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Course Profile Manufacturing Technology (TMJ4E), Grade 12,
Workplace Preparation, Combined
Course Overview
Prerequisite: Grade 11
Manufacturing Technology, Workplace Preparation
This
course focuses on drafting and design, machining, welding, computer numerical
control (CNC), computer-assisted machining (CAM), motor control, hydraulic
control, pneumatic control, and computer control. Students use sophisticated
design and manufacturing systems to design and fabricate tooling, to program
CNC equipment, and to design and build solutions to technological challenges in
manufacturing.
The role
of Technological Education in the Catholic faith community is to enable
students to develop and utilize their gifts and talents while creating products
and processes that benefit others in a way that models Gospel values. The focus
of the curriculum is to enable students to become critical and innovative
problem solvers who question the use of resources and understand the
implications of technological innovations. An emphasis on process as well as
results ensures that students create products and provide services that
recognize our God-given responsibility to respect the dignity and value of the
individual and the community. Students also become aware of ethical issues and
how these issues may be resolved using Christian values.
Manufacturing
accounts for two million of the highest paying industrial jobs in Canada. With
a large percentage of skilled tradespersons set to retire in the next 10 years,
people with transferable technological skills enjoy a wide range of career opportunities.
This course offers students an exposure to the skills, knowledge, and
competencies required in the manufacturing workplace. Communication, planning,
and co-operative skills are emphasized. Community involvement is promoted.
The
units follow a logical order and the learning is project-based. Individual
projects may be used in each unit or projects may be developed across the
units. Projects selected are dependent on the resources available in the
facility, the comfort level of the teacher, and available community work.
Students benefit from participation in work challenges from the community
whenever possible, allowing them to apply the design process while developing
solutions to authentic technological challenges. Unit 1 focuses on product design
development with an emphasis on modelling methods from pencil and paper through
to advanced 3-D solid modelling (CAD) and physical models with rapid
prototyping, or translation from CAD to CAM.
The
proper selection and logical sequencing of manufacturing processes is the focus
of the second unit. Students also give consideration to material selection and
inventory needs as they visualize the actual building of their project from the
model or from engineering drawings.
Unit
3 provides for the accurate and safe use of a variety of manufacturing
processes as students build complex products with precision and high quality.
Unit
4 allows the student opportunity for reflection on process and product. The
product is presented to the school, community, and client. The student answers
the question: “What would I do differently?” Students give consideration to
their level of enjoyment in the overall process and how that may affect career
choices.
An awareness of Gospel values is
developed through reflection activities that explore technological implications
to human well-being. Students are given opportunities to develop a clear
understanding of the benefits and risks of technological growth and
development. Throughout the course, students are provided with opportunities to
discuss and evaluate ethical issues relating to each phase of the process.
Students acquire the knowledge, skills, and attitudes to use technology
effectively, confidently, and ethically to enhance the human condition and
protect the environment.
|
* Unit
1 |
Product
Design Development |
30
hours |
|
Unit 2 |
Process
Planning and Selection |
10
hours |
|
* Unit
3 |
Fabrication
and Assembly |
60
hours |
|
Unit 4 |
Performance
Analysis |
10
hours |
* These
units are fully developed in this Course Profile.
Time: 30 hours
Unit
Description
In this
unit, students engage in activities that develop problem-solving skills and
knowledge of design techniques and engineering standards. Expectations are
clustered to provide clear steps. Activities focus on standards used to
communicate ideas through engineering drawings and modelling. Students develop
knowledge of drawing standards, blueprint reading, and computer-aided
design/drafting as they produce design portfolios and models of their product
ideas. Students work in groups and present their drawing portfolios clearly and
honestly and with sensitivity to others thus reflecting Christian attitudes.
Students also develop an appreciation for their own God-given talents, as well
as those of others, and how these talents can be used in the community.
