Youth Work in Trades 12

Additional Offerings
Curriculum Jeunes au travail dans les métiers 12e
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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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
rights and responsibilities
for example, Workers Compensation Act and Workers Compensation Amendment Act 
as a worker builds a safer work environment for all.
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:
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Connect and Apply

Collaborate with teacher and employer to refine a trade-specific training plan
Further develop and apply trade-specific skills
trade-specific skills
for example, through Industry Training Authority (ITA) trades programs (http://www.itabc.ca/discover-apprenticeship-programs/search-programs) 
 while working, as defined in the training plan, and demonstrate progression of learning
Use transferrable skills
transferrable skills
skills that transfer from school to work placement and on to post-graduation opportunities and experiences 
 specific to the work placement
Explore further work placement opportunities to enhance potential futures
potential futures
refers to career-life development which is the ongoing process of self-discovery, growth in competence, and learning from experiences in educational, work-related, and personal life contexts. This includes, but is not limited to, course selection, personal interests and passions, community service, certificate programs, degrees, apprenticeships, diploma programs, co-op opportunities, work placements 
Develop skills to work respectfully and constructively, both independently 
independently 
includes protocols for working alone 
and with others, to achieve common goals
Demonstrate understanding 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 and describe care of self, others, and community
care of self, others, and community
e.g., 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
workplace safety
applicable to work placement 
 prior to work placement to determine workplace safety risks
Identify, demonstrate, and incorporate provincially legislated
provincially legislated
for example, WorkSafeBC 
 safety and site-specific work-site safety procedures while at the work placement
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Reflect and Refine

Engage in ongoing reflection and documentation
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 
 of work experience to identify strengths, employability skills, and areas for future development
Reflect on independent and collaborative problem-solving strategies
independent and collaborative problem-solving strategies
for example, responding to real-life unexpected situations, trouble-shooting in emerging scenarios 
 implemented, specific to the work placement
Recognize career skills progression and refine their trade-specific training plan

Content

Students are expected to know the following:
Workplace Safety
  • occupational health and safety rights and responsibilities
    occupational health and safety rights and responsibilities
    for example, as outlined in WorkSafeBC and the Employment Standards Act 
    ,including trade-specific hazards, risk reduction, and the right to refuse unsafe work
  • worker insurance
    worker insurance
    WorkSafe BC, Employment Standards Act, Workers Compensation Act 
  • potential hazards in their occupation/industry sector
  • workplace incident and accident response procedures and protocols
  • injury prevention awareness
    injury prevention awareness
    for example, tripping hazards, appropriate lifting techniques 
Workplace Skills
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.