical for a hazardous chemical. . Reduce the risk to workers - use machine guards, noise enclosures or ventilation systems to dilute the concentration of a hazardous substance. Protect workers from the hazard through the use of safe work procedures, effective safety training, proper supervision and personal protective equipment. Using pictures, case studies, or videos of various workplaces, ask students to identify potential hazards such as a slippery floor, an electric saw without a safety guard, a ladder, an open drawer on a file cabinet and so forth. Identify the type of hazard, assess the risk the hazard poses and identify how to control the hazard. 9.12 To understand the right A A A Workers can participate in health and safety activities by Checklists and Discussions http://www.ccohs.ca/ to participate in health and reporting unsafe conditions, by becoming a member of the Journals safety activities in the Occupational Health Committee or by becoming the health workplace. (PSVS) and safety representative. Have students research and report on the role and responsibilities of Occupational Health Committees (OHC) using the Internet, pamphlets, The Occupational Health and Safety Act, 1993 and Regulations, 1996, or interviews with committee members or others. Subject: Career and Work Exploration – Module 9B – Page Three E- Emerging P – Progressing A- Achieved

9.13 To understand the right Outline the steps in a refusal to work. Role Play http://www.ccohs.ca/ to refuse work the worker believes to be unusually dangerous. Review case studies and scenarios and discuss if the worker has the right to refuse to work. 9.14 To develop health and A A A Review, revise and add to the questions developed in the safety questions to ask the activity in Learning Objective 9.6. employer. Discuss students' experiences asking questions in the workplace. Were their questions answered? Did they encounter any difficulties? Discuss appropriate times to ask questions in a workplace. Role play situations. Discuss students' experiences with health and safety orientation or training in the workplace. Explore ways that questioning can be used by students to promote improved orientation and training when required. Subject: Career and Work Exploration E- Emerging P – Progressing A- Achieved

Module 9C – Occupational Health and Safety Learning Objectives 18 28 38 Skills and Knowledge Authentic Assessment Strategies Resources 9.15 To understand how A A A Right to Know: Review hazard identification process. Test and Quizzes http://www.ccohs.ca/ rights are applied in the Provide a generic workplace inspection checklist. With a workplace. cooperating employer or the school's Occupational Health Committee, have students conduct a partial workplace inspection to identify and assess potential hazards. Students can also make recommendations regarding control of identified hazards. Right to Participate: Organize an Occupational Health Committee (OHC) in your classroom. Role play various scenarios where an OHC would be called upon to act. Right to Refuse: Role play approaching a supervisor to report a refusal to do a task because of health and safety concerns. Have students plan how they would start the conversation, what their voice tone would be like, and other strategies to make the interaction go smoothly. 9.16 Identify employer E P A Have students conduct research with respect to industries and Journaling responsibilities with respect job tasks that have age restrictions. to hiring guidelines and Identify workplaces that are required to have a formal safety prescribed workplaces. program, violence policy, occupational health committee, or safety representative. Using resources available from the Occupational Health and http://www.labour.gov.sk.ca/Default.aspx? Safety Division of Saskatchewan Labour, have students DN=9428e839-c6e6-42ab-831b-f737e314590c develop a safety program or violence policy for a specific workplace. 9.17 To explain health and A A A Through informational interviews with workers, employers, Journaling safety regulations with family members, or training centres identify what health and respect to a work placement safety regulations apply or what hazards exist in the student's choice or an occupation of work placement choice, occupational interest, or present place interest. of employment. Discuss ways that the hazards are controlled in the workplace. Information about health and safety related to a variety of industries can also be obtained through the Internet, safety associations and other Practical and Applied Arts curriculum guides. Subject: Career and Work Exploration E- Emerging P – Progressing A- Achieved

Module 10A – Labour Standards Learning Objectives 18 28 38 Skills and Knowledge Authentic Assessment Strategies Resources http://www.readyforwork.sk.ca/

10.1 To become A A A Discuss the concept of fairness as it relates to the workplace. Teacher-Student Conference http://www.readyforwork.sk.ca/ knowledgeable about fair Students could use a survey or question sheet to collect workplace practices. (PSVS) information about people's attitudes about fair workplace practices. 10.2 To identify the fair A A A Use a video, flashcards or a quiz to introduce the scope and Test and Quizzes http://www.labour.gov.sk.ca/LS/ workplace practices provided provisions of The Labour Standards Act. It is the law that sets by The Labour Standards minimum standards for employing people in Saskatchewan. It Act. includes areas such as: minimum wage, hours of work, public holidays, annual holidays, vacation leave, overtime, termination and permits. 10.3 To identify labour A A A Brainstorm a list of questions for students to ask employers. Role Play standards questions to discuss Questions may include: with an employer. . What is my schedule of work hours? . What is my wage? . How and when will I be paid? . What deductions will be made from my pay cheque? . Who is my supervisor? Discuss appropriate times to ask these questions. Role play situations. 10.4 To introduce conflict A A A Discuss types of conflict and steps for dealing with conflict in Problem Solving Interview management strategies for the workplace. Using case studies, identify ways to address addressing problems arising workplace disputes such as not being paid overtime. from unfair workplace practices. If students are presently working, discuss issues they may have encountered, whether and/or how they chose to address the issue and if the issue was resolved. Provide information about community agencies to contact for more information or to clarify an issue related to labour standards. Subject: Career and Work Exploration E- Emerging P – Progressing A- Achieved

