Course Profile Construction Technology (TCJ4E), Grade 12, Workplace Preparation, Combined
Unit 1: Pre-employment, Apprenticeship, and School To Work
Time: 10 hours
Activity
1.1 | Activity 1.2 | Activity 1.3
Unit Description
This unit focuses on
preparing students for entry into the workplace directly after high school.
Emphasis is placed on employability skills, construction careers, small
business opportunities, and apprenticeships. Each student produces an
individual student portfolio containing a career research paper for two
construction related careers, a résumé, a trade specific skills profile, a
business plan for a small business in construction, a health and safety
checklist, an employability rubric, and a collection of classroom work.
Students also explore and identify issues relating to Catholic values and each
person’s contribution to the workplace. Students create and add to their
portfolios throughout the semester. The first three activities within this unit
can be presented at various stages throughout the course. The portfolios are
presented at the conclusion of the course. Students are to be encouraged to
update and modify their portfolio (personal résumé) through pictures, prints
written materials and assignments to help display their skills.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
1.1 |
3 hours |
ICV.02, IC2.01,
.02, .03, .04, .05, .06 |
Knowledge/
Understanding Thinking/ Inquiry Communication |
Introduce
portfolios |
|
1.2 |
5 hours |
SPV.06, SP5.01,
.02, .03, .05, .06, .07 |
Knowledge/
Understanding Thinking/ Inquiry Communication Application |
Identify the
characteristics and entrepreneurial aspects of a small business |
|
1.3 |
2 hours |
SP5.01, .03, .05,
ICV.04, IC3.03, .04 |
Knowledge/
Understanding Communication |
Present completed
portfolios |
Time: 3 hours
Students identify
their strengths using a personal inventory of one’s skills. Students also
examine current employability skills and safety issues required for today’s
workforce. Then, using the list of employability skills and the safety
information, students create checklists in order to set goals and track
progress. Using the lists, students self-evaluate and set personal goals at the
beginning, midterm, and conclusion of the course. Finally, students study
portfolio structures and develop a portfolio that displays a range of their
workplace skills. The portfolio, similar to a résumé, will be added to throughout
the course illustrating several samples of student work including: a personal
inventory (completed projects, drawings, etc.), a career research paper, a
résumé, interview skills, an employment and skills profile, a safety checklist,
a small business plan, sample classroom work, work demonstrating Catholic
values, and a reflection. The complete portfolio will be presented at the
conclusion of the course.
Ontario Catholic
School Graduate Expectations
CGE 4e - set appropriate
goals and priorities in school, work, and personal life;
CGE 4f - apply
affective communication, decision-making, problem-solving, time and resource
management skills;
CGE 4g - examine and
reflect on one’s personal values, abilities and aspirations influencing life’s
choices and opportunities;
CGE 5g - achieve
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others.
Strand(s): Impact and Consequences
Overall
Expectations
ICV.02 - apply
appropriate health and safety legislation; general shop and site safety rules;
and rules specific to the use of materials, tools, and equipment.
Specific
Expectations
IC2.01 - identify
hazards related to materials, processes, and equipment used in a construction
work environment;
IC2.02 - demonstrate
safe shop and construction site practices for the use of hand and power tools,
materials, and equipment;
IC2.03 - describe
the basic health and safety needs of workers on construction sites;
IC2.04 - explain the
need for, and apply where appropriate, health and safety codes, standards, and
regulations applicable to construction projects and the workplace;
IC2.05 - explain
health and safety legislation and practices related to the construction
industry such as the Workplace Hazardous Materials Information System (WHMIS),
the Worker’s Compensation Act, the Ontario Building Code, and local by-laws;
IC2.06 - explain how
to handle hazardous materials in accordance with the Workplace Hazardous
Materials Information Systems (WHMIS) guidelines.
