Big Ideas
Big Ideas
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
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.
Content
Learning Standards
Content
Workplace Safety
- occupational health and safety rights and responsibilitiesfor example, as outlined in WorkSafeBC and the Employment Standards Act,including trade-specific hazards, risk reduction, and the right to refuse unsafe work
- worker insuranceWorkSafe BC, Employment Standards Act, Workers Compensation Act
- potential hazards in their occupation/industry sector
- workplace incident and accident response procedures and protocols
- injury prevention awarenessfor example, tripping hazards, appropriate lifting techniques
Workplace Skills
- essential 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/essenti…) Note: Demonstrated prior learning from other courses is acceptable (e.g., resumé preparation from Career-life Education).in a continually changing labour market
- responsibilities and expectations associated with workplace ethics and etiquette, including the need for confidentiality
- general and site-specific workplace expectationsfor example, conduct, confidentiality, job- and task-specific apparel, personal protective equipment (PPE), time management
- cultural 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-advocacystudents’ representation of their skills, views, or interestsskills and self-efficacystudents’ belief in their ability to achieve goals
- apprenticeship pathwaysfor example, through Industry Training Authority (ITA) trades programs (http://www.itabc.ca/discover-apprenticeship-programs/search-programs)and requirementsas outlined on the ITA Direct Access database (https://www.itadirectaccess.ca)for qualification/certificationcertificate of qualification, such as Red Seal, Industry Training Authority (ITA) certificationfor chosen trades
- proceduresincludes logging of work-based training hoursfor Industry Training Authority (ITA) documentation
Curricular Competency
Learning Standards
Curricular Competency
Connect and Apply
Collaborate with teacher and employer to refine a trade-specific training plan
Further develop and apply 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
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
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
includes protocols for working alone
and with others, to achieve common goals
Demonstrate understanding of 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
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
applicable to work placement
prior to work placement to determine workplace safety risks
Identify, demonstrate, and incorporate provincially legislated
for example, WorkSafeBC
safety and site-specific work-site safety procedures while at the work placement
Reflect and Refine
Engage in ongoing 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
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