Module 10B – Labour Standards Learning Objectives 18 28 38 Skills and Knowledge Authentic Assessment Strategies Resources

10.5 To understand and E P A Discuss federal and provincial agencies that contribute to fair appreciate the role of workplace practices. These might include: different agencies involved in . Human Resources Development Canada the workplace. . Saskatchewan Human Rights Commission . Saskatchewan Labour . Saskatchewan Federation of Labour . unions. 10.6 To describe employers' A A A Use flashcards, case studies or quizzes to promote discussion and workers' rights and of employers' and workers' rights and responsibilities with responsibilities for promoting respect to fair workplace practices. Include topics such as: and maintaining fair . overtime workplace practices. (PSVS) . meal breaks . work schedules . minimum callout . annual holiday pay . shift work . termination . age of employment . uniforms . public holidays . pay equity. 10.7 To identify the labour A A A Through informational interviews and surveys with workers, standards that apply to the employers or family members, identify the labour standards work placement choice or that apply to the student's work placement, occupational occupational interest. interest or present place of employment. Subject: Career and Work Exploration E- Emerging P – Progressing A- Achieved

Module 12A, B, C, D – Workplace Hazardous Materials Information System (WHMIS) Learning Objectives 18 28 38 Skills and Knowledge Authentic Assessment Strategies Resources http://www.readyforwork.sk.ca/ use for all of module 12 12.1 To understand the A A A Ensure students are aware of the following information related Test and Quizzes http://www.hc-sc.gc.ca/ewh-semt/occup- requirements for WHMIS to WHMIS in the workplace. Each employer must develop a travail/whmis-simdut/index_e.html training in a workplace. WHMIS training program specific to his/her workplace. The worker training program can be divided into two main areas: . General Training - to include topics such as supplier, employer and worker responsibilities; supplier and workplace labels; and content required in Material Safety Data Sheets (MSDS). . Workplace Training - to include topics such as specific hazardous substances present and used in the workplace; control measures used; location of MSDS in the workplace; the labelling system used in the workplace; and safe work procedures with respect to the use, storage, handling and disposal of hazardous substances and emergency procedures. The general training could be provided in a classroom setting with participants from many different work areas. The workplace training must be provided by the employer and be specific to the work site. Worker training in safe work practices must also include products that are exempt from WHMIS labelling and MSDS requirements, such as consumer products. All workers will not require the same level of workplace specific training. Office workers and retail cashiers will not require as comprehensive a training program as industrial workers. 12.2 To become familiar with A A A Use case studies and guided questions to introduce the history, Observation http://www.hc-sc.gc.ca/ewh-semt/occup- the information contained in purpose and contents of the WHMIS. Identify WHMIS as one Role Play travail/whmis-simdut/index_e.html the Workplace Hazardous tool used to recognize and manage hazards in the workplace. It Materials Information System is part of the information the worker has a Right to Know (WHMIS) to reduce the when starting a new job or starting a new task in an existing worker's risk of injury when job. handling controlled material and substances. (COM) Subject: Career and Work Exploration – Module 12A, B, C, D – Page Two E- Emerging P – Progressing A- Achieved

12.3 To describe the three A A A Review the three basic ways in which hazardous material can Test and Quizzes http://www.hc-sc.gc.ca/ewh-semt/occup- main methods to control be controlled: travail/whmis-simdut/index_e.html hazardous materials and . at the source (eliminate or substitute for hazardous substances. substance) . in the pathway (use barriers to keep hazardous substances away from workers) . at the worker level (provide training and use personal protective equipment). 12.4 To identify the three A A A The three parts of WHMIS that help workers identify and Test and Quizzes http://www.hc-sc.gc.ca/ewh-semt/occup- parts of WHMIS that help handle hazardous materials safely are: travail/whmis-simdut/index_e.html workers identify and handle . labels with warning symbols hazardous materials safely. . Material Safety Data Sheets (MSDS) . worker training programs. 12.5 To understand the A A A The supplier is responsible for: Oral Assessment http://www.hc-sc.gc.ca/ewh-semt/occup- responsibilities of the . providing labels and the information on the MSDS. travail/whmis-simdut/index_e.html supplier, employer, and the worker for safely handling hazardous materials. (PSVS) Responsibilities of the employer include: . informing workers of hazardous materials on the job site . ensuring hazardous materials are labelled properly . having safe procedures for the use, handling, storage and disposal of hazardous materials . providing worker training . supplying and replacing all safety equipment Responsibilities of the worker include: . acting on information received about hazardous materials at the work site . learning how to use WHMIS . following procedures to protect oneself and others in the workplace . informing the employer of hazards and/or damaged and missing labels. List several responsibilities and ask students to identify who has responsibility for that task in the work place. Subject: Career and Work Exploration – Module 12A, B, C, D – Page Three E- Emerging P – Progressing A- Achieved