·
Cooperative
learning skills
·
Research skills
using the Internet, library/resource centre, and other resources
·
Time management
skills
·
Decision-making
skills
·
Awareness of
employability skills and safety issues in the workplace
·
Knowledge of
handling and safety procedures for construction materials (MSDS and WHMIS)
·
Knowledge of safe
and correct use of industry standard tools and equipment
·
Knowledge of safe
shop and construction site practices
·
Develop a work
sheet to record discussion items regarding individual student profiles with an
area to list indicators of student achievement, knowledge and performance.
·
Gather examples
of previous portfolios or examples from other courses.
·
Create a template
for portfolios listing items to include and a brief description of expectations
for each item. Include an area to set dates and track progress.
·
Prepare copies of
the Portfolio Assessment Checklist (Appendix 1.3.1).
·
Prepare a
personal inventory activity to assess personality in relation to potential
careers. This activity could involve the use of an Internet program for
personality inventories.
·
Prepare a form or
tracking method that document each students ability to operate machinery
components and safety (see Appendix 3.3.1 – Safety Passport).
·
The teacher
introduces the major assignment for this unit – the Individual Student Profile,
and leads a discussion relating to indicators of student achievement,
knowledge, and performance that would be relevant to potential employers.
·
The teacher shows
examples of portfolios and discusses their relevance and usefulness to students
and employers.
·
The teacher
distributes the template for Portfolio construction and briefly discusses each
major item. The portfolio should be kept in a folder and include a title page
and table of contents. Key items in the portfolio could include the following:
personal inventory, career research paper, résumé, interview skills (list of
skills, record of practice interviews – video or audio taped, with a review and
critique), skills profile (1. employability 2. trade specific), documentation
of competent and safe use of machinery, small business plan, sample work
(demonstrating knowledge of safety, knowledge of design process communication,
computer use, Catholic values and collaboration), and Reflection (showing self
evaluation and changes to original work).
·
The teacher and
students select various times throughout the semester to review structure and
add to portfolios.
·
The teacher
distributes the Portfolio Assessment Checklist (Appendix 1.3.1) and
presentation criteria so that students are clear on expectations and grading
format.
·
Students complete
a personal inventory using a teacher-generated or Internet researched
personality profile matched to careers. Students should assess their skills,
aptitudes, values, needs, training and experience, personality, interests, work
preferences, and life goals.
·
The teacher
presents a lesson, and leads a discussion regarding current employability
skills and safety requirements in the workplace.
·
In small groups
students discuss and report on safety items: safe and correct use of tools and
equipment, WHMIS, shop safety, site safety, material uses and safety using
Material Data Safety Sheets (MSDS), list of occupational health and safety
issues, etc.
·
Students use
their knowledge of safety from the Grade 11 course and further develop their
knowledge and understanding throughout the Grade 12 course.
·
Working in
groups, students discuss a teacher-generated rubric to assess employability
skills and evaluate themselves based on their current performance. The students
will use the rubric several times throughout the course to self-evaluate and
set goals.
·
Employability
Skills may include: ability to communicate, manage information, think and
problem solve, personal management skills, and teamwork skills. Items included
in the portfolio demonstrating employability could include: record of
attendance, cooperative education employer’s evaluation, volunteer activities,
pictures of projects, certificates/awards and recommendations from school.
·
A large portion
of the portfolios should be a collection of regular classroom work. Students
should be instructed to keep all rough copies and items that represent the
design process for grading at the conclusion of the course. The table of
contents can include a section for all of the rough copies.
·
Formative
assessment of students’ contribution to group and class discussions using
observation and anecdotal comments (personal and group evaluation forms may
also be used)
·
Formative
assessment of each students’ research skills and learning skills using an
anecdotal comment and checklist sheet (Appendix 1.3.1)
·
Allow written
scripts or handouts.
·
Provide samples
and exemplars for students.
·
Group students of
differing abilities, and allow for peer tutoring.
·
Allow students to
give verbal responses or solutions to challenges.
·
Allow extra time
to complete tasks.
·
Break down tasks
as necessary.
·
Monitor progress
and provide feedback frequently.
Employability
Skills: Creating My Future –
Student Booklet, Nelson Canada, 1996. ISBN 0-17-604668-2
Employability
Skills: Creating My Future –
Instructor’s Guide, Nelson Canada, 1996.