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1.1 |
TFV.01,
TF1.01, TF1.02, SPV.01, SPV.04, SP1.01, SP4.04, SP5.01, SPV.01 |
Knowledge/Understanding |
Product
Research, Design, and Information Gathering |
|
1.2 |
TFV.01,
TFV.02, TFV.03, TF1.02, TF1.03, TF2.01, TF2.03, SPV.01, SPV.04, SPV.05,
SP1.01, SP1.02, SP4.01, SP4.02, SP5.01, ICV.01, ICV.04, ICV.05, IC1.01,
IC3.01, IC3.0 |
Knowledge/Understanding |
Developing
the Design Portfolio |
|
1.3 |
TFV.01,
TFV.02, TF1.02, TF1.03, SPV.01, SPV.03, SP1.01, SP2.05, SP3.02, SP4.02 |
Thinking/Inquiry
Application |
Modelling
and Prototyping |
|
1.4 |
TFV.01, TF1.02, SPV.01, SPV.05, SP1.01,
SP4.04 |
Application |
Portfolio
Presentation (Putting It All Together) |
Time: 10 hours
Unit
Description
Students
investigate and report on manufacturing processes and materials used. From
models and working drawings, students visualize and document the logical
sequence of steps required, the necessary tools, and the inventory needs to
create the product. Students are made aware of their Christian responsibilities
to take care of the environment and use resources wisely.
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
SPV.02,
ICV.01, ICV.02, IC1.01, IC1.02, IC2.05, TF2.02 CGE 2b,
2c, 2d, 2e, 3c, 4c, 4f, 4g, 5e, 5f |
Knowledge/Understanding |
Manufacturing
Processes Research Presentations to Class |
|
2 |
TFV.02,
SPV.03, SPV.04, TF1.03, TF2.01, SP1.02, SP4.03, SP4.05 CGE 2a,
2b, 3b, 3c, 3d, 4f, 5a, 5e |
Thinking/Inquiry |
Material
Estimates from Engineering Drawings |
|
3 |
TFV.03,
TF2.02, SP2.04, SP2.05, SP2.07, SP2.08, SP3.04, IC2.03 CGE 2b,
2c, 3b, 3c, 4b, 4f, 5e, 7i |
Knowledge/Understanding |
Methods
and Tooling |
Time: 60 hours
Unit
Description
Students
utilize the design skills developed in Unit 1 and the process planning and
selection skills developed in Unit 2 in the creation of a culminating project.
Students use a wide range of tools and materials in creating their products.
Emphasis is placed on skills related to the trades. The proper use and disposal
of raw materials are emphasized again in this activity, enhancing students’
awareness for the need to develop respect for, and understanding of our natural
resources with Christian responsibility and values in mind. Students exhibit
creativity and adaptability as they strive to evaluate situations and solve
problems in light of the common good.
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
SPV.01,
SPV.02, SPV.03, SP1.01, SP2.01, SP2.03, SP2.06, SP2.09, SP3.02, ICV.05,
IC1.03, IC2.01, IC2.02, IC2.04 CGE 2b,
2c, 3b, 3c, 4b, 4f, 5e, 7i |
Knowledge/
Understanding Thinking/Inquiry Application Communication |
Air
Turbine Turning Machining Pipe
Fitting Forming Using
Jigs and Fixtures |
|
2 |
SPV.01,
SPV.02, SPV.03, SP1.01, SP2.01, SP2.03, SP2.06, SP2.09, SP3.02, ICV.05,
IC1.03, IC2.01, IC2.02, IC2.04 CGE 2b,
2c, 3b, 3c, 4b, 4f, 5e, 7i |
Knowledge/
Understanding Thinking/Inquiry Application Communication |
Machining Fabrication Assembly Hydraulics Finishing |
Time: 10 hours
Unit
Description
Students
plan and execute a showcase of their projects. Students analyse the quality of
their products and the processes they used in the building of their projects.
They decide which alternate approaches might have been used to improve
production speed, product quality or function. Students reflect on their
personal involvement and enjoyment of the course in relation to career
opportunities in the manufacturing sector. Through reflection, students develop
their God-given potential in making a meaningful contribution to society.
