Generic: Cooperative Education

Course Information Sheet

Date:

Secondary School:

Department:COOPERATIVE EDUCATION

Teacher(s):

Curriculum Policy Document / Cooperative Education and Other Forms of Experiential Learning 2000
Course Title / COOPERATIVE EDUCATION(Add Specific Detail Re the Program Title) / Course Code / Enter Your Course Code
Grade / Enter YourGrade/s
Pre-requisite / NONE / Credit Value / Enter YourCredit Value
Course Description
Cooperative Education is a planned learning experience for which credits are earned.Cooperative Education integrates classroom theory and learning experiences at a workplace. Cooperative Education enables students to refine, extend, apply and practise (R.E.A.P.) the knowledge and skills acquired in a related curriculum course or a locally developed course.
KEY ELEMENTS:
  • The Cooperative Education Course includes:
  1. Classroom Component,
1)Pre-placement Orientation(Preparation for successful transitions to work, post-secondary education, apprenticeship)
2)Integration(Mandatory component of classroom learning)
  1. Placement Component which includes:
1)Establishment of the Initial Placement
2)Personalized Placement Learning Plan[A Personalized Placement Learning Plan (PPLP) is individualized to identify: the related course, co-op, and employer expectations; demonstrations of those expectations, assessment tools and strategies (teacher and employer)]
C)Assessment and Evaluation which includes:
1) Classroom Assessment and Evaluation
2) Placement Learning Assessment (Monitoring) and Evaluation(Ongoing monitoring and assessment of student learning at the placement based on the PPLP expectations)
Cooperative Education is a partnership between school and community that involves students, teachers, parents and employers in the education of students. Many strategies and tools are used to assess the student’s learning in the program including: meeting the Co-op program expectations, the PPLP expectations, completing class work related to pre-placement and integration, and completing the rich performance task(s). Student attendance in pre-placement and in integration must be consistent, and is assessed/evaluated at the placement and therefore plays a large role in determining final grades.
Listed in order of instructional delivery* (teacher may vary order slightly to accommodate student learning)
Pre-placement and Integration Curriculum
Strand/Unit Titles: / Overall Expectations
SELF-ASSESSMENT / The student will identify her/his aptitudes, interests, competencies, skills, characteristics and values using a variety of strategies.
The student will analyze current career interests in light of her/his aptitudes, interests, competencies, skills, characteristics and values.
The student will identify career possibilities suggested by her/his aptitudes, interests, competencies, skills, characteristics and values.
JOB READINESS SKILLS / Trough the achievement of expectations included in the Preparation for Transitions and Change strand of the Career Studies Course, students will have:
created effective resumes, cover letters, thank you letters using word-processing software and appropriate vocabulary and convention.
completed job applications effectively, accurately.
communicated their interest in a work opportunity effectively.
identified common interview questions and demonstrated the ability to respond appropriately and effectively both in the classroom and in a workplace interview.
The pre-placement orientation will involve review and application of the knowledge and skills that students have acquired through the achievement of the expectations listed above.
HEALTH AND SAFETY / The student must demonstrate the following prior to the placement:
  • An understanding of workplace health and safety rules
  • The appropriate use of safety equipment
  • An understanding of the need for personal protective equipment
  • An understanding of the Occupational Health and Safety Act
  • The correct handling of materials and equipment as specified in WHMIS
  • An understanding of the coverage provided by the Workplace Safety and Insurance Act
  • The procedures for reporting accidents
  • The procedures for reporting unsafe practices

RIGHTS
AND
RESPONSIBILITIES / The student will demonstrate the following:
  • School and placement expectations that they are to achieve in the cooperative education course
  • Placement-specific workplace health and safety considerations
  • Issues relating to confidentiality and the right to privacy, as outlined in the Freedom of Information and Protection or Privacy Act
  • Work ethics and the responsible use of Information Technology
  • The individual’s right to function in a climate free from abuse and harassment
  • Relevant sections of the Employment Standards Act and the Human Rights Act
  • The history and role of unions
  • Appropriate methods of dealing with and reporting concerns or problems at the placement.

WORKPLACE
OPPORTUNITIES
AND
CHALLENGES / The student will demonstrate:
  • The ability to access related career information
  • An understanding of labour market trends and of the nature of the workplace in the future
  • An understanding of the changing role of men and women at work
  • An understanding of issues relating to human rights, discrimination, harassment, and disability
  • The ability to produce an effective exit resume

REFLECTIVE
LEARNING / The student will demonstrate the ability to do the following:
  • Relate the placement experience both to the curriculum expectations of the related course and to the expectations related to cooperative education, using a variety of strategies, activities and tools
  • Reflect on and analyze their placement experiences
  • Reinforce the job-skills theory acquired in the classroom and the skills, techniques and principles learned at the placement