12.6 To identify types of A A A Discuss requirements for: Test and Quizzes http://www.hc-sc.gc.ca/ewh-semt/occup- WHMIS labels and the . the seven types of information on supplier labels Oral Assessmnet travail/whmis-simdut/index_e.html information required on each. . the three types of information on workplace labels . other means of identification specific to a work site. 12.7 To recognize product A A A Using a video, pictures, or products, introduce students to http://www.hc-sc.gc.ca/ewh-semt/occup- classification and hazard product classification and hazard symbols. travail/whmis-simdut/index_e.html symbols. (COM) Given several common products, ask students to place products in the appropriate classification. Have students create activities to use with classmates to recognize WHMIS and understand the hazards the materials present (such as poison, flammable, explosive and corrosive). 12.8 To identify the E P A A current MSDS sheet must be present for every hazardous Test and Quizzes http://www.msds.com/ information required in material at a work site. List and discuss the nine sections of a Oral Assessment Material Safety Data Sheets MSDS sheet: (MSDS) and understand how . product identification and use to use the information. . hazardous ingredients . physical data · fire and explosion data . reactivity data . toxicological properties . preventative measures . first aid measures . preparation information. Use questions about products or case studies that require students to understand and apply information from MSDS sheets. 12.9 To identify hazardous A A A Through informational interviews, or other types of research, Journaling http://www.msds.com/ materials and substances that identify hazardous materials and substances in the work are present in the work placement or occupation of interest. Have students summarize placement or occupation of and report on information from MSDS sheets and safe interest. handling procedures. Subject: Career and Work Exploration E- Emerging P – Progressing A- Achieved

Module 13 – Recognizing Hazards Learning Objectives 18 28 38 Skills and Knowledge Authentic Assessment Strategies Resources

13.1 To learn the names of A A A Common workplace hazards for young workers include Journaling and explore examples of manual handling, noise and harassment. It is essential to types of workplace hazards. explore these hazards. Introduce the concept of manual handling. Manual handling is any task requiring the movement of objects by humans. Teachers will need to survey their students to determine hazard recognition activities that have been covered previously and select lessons accordingly. 13.2 To identify common E P A If students have already completed Modules 9A, 9B, or 9C, Journaling risks or hazards associated they will have identified hazards related to their job or work with a job or work placement placement interest. interest. (IL) Use Practical and Applied Arts curricula, informational interviews, community agencies, Internet or print resources to research workplace hazards. Refer to Module 9A for definition and examples. 13.3 To apply accident E P A Identify workplace procedures and instructions for risk control Journaling prevention principles and in areas such as: manual handling; hazardous materials and techniques to ensure safe, substances; managing shiftwork; noise; slips and falls; injury-free work performance maintenance and safe operation of machinery; electrical usage; in the workplace. (PSVS) stress, harassment and violence. Choose hazard recognition activities based on students' areas of job or work placement interests. Use videos or case studies to illustrate topics such as noise, harassment, repetitive strain injuries and others. Understand one's abilities and limitations and realize that the only way to do a job is the safe way, even if it takes longer. Use the proper tools and equipment to do all jobs. 13.4 To identify workplace E P A Brainstorm workplaces where manual handling is part of the procedures and instructions job. for risk control in manual Discuss different activities that involve moving objects and handling. how they are done. For example, pushing, pulling, carrying, wheeling and wearing of loads (such as backpacks and tool belts) are all types of manual handling. Subject: Career and Work Exploration – Module 13 – Page Two E- Emerging P – Progressing A- Achieved

