Work Experience 12B

Core Competencies

Communicating
 
Collaborating
Critical and Reflective Thinking
 
Creative Thinking
Personal Awareness and Responsibility
 
Positive Personal and Cultural Identity
 
Social Awareness and Responsibility

Students are expected to know the following:

Students are expected to be able to do the following:

Big Ideas

Big Ideas

Experiences outside of school expand our workplace skills and career-life options while providing opportunities for self-discovery.
Personal awareness and pathway options are developed through an inquiry mindset.
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.

Content

Learning Standards

Content

Workplace Safety
  • 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 rights and procedures
    as determined by locally developed school district Work Experience plans
    to refuse unsafe work
  • worker insurance
    WorkSafeBC, Employment Standards Act, Workers Compensation Act
  • potential hazards in their occupation/industry sector
  • workplace incident and accident response procedures
    and protocols
  • injury prevention awareness
    for example, tripping hazards, appropriate lifting techniques
Workplace Skills
  • essential skills
    includes, 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).
    for a continually changing labour market
  • responsibilities and expectations associated with participating in a work experience placement
  • general and site-specific workplace expectations
    for example, conduct, confidentiality, job- and task-specific apparel, personal protective equipment (PPE), time management
  • cultural land use considerations and First Peoples knowledge
    for example, as they relate to the work placement
  • problem-solving and conflict resolution strategies,
    and interpersonal skills
  • self-advocacy
    students’ representation of their skills, views, or interests
    skills and self-efficacy
    students’belief in their ability to achieve goals
  • job search and interview skills
    for example,resumé creation, cover letter writing, interview preparation, networking. Note: Demonstrated prior learning from other courses is acceptable (e.g., resumé preparation from Career-life Education).
    for work experience
  • benefits of volunteerism

Curricular Competency

Learning Standards

Curricular Competency

Connect and Wonder

Apply novel and guided approaches to utilize personal strengths, preferences, and skills
Assess knowledge of self
for example, strengths, preferences, and skills that emerge through reflection and conversations with teacher-mentor about personal career-life development
 and prior work experience,and identify personal areas of interest to explore options for work placement

Explore and Investigate

Refine job search and interview skills
Identify, apply, and reflect on transferrable skills
skills that transfer from school to work placement and on to post-graduation opportunities and experiences
 specific to the work placement
Implement a plan to address skill development and refinement
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

Experience and Develop

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
Demonstrate progression of skills learned specific to the work placement
Contribute to 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)
Develop skills to work respectfully and constructively, both independently
includes protocols for working alone
 and with others, to achieve common goals

Reflect and Refine

Document work experience to demonstrate required hours
through, for example, time sheets, learning logs, journals
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
as it relates to current and future pathways
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
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