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Youth Work in Trades 11
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Big Ideas
Grandes idées
Trades experiences outside of school expand our workplace skills and career-life options while providing opportunities for self-discovery.
Understanding and applying one’s personal rights and responsibilities as a worker builds a safer work environment for all.
rights and responsibilities
for example, Workers Compensation Act and Workers Compensation Amendment Act Pursuing trade pathways involves an inquiry cycle of questioning, planning, reflecting, adapting, and deciding next steps.
Learning Standards
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Curricular Competencies
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Students are expected to be able to do the following:
Connect and Apply
Collaborate with teacher and employer to develop a trade-specific training plan
Apply trade-specific skills in the work placement, as defined in the training plan
trade-specific skills
for example, through Industry Training Authority (ITA) trades programs (http://www.itabc.ca/discover-apprenticeship-programs/search-programs) Identify transferrable skills specific to the work placement
transferrable skills
skills that transfer from school to work placement and on to post-graduation opportunities and experiences Explore work placement opportunities
Develop skills to work respectfully and constructively, both independently and with others, to achieve common goals
independently
includes protocols for working alone Demonstrate knowledge of cultural sensitivity, workplace ethics and etiquette
cultural sensitivity, workplace ethics and etiquette
for example, diverse cultures, sexual orientation, gender identity; B.C. employment standards, harassment prevention, WorkSafeBC roles, rights, and responsibilities Contribute to care of self, others, and community
care of self, others, and community
for example, digital citizenship;injury prevention; various safety protocols, such as Workplace Hazardous Materials Information System (WHMIS), personal protective equipment (PPE), Food Safe Level 1, safety data sheets (SDS) Access information and ideas on workplace safety prior to work placement to determine workplace safety risks
workplace safety
applicable to work placement Identify, demonstrate, and incorporate provincially legislated safety and site-specific work-site safety procedures while at the work placement
provincially legislated
for example, WorkSafeBC Reflect and Refine
Engage in ongoing reflection and documentation of work experience to identify strengths, employability skills, and areas for future development
reflection and documentation
activities that help students reflect on their learning and make their learning visible – for example, multiple forms of representation, including but not limited to student/educator conversations; three-way conversations between employer, student, and teacher; portfolios, photo essays, digital presentations, oral presentations; evidence gathering, journaling, storytelling Reflect on independent and collaborative problem-solving strategies implemented, specific to the work placement
independent and collaborative problem-solving strategies
for example, responding to real-life unexpected situations, trouble-shooting in emerging scenarios Content
Students are expected to know the following:
Workplace Safety
- occupational health and safety rights and responsibilities,including trade-specific hazards, risk reduction and the right to refuse unsafe workoccupational health and safety rights and responsibilitiesfor example, as outlined in WorkSafeBC and the Employment Standards Act
- worker insuranceworker insuranceWorkSafeBC, Employment Standards Act, Workers Compensation Act
- potential hazards in their occupation/industry sector/worksite
- workplace incident and accident response procedures and protocols
- injury prevention awarenessinjury prevention awarenessfor example, tripping hazards, appropriate lifting techniques
Workplace Skills
- essential skillsfor a continually changing labour marketessential skillsincludes, for example, the thinking, communication and personal and social core competencies; see also the Government of Canada's essential skills profiles (https://www.canada.ca/en/employment-social-development/programs/essentia...) Note: Demonstrated prior learning from other courses is acceptable (e.g., resumé preparation from Career-life Education).
- responsibilities and expectations associated with workplace ethics and etiquette, including the need for confidentiality
- general and site-specific workplace expectationsworkplace expectationsfor example, conduct, confidentiality, job- and task-specific apparel, personal protective equipment (PPE), time management
- cultural land use considerations and First Peoples knowledgecultural land use considerations and First Peoples knowledgefor example, as they relate to the work placement
- problem-solving and conflict resolution strategies and interpersonal skills
- self-advocacyskills and self-efficacyself-advocacystudents' representation of their skills, views, or interestsself-efficacystudents' belief in their ability to achieve goals
- apprenticeship pathwaysand requirementsapprenticeship pathwaysfor example, through Industry Training Authority (ITA) trades programs (http://www.itabc.ca/discover-apprenticeship-programs/search-programs)for qualification/certificationrequirementsas outlined on the ITA Direct Access database (https://www.itadirectaccess.ca)for chosen tradesqualification/certificationcertificate of qualification, such as Red Seal, Industry Training Authority (ITA) certification
- proceduresfor Industry Training Authority (ITA) documentationproceduresincluding logging of work-based training hours
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.