ISBN 0-17-604665-8
New on
the Job – Homebuilding Health
and Safety Training Program CD-ROM – Construction Safety Association of
Ontario.
Safety:
Getting the Hang of It –
Employee Safety Induction Video. Industrial Accident Prevention Association,
Toronto, Ontario.
Skill,
High Wage Opportunities.
Corwin Press Inc., Thousand Oaks, California, 1997.
ISBN 0-8039-6510-9
The Edge, Ministry of Education and Training, Queen’s
Printer for Ontario, 1998.
ISBN 0-7778-7887-9
The First
Step, Student Safety Handbook,
London Occupational Safety and Health Information Service, London, Ontario,
2000. ISBN 0-9681735-1-9
Tech Prep
Career Programs – A Practical Guide to Preparing Students for High-Tech, High
You and
the Job Market, Quick Reference to Today’s Job Market, Ontario Ministry of
Education, Queen’s Printer for Ontario, 2001, ISBN 0-7794-0388-6
Websites
www.csao.org
– Construction Safety Association of Ontario
www.coc.org/cathsoct..html
– Catholic Social Teaching
Community Resources
Public, University and School libraries
Human Resources and Development Canada
School Resources
Library/Resource
Centre, Computers, Coop/OYAP office, Communications department.
Video
Resources
www.home-construction-remodelling.com
– site for home remodelling, estimating
www.constructionvideos.com
– video for construction project and remodelling
www.hometechonline.com
video source for construction projects and estimating
http://dmoz.org – resource for construction and engineering
www.tsunh.edu/video – University of New Hampshire video library
http://dcsd.k12.nv.us – curriculum both written and video taped on
Ethics and Employability
Appendix 1.3.1 – Portfolio Assessment Checklist
Time: 5 hours
Students build on
their understanding of business plans. Discussion includes the purpose of a
business plan and analysis of examples to provide students with the important
elements to include in a small business plan. Students are challenged to
explore and examine one or more business plans, and then choose a construction
related business of interest and prepare a plan. Emphasis is given to
characteristics of construction companies, roles of skilled professionals,
entrepreneurship, and each student’s abilities, aspirations, and choices as
they relate to life’s business opportunities. Consideration will also be given
to ethical decision making in a business context. Students modify their
personal résumé and portfolio as they work through this activity.
Ontario Catholic
School Graduate Expectations
CGE 4g - examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE 5e - respects
the rights, responsibilities and contributions of self and others;
CGE 5g - achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others.
Strand(s): Skills and Processes
Overall
Expectations
SPV.06 - demonstrate
the entrepreneurial, business, and management skills required in the
construction industry.
Specific
Expectations
SP5.01 - describe
the attitudes, attributes, and skills of an entrepreneur;
SP5.02 - describe
the characteristics of a construction industry organization that promotes an
entrepreneurial spirit;
SP5.03 - describe
the organization and management functions in a small construction company;
SP5.05 - identify
and describe the role of the skilled professionals involved with a small
construction company;
SP5.06 - demonstrate
entrepreneurial skills;
SP5.07 - prepare a
business plan for a venture related to the construction industry.
·
Cooperative
learning skills
·
Research skills
using the Internet, library/resource centre, and other resources
·
Time management
skills
·
Decision-making skills
·
Review and gather
information for the discussion about entrepreneurship.
·
Research and
prepare a short presentation of two small local construction-related companies
or arrange for two guest speakers from the community to discuss their business.
·
Prepare a review
of business plans and create a list/template of items to include in the
student’s business plan.
·
Copy the
Portfolio Assessment Checklist (Appendix 1.3.1) and create an assessment form
for the business plans including a checklist for each item.
·
The teacher
distributes a copy of the assessment criteria for the portfolio and business
plan presentation (for the next activity at the conclusion of the course).
·
The teacher leads
a discussion involving the attitudes and attributes of an entrepreneur. The
discussion should also include the characteristics of an organization,
management, and the skills of the professional.