Unit
Overview Chart
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
ICV.03,
SP4.04, IC3.03 CGE 2a,
2b, 2c, 3c, 3d, 4g, 5h |
Knowledge/Understanding |
Celebration
Showcase |
|
2 |
ICV.01,
ICV.02, SP3.05 CGE 2a,
2b, 2c, 2e, 3b, 3c, 3d, 4g, 5h |
Knowledge/Understanding |
Process
Audit |
|
3 |
SP3.01,
SP3.03 CGE 2a,
2b, 2c, 2e, 3b, 3c, 3d, 4g, 5h |
Knowledge/Understanding |
Quality
Audit |
|
4 |
ICV.04,
IC3.01, IC3.02 CGE 2a,
2b, 2c, 2e, 3b, 3c, 3d, 4g, 5h |
Knowledge/Understanding |
Personal
Audit |
Brainstorming – group generation of initial ideas
expressed without criticism or analysis
Buddy System – linking of students for
peer/cross age support
Case Study – investigation of real and
simulated issues
Class Discussion – active participation of students
by taking turns while discussing current issues
Collaborative/Cooperative Learning – small group learning providing
high levels of student engagement and interdependence
Computer-assisted Learning – use of the computer to learn new
material or to review/reinforce material previously learned
Conferencing/Discussion – student-to-student discussion and
teacher-to-student discussion to encourage confidence and motivation to success
in all learners
Demonstration – practical showing or explanation
of how something works or is made
Design Process – problem-solving approach using a
prescribed process involving a number of steps
Field Trips – tangible examples of
manufacturing operations and work sites
Guest Speakers – the use of the knowledge and
experience of professionals in order to increase students’ understanding of the
real world and how it relates to course content
Handouts/Worksheets – formation of a resource book of
information for students to draw on
Homework – an extension of classroom learning
Independent Study – exploration and research of a
topic interesting to students
Issue-based Analysis – the use of current issues to
develop the skills of synthesis and analysis
Journal Writing – the practice of expressing ideas,
experiences, questions, reflections, personal understanding, or new learning in
written form on a regular basis
Mind Map – the representation of physical, demographic,
and numerical data through visual formats to show relationships among ideas
Note Making – recording of information for a
variety of purposes
Problem Solving – model for helping students to
identify and work through a design process
Problem-solving Strategies – working through problems
Report/Presentation – oral, visual and written
presentation of researched topic to class or community
Research – various models of investigation
Socratic Lesson – presentation of information by
the teacher through questioning and building on student responses
Theological Reflection – examination by students of issues
in relation to spiritual understanding as it reflects on them individually, in
their families, and in their communities
·
Checklists
·
Marking
schemes
·
Quizzes/tests
·
Rubrics
·
Rating
scales
Activities
in this course are generally skill-oriented. Students develop skills reflected
in the expectations set by the curriculum. Student achievement is measured
against these expectations. Assessment of skill development involves focusing
on both the process and the product. Checklists are used to identify the
operational steps of the process. Significant aspects of the completed product
are identified and assessed by a rubric or rating scale. Checklists, rubrics
and rating scales should be available to students prior to assessment. These
assessment tools provide both the student and the teacher with an up-to-date
and ongoing means of monitoring the level of achievement attained. Students are
encouraged to use these tools for self-assessment as they strive for acceptable
standards of competence. Teacher/student discussions clarify the standards that
are expected. Peer assessment, especially during group work, also helps to
clarify expectation achievement.
Self-assessment
helps students develop a sense of responsibility for their own learning. It
encourages students to reflect on their growth and learning, giving them a
sense of where they have been, where they are, and where they are going.
Conferencing
and anecdotal comments with suggestions for improvement can take place on a
daily basis. Provide encouragement in light of Gospel teachings by praising
effort as tasks are completed, building on a positive self-image.
When
self-assessment and peer assessment occur with teacher guidance, students are
provided with feedback to their work besides that of the teacher. Through
modelling and coaching, teachers can help students provide constructive and
supportive feedback to themselves and to one another.
The
use of performance tests as a method for assessing the student’s achievement of
a skill is both valid and effective.
A variety
of assessment techniques are used. The vocabulary used in test questions should
reflect correct technical terminology. Oral testing and student demonstrations
of acquired skills can be used. Although students are encouraged to write
answers in proper sentence form, questions and answers that involve diagrams
are effective assessment instruments in technological education. The ability to
combine skill and knowledge successfully in practical work tasks is
demonstrated by students in their planning and implementation of projects, work
assignments, and problem-solving activities.
How
Assessment Strategies May Be Used to Determine Final Course Mark
Assessment
instruments are designed to provide information about student achievement.
Learning skills, effort, punctuality, and recorded absences are reported
separately and are not considered in the determination of the percentage grade
for the course. Assessment instruments may be used in more than one achievement
category. The final grade is determined using the weighting below as a
guideline to reflect the student’s most consistent performance level.