Demonstrate the steps to lifting correctly and discuss the need for proper lifting techniques. Have students practice proper lifting techniques with light objects. Peer coaching in groups of two or three can be done. If weight lifting is done in the school, a physical education teacher could be a useful resource. Research safe limits of loads that workers can be expected to handle and discuss a worker's right to refuse to handle an unsafe load. 13.5 To identify workplace E P A Develop an awareness of the health and safety hazards Discussion procedures and instructions associated with shiftwork. Role Play for risk control in managing Discuss the symptoms of poor health that may be related to shiftwork. (PSVS) shiftwork. Discuss the symptoms and effects of fatigue and hazards that fatigue can cause. Students could share experiences of the effects of lack of sleep. Recognize that there is an increased risk of violence for workers on certain types of shiftwork; for example, working alone at night. Recognize that there is an increased risk of accidents associated with working extended and late shifts. 13.6 To identify workplace E P A Introduce students to the WHMIS classification system for Test and Quizzes procedures and instructions controlled hazardous materials and substances. Develop an for risk control in working activity in which students will learn to recognize the WHMIS with hazardous materials and symbols. substances. Explain that not all products are controlled by the WHMIS legislation. These products use International Hazard Symbols. Have students create activities to use with classmates to recognize the International Hazard Symbols and understand the hazards the materials present (such as poison, flammable, explosive and corrosive). 13.7 To identify workplace E P A Through discussion and awareness activities, introduce the Role Play procedures and instructions concept that noise is a hazard in the workplace. Journaling for risk control in working Test and Quizzes with noise in the workplace. Make students aware that because there is often no pain involved in hearing loss, people are not aware it is happening. Explore the intensity of common sounds and the levels at which permanent hearing loss begins. Subject: Career and Work Exploration – Module 13 – Page Three E- Emerging P – Progressing A- Achieved Learning Objectives 18 28 38 Skills and Knowledge Authentic Assessment Strategies Resources

13.8 To identify workplace E P A Discuss ways to recognize and correct a potential accident Role Play procedures and instructions situation. Performance Assessment for risk control in dealing Use safe work procedures and good housekeeping measures to with slips and falls in the reduce and eliminate injury. workplace. 13.9 To identify workplace E P A Discuss and develop an understanding of the concept of safe procedures and Instructions handling of machinery. for risk control in dealing Recognize that all machinery (hand or powered) has the with maintenance and safe potential to harm the user. operation of machinery in the Demonstrate the necessity of wearing personal protective workplace. (PSVS) equipment and safe clothing when working with and near machinery. Discuss the potential for injury and the need to be aware that when working with machinery with moving parts, individuals are exposed to hazards that may lead to injury. Examples of injuries include: amputations, fractures, strains and sprains, dislocations, crush injuries, open wounds and electrocution. Discuss the need to be aware of hazards that result from working near machinery. These include: being hit by objects from the machinery, getting extremities or clothing caught in machinery, heat, noise, fumes and chemicals. Discuss the importance of proper, regular maintenance of machinery and have students talk about indicators of required maintenance. Recognize the importance of and demonstrate the use of guards on machinery as a routine safety procedure. Recognize the importance of and demonstrate the use of locking out procedures when doing maintenance on machinery. Understand and follow the lock out procedures that are specific to each workplace and piece of machinery. 13.10 To identify workplace E P A Brainstorm and discuss electrical hazards in workplaces. Anecdotal Records procedures and instructions Demonstrate and use safe work procedures when working for risk control in dealing with electrical equipment. with electricity usage in the workplace. Demonstrate and discuss electrical warning and information signs. Subject: Career and Work Exploration E- Emerging P – Progressing A- Achieved

Module 15 – Employability Skills and the Changing World of Work Learning Objectives 18 28 38 Skills and Knowledge Authentic Assessment Strategies Resources

15.1 To explore transferable E P A Explain what is meant by the term transferable skills. Cite Journals http://www.psc.gov.sk.ca/Default.aspx? skills. some examples using specific occupations or jobs where Portfolios DN=ae4e3426-b831-42a4-96f0-66aa3b62506d transferable skills are evident. Discuss other examples. 15.2 To gain an E P A The Conference Board of Canada has identified skills that are Journaling http://www.conferenceboard.ca/education/learni understanding of the generally accepted as required of the Canadian workforce. The Checklists ng-tools/toolkit.htm expectations of the world of Employability Skills are organized into three categories: work through an . Academic Skills examination and application . Personal Management Skills of the Employability Skills . Teamwork Skills. Profile. (CCT) Define the categories and identify the skills that relate to each category. Refer to the Conference Board of Canada's website and publications listed in the bibliography. Employability skills are generic skills, attitudes and behaviours that employers look for in all employees. Generic means that they are transferable and that they apply to any job or occupation. Bring a member of the community in to talk about employability skills from an employer perspective. Ask students to document their own employability skills from a subject-based perspective; for example, students can choose their favourite subject and outline a number of skills learned and then categorize them in one of the three employability skills categories. Teachers should explain the relationship of the employability skills with the development of a personal career portfolio. Students may collect and post local employment ads and develop and update a list of job requirements. 15.3 To examine E P A Relate employability skills to the world of work. employability skills in Arrange a panel discussion with people from the community http://www.jobsetc.ca/category_drilldown.jsp;jse relation to trends and issues talking about the changes that have occurred and are occurring ssionid=AC9A7DDEC92B48C9ABDBC7F92A52 in the changing world of in today's workplace or arrange for students to go out to E9A8.jvm5?category_id=12&crumb=12&lang=e work. (CCT) employers in the community to survey them about changes. Compile a profile of change for the local community. Discuss how the changes affect life in the community. Subject: Career and Work Exploration E- Emerging P – Progressing A- Achieved

