The Trades Are COOL!!
SEARCHING FOR A JOB?
http://opportunityliveshere.ca/jobs/
http://www.jobbank.gc.ca
http://www.simplyhired.ca/
http://www.wowjobs.ca/
www.monster.ca
Facebook.com-Perth County Jobs
COOP REQUIRED FORMS:
Work Education Agreement – signed by all parties and handed in
Weekly Attendance Logs – handed in every week.
Placement Visits/Assessments – minimum of three (3) for each coop credit
All secondary school cooperative education courses must be scheduled for a minimum of 110 hours per credit
The revised curriculum recognizes that, today and in the future, students need to be critically literate in order to synthesize information, make informed decisions, communicate effectively, and thrive in an ever-changing global community. Determinants of health (income, education and literacy, gender and culture, physical and social environment, personal health practices and coping skills, and availability of health services) affect a person’s overall state of well-being. Together, such factors influence not only whether individuals are physically healthy but also the extent to which they will have the physical, social, and personal resources needed to cope and to identify and achieve personal aspirations (Stepping Stones - “enduring (yet changing) core” – a sense of self, or spirit – that connects the different aspects of development and experience.
What happens at school can have a significant influence on a student’s well-being. With a broader awareness of mental health, a more supportive classroom climate can be created while building awareness of mental health and reducing stigma associated with mental illness.
Cooperative education promotes the acquisition and refinement of skills, knowledge, and habits of mind that support education and career/life planning and fosters positive attitudes towards learning that help students become independent, lifelong learners. In their experiences in cooperative education, students will develop:
• a reflective habit of mind to derive meaning from their experiences
• the ability to apply (e.g., transfer) their learning to influence decisions and actions in various aspects of their lives
• the skills, knowledge, and habits of mind required to become competent and confident education and career/life planners
Cooperative Education involves a four-step inquiry process based on four questions linked to four areas of learning:
(1) knowing yourself – Who am I?
(2) exploring opportunities – What are my opportunities?
(3) making decisions and setting goals – Who do I want to become?
(4) achieving goals and making transitions – What is my plan for achieving my goals?
Experiential learning is an inquiry-based pedagogical approach that provides opportunities for students to co-construct their learning by participating in rich experiences connected to a community outside school; reflecting on those experiences to derive meaning; and applying their learning to influence their decisions and actions in various aspects of their lives.
Mastering the skills and concepts connected with learning in the cooperative education curriculum requires ongoing practice, an effort to respond to feedback (to the extent possible), personal reflection, and commitment from students. It also requires a willingness to try new activities, work with placement employers and supervisors and with peers, and always follow safety practices. Through ongoing practice and reflection about their development, students deepen their appreciation and understanding of themselves and others, as well as their opportunities. They also set goals and develop plans for achieving their goals.
**Metacognitive competencies include the ability to monitor one’s own progress and take action towards achieving a learning goal. Students with highly developed metacognitive competencies have higher degrees of resilience and well-being, which support student success in challenging times
In this course, students make explicit connections between what they learn from a related course (or courses) and how that learning is applied in an authentic environment outside the classroom. The community component must therefore offer authentic opportunities that enable students to demonstrate their ability to apply, refine, and extend skills and knowledge associated with the curriculum expectations selected from the related course (or courses).
The same set of cooperative education course expectations is to be achieved every time this course is taken. However, every time the course is taken, students’ learning in connection with the strand A expectations of the cooperative education course is tailored to be appropriate for the specific placement for the community component
Cooperative Education Linked to a Related Course (or Courses)
A1. Health, Safety, and Well-Being - OHSA, ESA, WHMIS, Human Rights, Learning Skills & Work Habits, Hazards, Personal Safety
A2. Preparing and Planning for the Experience - Labour Market, Role of Social Media, Globalization, Unions, Contract/Seasonal Work, Wages, Interviews, Resume, Cover Letter, Personal Skills, Interests, and Strengths, Communication Skills, Ethics
* In addition to learning about the specifics of saving, spending, borrowing, and investing, students need to develop broader skills in problem solving, inquiry, decision making, critical thinking, and critical literacy related to financial issues, so that they can analyse and manage the risks that accompany various financial choices. They also need to develop an understanding of world economic forces and the effects of those forces at the local, national, and global level. In order to make wise choices, they will need to understand how such forces affect their own and their families’ economic and financial circumstances. Finally, to become responsible citizens in the global economy, they will need to understand the social, environmental, and ethical implications of their own choices as consumers.