Seventy
per cent of the grade is based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade is based on a final
evaluation in the form of an examination, performance, an essay, or other
method of evaluation.
Final
Course Grade
|
Final
Evaluation ·
Culminating
Practical Assignment ·
Formal
Exam |
30% |
|
|
Term Evaluation |
70% |
|
|
Knowledge/Understanding ·
Unit/Activity
Tests ·
Quizzes ·
Unit
Exercises |
Thinking/Inquiry ·
Assignments/Worksheets ·
Unit
Projects ·
Independent
Research (Career) ·
Unit
Exercises |
|
|
Communication ·
Unit
Exercises ·
Presentations |
Application ·
Unit
Labs/Projects |
|
|
TOTAL |
100% |
|
Teachers
must be familiar with exceptional students’ Individual Education Plans (IEPs)
and implement prescribed modifications and accommodations.
Through
a wide range of teaching strategies and accommodations, this course meets the
needs of all students. Accommodations for exceptional students include
specialized support and assessments to facilitate individualized learning.
Students of linguistic diversity are accommodated through ESL supports.
Units in this Course Profile make
reference to the use of specific texts, magazines, films, videos, and websites.
The teachers need to consult their board policies regarding use of any
copyrighted materials. Before reproducing materials for student use from
printed publications, teachers need to ensure that their board has a Cancopy
licence and that this licence covers the resources they wish to use. Before
screening videos/films with their students, teachers need to ensure that their
board/school has obtained the appropriate public performance videocassette
licence from an authorized distributor, e.g., Audio Cine Films Inc. The
teachers are reminded that much of the material on the Internet is protected by
copyright. The copyright is usually owned by the person or organization that
created the work. Reproduction of any work or substantial part of any work from
the Internet is not allowed without the permission of the owner.
Browning,
K., G. Heighington, V. Parvu, and D. Patillo. Design and Technology. Toronto: McGraw-Hill Ryerson, 1993. ISBN
0-07-549650
Finch,
Richard. Welder’s Handbook. New York,
NY: Berkley Publishing Group, 1997.
ISBN 1-55788-264-9
Krar,
Oswald. Technology of Machine Tools.
USA: McGraw-Hill, 1996. ISBN 0-02-803071-0
Ministry
of Labour, Province of British Columbia. Millwright
Manual, 2nd ed. BC:
Ministry of Labour, 1996.
Oberg,
Erik, Franklin D. Jones, Holbrook L. Horton, Henry H. Ryffel, Robert E. Green (editor),
and Christopher J. McCauley (associate editor). Machinery’s Handbook, 26th
ed. New York: Industrial Press Inc., 2000. ISBN 0-8311-2666-3
Riley,
Frank J. Assembly Automation. New
York: Industrial Press. ISBN 08311-3041-5
Morco
Products, Canada Ltd. Trailer Axles and
Components.
Princess
Auto. Farm, Shop and Industrial Warehouse.
Cat.# 237, 2001.
The
URLs for the websites were verified by the writers prior to publication. Given
the frequency with which these designations change, teachers should always
verify the websites prior to assigning them for student use.
Alfred
Conhagen Inc. (parts supplier) – www.conhagen.com/Frame.htm
Log
Splitters and More (variety of log splitters) – www.logsplittersandmore.com
Morco
Products Canada (parts supplier) – www.morcoproducts.com
Princess
Auto (parts supplier) – www.princessauto.com
University
of Rochester (interesting engineering projects)
– www.history.rochester.edu/steam/parsons/part1.html
This
Grade 12 Manufacturing Technology course is designated as a Workplace
Preparation course. (See The Ontario
Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000 for a
description of the different types of secondary school courses.) Students can
use this course as a compulsory credit (1 credit from Science Grade 11 or Grade
12) or Technological Education (Grades 9-12), or as an optional credit.
Workplace
Preparation courses are designed to equip students with the knowledge and
skills they need for direct entry into the workplace or for admission to
apprenticeship programs and other training programs offered in the community.
Teaching and learning emphasize workplace applications of the course content,
but also explore the theoretical material that underlies these practical applications.
Students are involved with practical and theoretical aspects of Manufacturing
Technology. The course provides opportunities for students to undertake
hands-on practical activities, as well as to conduct research and analysis.