Module 17 – Job Search Skills, Tools and Strategies Learning Objectives 18 28 38 Skills and Knowledge Authentic Assessment Strategies Resources

17.1 To explore and discuss E P A Strategies and techniques include: Portfolio http://www.cdm.uwaterloo.ca/ job search techniques. . networking Oral Assessment www.careercruising.com . interviews Anecdotal Records . letter local newspaper . résumé . application forms . personal career portfolios. 17.2 To explore ways to E P A Have students complete sample job application forms. locate information regarding Sources of job search information include: www.careercruising.com job search. (IL) . networking . classified ads local newspaper . job postings . career and employment centres . internet job postings . creating a job opportunity . information interviews. Research sources of information within the local community. The teacher will review the preferred practices for completing an application form: complete all information accurately and honestly, print or type/word process neatly, contact all references, enter work-related information in reverse- chronological order, and provide any other required information. 17.3 To expand upon skills E P A Refer to Learning Objective 2.2 and review the steps in www.careercruising.com and techniques for building a building a portfolio: personal career portfolio. . collect . select . reflect. 17.4 To enhance an existing E P A Introduce Human Rights legislation regarding optional http://umanitoba.ca/student/employment/media/res résumé that may be information such as age, ethnic origin, or religion. ume_writing_workbook.pdf forwarded to a potential www.careercruising.com employer or community partner. (IL) The student should update a résumé using current and correct formatting. The résumé may be used to introduce the student to the employer at a community work site prior to an interview. Subject: Career and Work Exploration – Module 17 – Page Two E- Emerging P – Progressing A- Achieved

Teachers are encouraged to work with other educators in developing and enhancing student résumés. The Career and Work Exploration teacher arrange for an English Language Arts teacher, or Information Processing teacher to ensure proper resume formatting and content. Students should save their résumés and update them periodically. Students should know how to tailor a résumé and covering letter to a specific job application. Discuss the importance of references, current training and other information in a résumé. Ask students to examine their résumé in relation to the employability skills in Learning Objective 15.2. Peer analysis of classmates' résumés can be a valuable activity. 17.5 To prepare for and E P R Mock interviews or a role play of an interview with panel See appendix for sample interview questions experience a job interview. members (board members, community employers) may be used to simulate real job interviews. Refer to Learning Objective 6.6 for guidelines for interviews. Subject: Career and Work Exploration E- Emerging P – Progressing A- Achieved

Module 18 – Career Decisions Learning Objectives 18 28 38 Skills and Knowledge Authentic Assessment Strategies Resources

18.1 To understand E P R Define job, occupation and career. Discuss career planning and Test and Quizzes http://www.cdm.uwaterloo.ca/ career decision making. career decision making. www.careercruising.com

www.bridges.com

Ask students why people seek an occupation? What are the reasons people work? Information to consider in response to these questions might include the following: . Career goals and plans to meet them . Ways that plans that evolve from the work placement relate to career goals now and after graduation . Information about an occupational cluster that may or may not be of interest. 18.2 To understand how E P R A variety of self-assessment tools may be used for student self- Checklists http://www.canlearn.ca/cgi- interests, abilities and evaluation of interests and abilities. bin/gateway/canlearn/en/home.asp aptitudes affect career www.careercruising.com and work choices, and opportunities. (CCT) www.bridges.com

18.3 To understand the E P R Discuss relationships between occupational choice and lifestyle. A relationship among thorough self-evaluation and realistic understanding of wants and occupational choices, needs is part of the career journey. lifestyle and education or training requirements. 18.4 To explore working E P R Things to consider in the discussion include: hours of work, Journaling http://saskjobfutures.ca/compare/compare_index.c conditions related to location, availability of work, travel required, preference for fm?lang=en&site=graphic lifestyle, roles and working alone or with others, preference for running their own www.careercruising.com occupational choices. business or working for others, opportunities for training, further (PSVS) education or advancement, environment, level of activity, salary www.jobfutures.ca and fringe benefits, as well as other factors involving the community. 18.5 To develop career E P R Students can relate personality, interests, abilities and work related goals and a career plan. factors to the development of a career plan. See notes in Learning http://careers.typefocus.com/ Objective 18.4. Appendix

Career and Work Exploration Program SUGGESTED INTERVIEW QUESTIONS

Students enrolled in the Career and Work Exploration Program are required to follow an interview process. Employers are asked to conduct an interview with students similar to that of a potential employee.