·
Students list all
the aspects and characteristics.
·
The teacher then
presents description of two local small businesses for the class to examine.
·
Students add to
the list/summary of business characteristics, management, and professional
skills.
·
The teacher
reviews business plans and discusses the purpose and features. Business plans
are usually lengthy and contain extensive information about a company (as many
as 50 pages). They should stand out and be clear, well written, and attractive.
The teacher should simplify and identify several key elements for students to
consider, research, and include in their business plan. Students, working in
groups of two, create a business plan approximately 7 to 10 pages in length.
·
Businesses could
include new home construction, renovations, deck construction, shed
construction, painting, drywalling, or general maintenance.
·
Working in
groups, students discuss and decide how the business plan should be tailored
for: financing and/or clarification and direction for the entrepreneur. The
business plan should illustrate a very thought-out process, including research,
identified needs, current market situation, and a proposal of how this business
will meet those needs. It should communicate the students’ plans to others.
·
Features of the
Business Plan should include: Cover Page, Introduction, Table of Contents
including identified need(s), type of company, location, key individuals, size
of company with future projections, product or service, defined market (profile
of who would use such a product or service), cost of product or service,
marketing strategy, identified competition, equipment, resources and facility
required, and financing.
·
Students should
also identify past experience and how it applies to the business plan.
·
Students should
conclude their business plan with a one-page executive summary, discussing why
someone should invest and/or partner with this business venture. They will also
list recommendations and benefits of the venture, and reflect on their
individual aspirations, abilities, and personal values in relation to Gospel
values and the workplace.
·
Formative
assessment of students’ contribution to group and class discussions using
observation and anecdotal comments
·
Personal
communication both diagnostic and formative (teacher/student conferencing)
·
Summative evaluation
of completed business plans – using a rating scale or rubric
·
Provide exemplars
and samples of student work.
·
Simplify
instructions, choice, and scheduling.
·
Provide
opportunities for open-ended inquiry.
·
Establish
timelines and allow extra time to complete tasks.
·
Provide
checklists to help with organization and assignment completion.
Brand,
Margaret. Success in the Workplace, Second Edition, Copp Clark Pitman
Ltd. Canada, 1996. ISBN 0-7730-5552-5
Grady,
Kimbrell. Succeeding in the World of Work, Fifth Edition, New York,
Glencoe McGaw Hill, 1992. ISBN 0-02-675583-1
Kimberly and
Vineyard, Entering the World of Work, Glencoe/McGraw-Hill, 1989. ISBN
0-02-676730-9
The Holy
Bible.
Community Resources
Co-op
placements, speakers, local business.
Public and
school libraries
Human
Resources and Development Canada
Local
Chamber of Commerce
Video Resources
www.home-construction-remodelling.com
– site for home remodelling, estimating
www.constructionvideos.com
– video for construction project and remodelling
www.hometechonline.com
– video source for construction projects and estimating
http://dmoz.org
– resource for construction and engineering
www.tsunh.edu/video
– University of New Hampshire video library
|
Item |
Yes |
No |
|
Cover page · A title-Student name · School name-Completion date · A pictorial representation of your portfolio |
|
|
|
Table of Contents · A title · Listing of contents with page references |
|
|
|
Personal Inventory · Student name · Picture-Hobbies/sports/interests · Personality/Career Match assignment |
|
|
|
Career Research Paper Item shows research and understanding of a construction related career and the necessary skills |
|
|
|
Resume Item includes a completed student resume |
|
|
|
Practice Interview Participated in a practice interview |
|
|
|
Business Plan Item shows a business plan for a construction related business |
|
|
|
Safety Documentation of knowledge of safety for industry standard tools, equipment and the work place and record of individual proficiency |
|
|
|
Design Process Item demonstrates understanding and application of the design process |
|
|
|
Communication Item shows that the student can communicate ideas, designs and information through a variety of media |
|
|
|
Computer Use Item shows a variety of computer software applications for research and design |
|
|
|
Collaboration Item shows respect for the rights, responsibilities and contributions of self and others within group activities |
|
|
|
Reflection Item shows understanding of how to evaluate self, group contributions, and project work |
|
|
* Items mentioned in the rubric can be
defined as: parts of the cover page;
personal information missing from Personal Inventory; topics or
information that help make the whole.