Anti-discrimination education, equity, social justice issues, career goals,
cooperative education, conflict resolution/violence prevention, and community
partnerships are addressed. All of these support many of the Ontario Secondary
School policies.
This
course allows students to learn about their interests, strengths, and
aspirations. Career exploration throughout all units is available to students
with specific reference to Choices Into
Action: Guidance and Career Education Program Policy for Elementary and
Secondary Schools, 1999.
The
manufacturing process provides opportunities for many cross-curricular
activities. From product design development to performance analysis, students
are constantly using the sciences, arts, and mathematics. Mathematics and arts
are used in preparing technical drawings and dimensionally and statistically
checking products. The sciences are used in selecting manufacturing materials
that have appropriate properties and structure. The course elements provide
opportunities for students to become more familiar with information technology
and a variety of software packages. Technical briefs, written reports, and oral
presentations enhance students’ language and grammar skills as well as their
communication skills.
Project-based,
hands-on activities provide students with opportunities to explore health and
safety issues as they apply to the physical and personal well-being of students
in the class, lab, and workplace. Students acquire knowledge and skills
relating to safe practices and proper use and handling of material. Because of
the practical nature of this course, students apply what they learn in planned
learning activities outside the classroom. Activities may include field trips,
co-op placements, job shadowing, and outside community projects. These
activities help enhance students’ awareness of educational and career
opportunities. Through these experiences, students develop an understanding of
personal values as well as an ability to make ethical decisions reflective of
Christian values.
Coded
Expectations, Manufacturing Technology, Grade 12,
Workplace Preparation, TMJ4E
TFV.01 · apply the design process to
develop solutions, products, processes, or services in response to challenges
or problems in manufacturing technology;
TFV.02 · interpret engineering drawings,
specifications, and related materials when determining and planning a
manufacturing process;
TFV.03 · identify the tools, materials,
processes, and technical concepts involved in the manufacture of a product or
the development of a production process.
The
Design Process
TF1.01 – explain how a human need or want
can be met through a new or improved product;
TF1.02 – apply the following steps of the
design process to solve a variety of manufacturing technology problems:
q identify what has to be accomplished (the
problem);
q gather and record information, and establish a
plan of procedures;
q brainstorm a list of as many solutions as
possible;
q identify the resources required for each
suggested solution, and compare each solution to the design criteria, refining
and modifying it as required;
q evaluate the solutions (e.g., by testing,
modelling, and documenting results) and choose the best one;
q produce presentation and working drawings,
sketches, graphics, mathematical and physical models, or a prototype of the
best solution;
q evaluate the prototype and determine the
resources, including computer applications, required to produce it;
q communicate the solution, using one or more of
the following: final drawings, graphs, charts, sketches, technical reports,
electronic presentations, flow charts, mock-ups, models, prototypes, and so on;
q obtain feedback on the final solution and
repeat the design process if necessary to refine or improve the solution;
TF1.03 – interpret and work with
engineering drawings, appropriate reference materials, conversion charts and
tables, and material- and product-related specifications when determining and
planning a manufacturing process.
Materials
and Production Processes
TF2.01 – analyse the properties of
materials in terms of functionality, cost effectiveness, customer expectations,
and availability;
TF2.02 – select tools, machinery,
materials, and processes that best accommodate production runs;
TF2.03 – describe the factors that affect
material selection, including the properties of the material, the projected
applications for the material, and the forces that will be exerted on the
material.
SPV.01 · work as effective members of a team;
SPV.02 · use current technology and a
variety of manufacturing processes to meet product specifications;
SPV.03 · produce products or services that
adhere to quality control standards;
SPV.04 · use effective communication
techniques to work with others and to communicate product ideas, materials, and
specifications;
SPV.05 · use mathematical and language
skills effectively and apply technological systems and scientific principles to
design and fabricate tooling and to build solutions to a variety of
manufacturing challenges.
Organizational
Skills
SP1.01 – demonstrate the following skills:
accepting responsibility, delegating tasks when appropriate, using effective
communication and conflict resolution skills and effective time management and
goal-setting techniques;
SP1.02 – develop bills of material and
plans of operation to communicate satisfactorily the production materials used
and the methods and order of operations.