The following are possible questions employers may ask during the interview:

1. Why have you selected our business as your work placement site?

2. Tell me about your qualities and talents that would help you in this work placement.

3. What do you want to accomplish/learn in this work placement?

4. What are your greatest strengths?

5. What are some areas you see yourself wanting to improve?

6. Give me an example of one of your greatest accomplishments to date.

7. Tell me about your grades.

8. What were your most rewarding experiences in school?

9. Tell me about a time you worked on a project as a team member and what you contributed.

10. Tell me about a goal you had set and how you went about reaching it.

11. If you had a difficult decision to make, how do you go about making it?

12. What are your hobbies and outside interests?

13. What do you see yourself doing in the next five years?

14. Is there anything you would like to tell about yourself that hasn’t been asked in the interview?

15. Do you have any questions? Portfolio Checklist Students Name: Grade 9 Benchmarks  Professional looking cover page created  Resume created  3 sections created 1)All about me 2) Academic and Technical Skills 3)Personal Management  Housed in Portfolio style binder  All documentation in plastic sleeves  Smaller documents are mounted in a professional looking manner  Full name of students on the spine of binder

Grade 10 Benchmarks  As above +  Updated resume which includes community based learning  A minimum of1 document under each section

Grade 11 Benchmarks  As above +  Updated resume which includes 2 18 level placements  Evaluations from both 18 level placements  Certificate of completion of Work Exp. 18  Training plans from both 18 level placements  A minimum of 2 documents under each section

Grade 12 Benchmarks  As above +  Updated resume which includes 2 28 level placements  Evaluations from both 28 level placements  Certificate of completion of Work Exp. 28  Training plans from both 28 level placements  A minimum of 3 documents under each section  A letter of recommendation  First Aide Certification  Food Handlers Safety Certificate STUDENT OUTCOME RUBRIC GRADE 12 Career Skills Portfolio

Overall All about Me Academic / Personal Appearance Technical Skills Management Level 3 “Expected” Level 3 Level 3 “Expected” Level 3 Current Level from Grade 11 “Expected” from from Grade 11 “Expected” from of Rubric met Grade 11Rubric Rubric met Grade 11 Rubric Performance met met -Messy, not typed, -section -section -section 1 bent pages, no use established and 1 established and established and Much less of plastic sleeves, entry one entry one entry than expected improper binder -Some pages not -section -section -section 2 typed, some plastic established and 2 established and 2 established and 2 Somewhat sleeves, sections entries not in entries not in entries plastic less than not properly plastic sleeve and plastic sleeve sleeve and / or expected established, name /or messy and / or messy messy not on spine -Professional -Section -section -section 3 looking typed cover established and 3 established and 3 established and 3 Expected page. entry in plastic entry in plastic entry in plastic -Typed resume sleeve sleeve sleeve -3 sections 1)All about me 2) Academic and Technical Skills 3)Personal Management -Housed in portfolio style binder -All documentation in plastic sleeves -Smaller documents are mounted in a professional looking manner -Full name of student on the spine of binder -Professional looking resume -Evaluations from both 18 & 28 level placements -Certificate of completion of Work Exp. 18 &28 -Training plans for both 18 &28 level placements

-As “Expected” -section -section -section 4 with the addition of established and 4 established and 4 established and 4 Somewhat Food Handlers entries in plastic entries in plastic entries in plastic more than Safety Certificate sleeves sleeves sleeves expected -As “Expected” -section -section -section 5 with the addition of established and 5 established and 5 established and 5 Much more Food Handlers entries in plastic entries in plastic entries in plastic than expected Safety Certificate sleeves sleeves sleeves and First Aide Certification

Mark /20 STUDENT OUTCOME RUBRIC GRADE 11 Career Skills Portfolio

Overall All about Me Academic / Personal Appearance Technical Skills Management Level 3 “Expected” Level 3 Level 3 “Expected” Level 3 Current Level from Grade 10 “Expected” from from Grade 10 “Expected” from of Rubric met Grade 10Rubric Rubric met Grade 10 Rubric Performance met met -Messy, not typed, -section -section -section 1 bent pages, no use established and 1 established and established and Much less of plastic sleeves, entry one entry one entry than expected improper binder -Some pages not -section -section -section 2 typed, some plastic established and 2 established and 2 established and 2 Somewhat sleeves, sections entries not in entries not in entries not in less than not properly plastic sleeve and plastic sleeve plastic sleeve and expected established, name /or messy and / or messy / or messy not on spine -Professional -Section -section -section 3 looking typed cover established and 2 established and 2 established and Expected page. entry in plastic entry in plastic 2entry in plastic -Typed resume sleeve sleeve sleeve -3 sections 1)All about me 2) Academic and Technical Skills 3)Personal Management -Housed in portfolio style binder -All documentation in plastic sleeves -Smaller documents are mounted in a professional looking manner -Full name of student on the spine of binder -Professional looking resume -Evaluations from both 18 level placements -Certificate of completion of Work Exp. 18 -Training plans for both 18 level placements

