Work Experience 12B

Additional Offerings
Curriculum Work Experience 12B PDF Grade-Set: 12B
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

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
rights and responsibilities
for example, Workers Compensation Act and Workers Compensation Amendment Act 
as a worker builds a safer work environment for all.

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 Wonder

Apply novel and guided approaches to utilize personal strengths, preferences, and skills
Assess knowledge of self
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
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Explore and Investigate

Refine job search and interview skills
Identify, apply, and reflect on 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
Implement a plan to address skill development and refinement
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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Experience and Develop

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

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

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 rights and procedures
    procedures
    as determined by locally developed school district Work Experience plans 
    to refuse unsafe work
  • worker insurance
    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
    injury prevention awareness
    for example, tripping hazards, appropriate lifting techniques 
Workplace Skills
  • essential 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/essentia...) 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
    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
    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
    self-advocacy
    students’ representation of their skills, views, or interests 
    skills and self-efficacy
    self-efficacy
    students’belief in their ability to achieve goals 
  • job search and interview skills
    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
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.