Technology
and Production Skills
SP2.01 – use the following processes
effectively: casting and moulding, conditioning (e.g., metal treatment),
coating and plating, separating (e.g., cutting), forming, assembling, and
finishing;
SP2.02 – program and use numerical control
(NC) and computer numerical control (CNC) equipment;
SP2.03 – use current technology and
production skills safely in the development of a product or process (e.g.,
saws, drills, lathes, mills, planers, jointers, grinders, NC, CNC);
SP2.04 – lay out patterns to minimize
waste of materials;
SP2.05 – identify, select, and use the
most appropriate tools, machines, and processes when fabricating a product or
process;
SP2.06 – maintain in good order machines
and hand tools used in the production process;
SP2.07 – design and produce appropriate
storage systems for hand and machine tools;
SP2.08 – modify and adapt machine tools
safely to allow for a variety of uses;
SP2.09 – install the power and control
systems required by project specifications.
Quality
Control Skills
SP3.01 – inspect incoming materials,
monitor production processes, and inspect finished products;
SP3.02 – select and use measurement
instruments and checking devices to ensure accuracy;
SP3.03 – conduct a final inspection
process and report thoroughly on the attributes of the product with reference
to industry standards;
SP3.04 – design and use inventory and
production control systems;
SP3.05 – explain the data from statistical
process control (SPC) systems and adjust the production process accordingly.
Communication
Skills
SP4.01 – communicate product
specifications effectively through engineering drawings;
SP4.02 – create and interpret detailed
working drawings using computer-assisted design programs (CAD) and
computer-assisted machining programs (CAM);
SP4.03 – communicate clearly to identify order of
operations; availability of tools, parts, and equipment; scheduling
requirements; and other information needed to plan and prepare for the
fabrication process;
SP4.04 – develop and present effective written and
oral reports on products and production methods;
SP4.05 – produce appropriate production
flow charts for managing product design and fabrication.
Interdisciplinary
Applications
SP5.01 – demonstrate an ability, in the
context of manufacturing design and production, to perform geometric
calculations and functions; to calculate perimeters, areas, and volumes; to
convert drawing dimensions from metric to imperial units of measurement; and to
interpret and use charts and tables effectively.
ICV.01 · evaluate any negative
environmental impact of specific products and processes and recommend
alternative methods and materials to reduce the impact;
ICV.02 · develop and conduct safety audits
and inspections of the school manufacturing facility and implement a plan to
address any deficiencies;
ICV.03 · describe the Occupational Health
and Safety Act (OHSA) and identify its implications for the school manufacturing
facility and for their workplace;
ICV.04 · identify the career opportunities
available through apprenticeships or other training programs and assess their
own aptitude for such opportunities;
ICV.05 · demonstrate the employability
skills required for success in the workplace.
Impacts
IC1.01 – evaluate any negative impact of
the manufacturing process on the environment and suggest environmentally
friendly alternatives that could be substituted for existing materials or
manufacturing methods;
IC1.02 – recommend an effective process
for collecting and recycling materials and fluids;
IC1.03 – handle waste products effectively
and be able to implement an emergency action plan in the event of a minor
spill.
Safety
and Legislation
IC2.01 – use safe work practices in the
manufacturing program;
IC2.02 – demonstrate good housekeeping
practices in the work environment by cleaning up spills and leaks, keeping
areas clean and clear of obstructions, and sorting tools and equipment so that
the potential for an accident or injury is minimized;
IC2.03 – develop comprehensive safety
checklists for machine tools and operations;
IC2.04 – use all required protective
clothing and gear (e.g., eye, ear, hand, head, foot, and respiratory
protectors);
IC2.05 – identify components of the
Occupational Health and Safety Act (OHSA) that relate to specific machine tools
and operations used in the school manufacturing facility.
Education,
Training, and Career Opportunities
IC3.01 – identify the wide range of career
opportunities available in the manufacturing sector;
IC3.02 – identify the training required to
enter apprenticeships for different careers in the manufacturing sector;
IC3.03 – describe the employability skills
identified by the Conference Board of Canada.
Ontario
Catholic School Graduate Expectations
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates
in the sacramental life of the church and demonstrates an understanding
of the centrality of the Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of Canada’s official languages;
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -accepts
accountability for one’s own actions;
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes to the common good.