-As “Expected” -section -section -section 4 with the addition of established and 3 established and 3 established and 3 Somewhat table of contents entries in plastic entries in plastic entries in plastic more than sleeves sleeves sleeves expected -As “Expected” -section -section -section 5 with the addition of established and 4 established and 4 established and 4 Much more table of table of entries in plastic entries in plastic entries in plastic than expected contents and sleeves sleeves sleeves pictures

Mark: /20 STUDENT OUTCOME RUBRIC GRADE 10 Career Skills Portfolio

Overall All about Me Academic / Personal Appearance Technical Skills Management Level 3 “Expected” Level 3 “Expected” Level 3 Level 3 Current Level from Grade 9 from Grade 9 “Expected” from “Expected” from of Rubric met Rubric met Grade 9 Rubric Grade 9 Rubric Performance met met -Messy, not typed, -section -section -section 1 bent pages, no use established and no established and established and Much less of plastic sleeves, entry no entry no entry than expected improper binder -Some pages not -section -section -section 2 typed, some plastic established and established and 1 established and 1 Somewhat sleeves, sections 1entry not in plastic entry not in entry not in less than not properly sleeve and /or plastic sleeve and plastic sleeve and expected established, name messy / or messy / or messy not on spine -Professional -Section -section -section 3 looking typed cover established and 1 established and 1 established and Expected page. entry in plastic entry in plastic 1entry in plastic -Typed resume sleeve sleeve sleeve -3 sections 1)All about me 2) Academic and Technical Skills 3)Personal Management -Housed in portfolio style binder -All documentation in plastic sleeves -Smaller documents are mounted in a professional looking manner -Full name of student on the spine of binder -Professional looking resume -As “Expected” -section -section -section 4 with the addition of established and 2 established and 2 established and 2 Somewhat table of contents entries in plastic entries in plastic entries in plastic more than sleeves sleeves sleeves expected -As “Expected” -section -section -section 5 with the addition of established and 3 established and 3 established and 3 Much more table of table of entries in plastic entries in plastic entries in plastic than expected contents and sleeves sleeves sleeves pictures

Mark: /20 STUDENT OUTCOME RUBRIC GRADE 9 Career Skills Portfolio

Overall All about Me Academic / Personal Appearance Technical Skills Management No portfolio No portfolio No portfolio No portfolio Current Level established established established established of Performance -Messy, not typed, -section not -section not -section not 1 bent pages, no use established established established Much less of plastic sleeves, than expected improper binder -Some pages not -section -section -section 2 typed, some plastic established and established but no established but Somewhat sleeves, sections no entry entry no entry less than not properly expected established, name not on spine -Professional -Section -section -section 3 looking typed cover established and 1 established and 1 established and Expected page. entry in plastic entry in plastic one entry in -Typed resume sleeve sleeve plastic sleeve -3 sections 1)All about me 2) Academic and Technical Skills 3)Personal Management -Housed in portfolio style binder -All documentation in plastic sleeves -Smaller documents are mounted in a professional looking manner -Full name of student on the spine of binder -As “Expected” -section -section -section 4 with the addition of established and 2 established and 2 established and Somewhat appropriately entries in plastic entries in plastic 2 entries in more than established resume sleeves sleeves plastic sleeves expected -As “Expected” -section -section -section 5 with the addition of established and 3 established and 3 established and Much more table of resume entries in plastic entries in plastic 3 entries in than expected and table of sleeves sleeves plastic sleeves contents

Mark: /20 Grade 12 Resume Student Outcome Rubric

Current Level Level 3 Grade 11 Resume Of Performance *Handwritten 1 *Randomly organized information Much Less *Personal Information is not included or not updated Than Expected *1-4 sections, incomplete entries/important information not included *Resume has not been updated *Typed but did not use specified program 2 *Titles for each section are included but information is not Somewhat Less consistently organized or aligned Than Expected *Personal Information is incomplete *4 sections are included with complete entries or 5 sections are outlined with <5 details not included *Resume is partially updated *Typed, using Word Wizard or Career Cruising, professional or 3 elegant format Expected *Correctly aligned and consistently organized including titles for each section *Personal Information is outlined (complete address and phone number) *5 sections are included with updated entries- Objective (1 entry), Education (1 entry), Work Experience (5 entries – including CWEX 18 and 28 placements), Volunteer Experience OR Interests and Activities (1 entry), References (3 entries)

*2-3 additional entries included 4 Somewhat More Than Expected

*4+ additional entries included 5 *Additional section(s) included Much More Than Expected Grade 11 Resume Student Outcome Rubric