Time: 2 hours
Students present
their individual portfolios and group business plans to the class. Students are
asked to select three significant items from their portfolio that they feel
demonstrate their employability, entrepreneurship, and preparedness for the
workplace. Students also reflect on the purpose of work and God’s calling on
their life in relation to the workplace. Students, in pairs, present their
small construction related business plan. Students are asked to comment on the
attitudes, attributes, and skills of the entrepreneur and the organization of a
small business. The remaining time in the class is used for discussion and
making final additions and/or modifications to the students’ portfolios.
Ontario Catholic School
Graduate Expectations
CGE 2b - reads,
understands, and uses written materials effectively;
CGE 2c - presents
information and ideas clearly and honestly and with sensitivity to others;
CGE 4a -
demonstrates a confident and positive sense of self and respect for the dignity
and welfare of others;
CGE 4e - sets
appropriate goals and priorities in school, work and personal life;
CGE 4g - examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE 5b - thinks
critically about the meaning and purpose of work.
Strand(s): Skills and Processes, Impact and Consequences
Overall
Expectations
ICV.04 - identify
and describe the employability skills required and the need for lifelong
learning in the construction industry.
Specific
Expectations
SP5.01 - describe
the attitudes, attributes, and skills of an entrepreneur;
SP5.03 - describe
the organization and management functions in a small construction company;
SP5.05 - identify
and describe the role of the skilled professionals involved with a small
construction company;
IC3.03 - explain the
importance of lifelong learning for someone choosing a career in the
construction field;
IC3.04 - produce the
necessary documentation for entry into the workplace.
·
Effective verbal
communication skills
·
Ability to self-
and peer assess (forms provided by instructor, see Planning Notes)
·
Experience
critiquing, modifying, and problem solving to improve work
·
Prepare a
discussion outline to review presentation criteria and delivery.
·
Prepare a
presentation checklist with an area for anecdotal comments. The checklist
should include the presentation criteria outlined to the students.
·
Prepare copies of
self- and peer assessment to be used to evaluate portfolios and presentations.
·
Prepare copies of
the Portfolio Assessment Checklist (Appendix 1.3.1) for final portfolio
assessment.
·
The teacher
reviews the assessment criteria for the presentations. Presentation content
could include a list of the minimum requirements such as: introduction,
presentation of materials (including work that demonstrates employability,
entrepreneurship and preparedness for the workplace), and key questions (God’s
calling on one’s life, attitudes, attributes, and skills of the entrepreneur
and the organization of a small business).
·
The teacher
stresses the importance of body language, eye contact, dress, hand gestures,
clarity of voice, etc. The presentations should end with a conclusion and/or
summary statement. The reflection of Catholic values and the workplace article
(from the portfolio) could be used as the summary statement.
·
Students present
their portfolios and business plans in groups of two. Within the groups of two,
each student presents their individual portfolio and then works with their
partner to present the business plan.
·
The teacher
distributes the evaluation handout for self- and peer assessment.
·
The teacher leads
a discussion regarding the individual student profiles. Students are given the
opportunity to discuss, conference with one another, and make alterations and
additions to the portfolios.
·
Students submit
their finished portfolios for grading by the teacher.
·
Formative assessment
of students’ rough copies and portfolio design process
·
Formative
assessment of individual and group performance using a peer and self-evaluation
handout
·
Formative
assessment of presentation of final business plans and portfolio
·
Summative
assessment of completed projects including portfolios and content
·
Allow extra time
as needed.
·
Allow written
scripts and prepared notes for presentations.
·
Allow students a
variety of media to demonstrate their understanding.
·
Simplify and
adapt the presentation requirements as necessary.
The Holy
Bible.
Appendix 1.3.1 – Portfolio Assessment Checklist