Students may examine how different sectors influence and respond to economic trends in a local, national, or global context.
B1. The Student’s Cooperative Education Learning Plan - Short-Term, Medium-Term Goals (Learning Skills - Communication, Time-Management, Initiative), Job Search, Seek Apprenticeship, Analyse and Reflect on Goals
B2. Skills for the Future - Reflect on the skills & knowledge they have built and how the skills & knowledge from related course have been enhanced, How Does This Impact Future Plans - PORTFOLIO
Creating Opportunities through Co-op, Grade 11 - DCO30 - Q1,Q2
In this course, students can explore a range of interests or create a focused experience based on a particular interest. Within the context of an experience connected to the community, students work towards achieving the course expectations, which focus on developing skills, knowledge, and habits of mind that will support them in their education and career/life planning; protect and promote their health, safety, and well-being; and strengthen their inquiry, decision-making, and leadership skills. Throughout the course, they make connections between their experience in the community and other aspects of their lives.
Students who can benefit from this course are those who: • wish to explore a particular area of interest but do not have a related course (or courses) to support their learning; • wish to explore a range of interests and education and career/life planning opportunities; • wish to create their own innovative or entrepreneurial opportunity that draws on their interests, skills, and career/life goals.
A1. Health, Safety, and Well-Being - OHSA, ESA, WHMIS, Human Rights, Learning Skills & Work Habits, Hazards, Personal Safety
A2. Preparing and Planning for the Experience - Labour Market, Role of Social Media, Globalization, Unions, Contract/Seasonal Work, Wages, Interviews, Resume, Cover Letter, Personal Skills, Interests, and Strengths, Communication Skills, Ethics
** In addition to learning about the specifics of saving, spending, borrowing, and investing, students need to develop broader skills in problem solving, inquiry, decision making, critical thinking, and critical literacy related to financial issues, so that they can analyse and manage the risks that accompany various financial choices. They also need to develop an understanding of world economic forces and the effects of those forces at the local, national, and global level. In order to make wise choices, they will need to understand how such forces affect their own and their families’ economic and financial circumstances. Finally, to become responsible citizens in the global economy, they will need to understand the social, environmental, and ethical implications of their own choices as consumers. Students may examine how different sectors influence and respond to economic trends in a local, national, or global context.
B1. The Student’s Cooperative Education Learning Plan - Short-Term, Medium-Term Goals (Learning Skills - Communication, Time-Management, Initiative), Job Search, Seek Apprenticeship, Analyse and Reflect on Goals
B2. Skills for the Future - Reflect on the skills & knowledge they have built and how the skills & knowledge from related course have been enhanced, How Does This Impact Future Plans - PORTFOLIO
THE INQUIRY PROCESS
C1. Exploration and Investigation - Emerging Trends, Pathways, New Equipment & Technology, New Recycling Methods on Worksites, Sales, Food Processing
Develop guiding questions on a chosen topic (e.g., factual questions: “What is the legislation on pay equity in Canada?”; causal questions: “How is the agricultural sector responding to a potential future labour shortage?”; comparative questions: “What are some current retail trends in Canada? Are they different from trends around the world?”), making connections to their cooperative education experience.
Gathering & Organizing Material for topic
Analyse and interpret information gathered through investigation of the chosen topic, issue, or proces
Communicate the results of their investigation, in a manner suited to purpose and audience
Describe ways in which they will be able to apply the skills and knowledge gained or further developed through their investigation (e.g., critical thinking and problem-solving skills; research and communication skills; knowledge about the organization or sector; knowledge about personal interests and strengths) to their cooperative education experience and to other aspects of their lives, now and in the future
D1. Decision Making - Take time to make a decision, Pros/Cons, Business Plan Strategies (SWOT analysis), Factors Influencing Decisions(family, peers, goals, culture), How Decisions Can Affect Coop Placement and Future (ie. PPE at worksite)
D2. Leadership - Identify the attributes and skills needed to be an effective leader (e.g., attributes: initiative, integrity, honesty, empathy, tolerance, sensitivity to the needs of others, confidence, assertiveness, transparency; skills: the ability to look ahead, to transfer learning to new situations, to build positive relationships, to recognize others’ contributions and individual differences, to recognize others’ strengths and empower them to apply those strengths, to encourage the generation of ideas, to reflect on what might need to change in order to improve outcomes or to enhance learning, to listen to all perspectives in the group, to be confident when speaking, to communicate effectively in different contexts), Current Examples of Leaders, Their Role, Contributions to the Cooperative Learning Environment
First COOP Credit
|
|