Current Level Level 3 Grade 10 Resume Of Performance

*Handwritten

1 *Randomly organized information Much Less *Personal Information is not included or not updated Than Expected *1-4 sections, incomplete entries/important information not included *Resume has not been updated

*Typed but did not use specified program

2 *Titles for each section are included but information is not consistently Somewhat Less organized or aligned Than Expected *Personal Information is incomplete *4 sections are included with complete entries or 5 sections are outlined with <5 details not included *Resume is partially updated *Typed, using Word Wizard or Career Cruising, professional or elegant

3 format Expected *Correctly aligned and consistently organized including titles for each section *Personal Information is outlined (complete address and phone number) *5 sections are included with updated entries- Objective (1 entry), Education (1 entry), Work Experience (3 entries – including CWEX 18 placements), Volunteer Experience OR Interests and Activities (1 entry), References (3 entries) *2-3 additional entries included

4 Somewhat More Than Expected

*4+ additional entries included

5 *Additional section(s) included Much More Than Expected Grade 10 Resume Student Outcome Rubric

Current Level No resume Of Performance

*Handwritten

1 *Randomly organized information Much Less *Personal Information is not included Than Expected *1-4 sections, incomplete entries/important information not included

*Typed but did not use specified program

2 *Titles for each section are included but information is not consistently Somewhat Less organized or aligned Than Expected *Personal Information is incomplete *4 sections are included with complete entries or 5 sections are outlined with <5 details not included

*Typed, using Word Wizard or Career Cruising, professional or elegant

3 format Expected *Correctly aligned and consistently organized including titles for each section *Personal Information is outlined (complete address and phone number) *5 sections are included with complete entries- Objective (1 entry), Education (1 entry), Work Experience ( 1 entry), Volunteer Experience OR Interests and Activities (1 entry), References (2 entries) *2-3 additional entries included 4 Somewhat More Than Expected

*4+ additional entries included

5 *Additional section(s) included Much More Than Expected Monitoring Checklist

Student's Name: ______

Discuss with the student: 1. Is the work experience going well? ______

2. Are there any problems with being on time or being absent? ______

______

3. Are there any concerns regarding the work site? ______

______

4. Are you satisfied with the treatment you are receiving? ______

______

5. Are you keeping up with your log sheets? ______

______

6. Are there any changes you would like to request? ______

______

7. Do you feel you are being adequately supervised? ______

8. Do you feel you are doing a good job? ______

______

9. Is there any area in the business that you feel you would like an opportunity to work in?

______

10. Do you have any concerns? ______

______

Monitoring Checklist

Student Name: ______Date: ______

Employer: ______Teacher Coordinator: ______

Directions to Site: ______

Purpose of the Visit

_____ Observation of Student at Work _____ Visit with Employer Supervisor _____ Evaluation for Period _____ Problem Situation _____ Other (Specify) ______

Student Discussions - Indicate with X, if there are difficulties.

___ Punctuality ___ Safety ___ Finances ___ Attendance ___ Equipment ___ Compatibility with Staff ___ Dress Code ___ Facilities ___ Variety of tasks performed ___ Satisfaction ___ Daily log ___ Samples of student work ___ Goals met ___ Problems ___ Discussions with employer

Student's Comments: ______

Employer Supervisor Discussions - Indicate with X, if there are difficulties.

___ Punctuality ___ Safety ___ Attitude toward work ___ Attendance ___ Equipment ___ Compatibility with Staff ___ Dress Code ___ Facilities ___ Variety of tasks performed ___ Quality of Work ___ Daily Log ___ Use of time ___ Initiative ___ Problems ___ Quantity of work ___ Strengths ___ Weaknesses ___ Work area organization ___ Enthusiasm ___ Self-control ___ Accepts criticism ___ On-going Evaluation Form to be Completed by Employer Supervisor

Employer Supervisor Comments: ______

Action taken by Teacher Coordinator: ______

______Teacher Coordinator

Monitoring Checklist Student: ______

Community Site: ______

Date: ______

Before visitation:

 Review student's file: ______

 Daily log: ______

 Previous evaluations and visitation reports: ______

 Student objectives: ______

 Other notes: ______

Initial Visit: ______

______

Discussions with the Employer should include:

Meeting objectives

Student interests

Student aptitudes

Review of duties Introduction to other staff

Structure of company

Tour of company

Dress code

Absentee reporting

Punctuality importance

Safety regulations and procedures

Hours of work

Lunch, break time

Facilities (cafeteria/health room)

Notes: ______

______

[Return to Appendix E: Sample Letters and Forms] http://www.prairiesouth.ca/component/option,com_docman/task,cat_view/gid,126/Itemid,54/

See this website for examples of forms and documents for CWEX program.