Placement Curriculum / Placement curriculum is individualized for the student, the related course and the student’s placement and is detailed in the student’s Personalized Placement Learning Plan (PPLP). The PPLP will state the co-op, related subject and employer expectations that the student will be working to successfully achieve by the end of the placement. The student will have direct input into determining the content of the PPLP and how he/she will demonstrate mastery of that content.
Learning Skills Criteria
In each reporting period, report on the quality of the learning skills demonstrated by the student in each of the categories identified on the report cardusing the following letter symbols.
E–Excellent G–Good S–Satisfactory N–Needs Improvement
RESPONSIBILITY
•fulfils responsibilities and commitments within the learning environment;
• completes and submits class work, homework, and assignments according to agreed-upon timelines;
• takes responsibility for and manages own behavior.
INDEPENDENT WORK
• independently monitors, assesses, and revises plans to complete tasks and meet goals;
• uses class time appropriately to complete tasks;
• follows instructions with minimal supervision
INITIATIVE
• looks for and acts on new ideas and opportunities for learning;
• demonstrates the capacity for innovation and a willingness to take risks;
• demonstrates curiosity and interest in learning;
• approaches new tasks with a positive attitude;
• recognizes and advocates appropriately for the rights of self and others.
ORGANIZATION
•devises and follows a plan and process for completing work and tasks;
• establishes priorities and manages time to complete tasks and achieve goals;
• identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks.
COLLABORATION
•accepts various roles and an equitable share of work in a group;
• responds positively to the ideas, opinions, values, and traditions of others;
• builds healthy peer-to-peer relationships through personal and media-assisted interactions;
• works with others to resolve conflicts and build consensus to achieve group goals;
• shares information, resources, and expertise and promotes critical thinking to solve problems and make decisions.
SELF-REGULATION
• sets own individual goals and monitors progress towards achieving them;
• seeks clarification or assistance when needed;
• assesses and reflects critically on own strengths, needs, and interests;
• identifies learning opportunities, choices, and strategies to meet personal needs and achieve goals;
• perseveres and makes an effort when responding to challenges.
Student Evaluation Criteria(Make this more Specific for your particular program)
Term – 70% / Final – 30% / Final Report Card Grade Calculation
40 < Weighting >10 / TOTAL / Weighting / Total / Term Total +Final Total = Report Card Mark
Knowledge
Assignments
Reflections
performance appraisals
Summative Tasks at Placement and In class / 30/100 / 30/100 /

FINAL ASSIGNMENTS

i.e.:
Rich Performance Tasks, Portfolios, Exams, etc. / 20%
Thinking
Assignments
Reflections
performance appraisals
Summative Tasks at Placement and In class / 15/100 / 15/100
Communication
Assignments
Reflections
performance appraisals
Summative Tasks at Placement and In class / 20/100 / 20/100 / PERFORMANCE APPRAISAL (TEACHER) / 10%
Application
Assignments
Reflections
performance appraisals
Summative Tasks at Placement and In class / 35/100 / 35/100 / For 30/100%
For 70/ 100%
Assessment Formats Used 
Student Learning Strategies / Strategies to Gather Evidence of Learning / Assessment /Evaluation Tools
Discussion / Critical Observation / Performance Appraisals
Demonstration / Student/Employer/
Teacher Conferences / Checklists
Tutorial / Performance Appraisals / Rating Scales
Practice / Anecdotal Notes / Anecdotal Records
Simulation / Independent Learning Projects (Performance Tasks at Placement) / Marking Schemes
Computer Tutorial / Journals
Coaching/Mentoring / Assignments
Research
Journals
Feedback
Readings
Other
THE ONTARIO CATHOLIC SCHOOL VISION OF THE LEARNER:
The student will work towards the following graduate expectations:
  • A discerning believer formed in the Catholic Faith community
  • An effective communicator
  • A reflective and creative thinker
  • A self-directed, responsible, life long learner
  • A collaborative contributor
  • A caring family member
  • A responsible citizen
EXPECTATIONS OF THE ONTARIO CATHOLIC SCHOOL GRADUATEEach student is expected to achieve the following expectations:
5a) Works effectively as an interdependent team member.
5b) Thinks critically about the meaning and purpose of work.
5c) Develops one’s God-given potential and makes a meaningful contribution to society.
5e) Respects the rights, responsibilities and contribution of self and others.
Possible Resources
1 / Textbooks:
Misener, J & Butler, S. Expanding Your Horizons, Toronto: McGraw-Hill Ryerson Limited, 1999.

2

/ Campbell. J., Clifton, A., and Hoey, K. Careers 10. Don Mills: Pearson Education Canada, 2000.
3 / Harp, R. Putting Your Choices Into Action: Book 1 and 5. Concord: Career. Life/skills Resources Inc., 2000.
4 / Human Resources Development Canada, “High School Diploma and Without A High School Diploma,” Canada, 2000.
5 / Ontario Ministry of Education. Ontario Prospects 2011: Toronto, Ontario 2011.
6 / Live Safe!Work Smart! Toronto: Ontario Ministry of Labour, 2011.

7 / Misener, J. And Butler, S. Horizons 2000+.Whitby: McGraw: Hill Ryerson, Ltd., 2000.
8 / Plue. L., Palmer, W., and Karakokkinos, C. Careers Today and Tomorrow. Toronto: Irwin Publishing, 2000.
9 / The Greater Toronto Area Cooperative Education Association, Pre-Placement and Integration Curriculum Resource Document, 2003.
10 / Websites:
Canada Job Bank –
Mazemaster –
Ministry of Labour –
Ontario Prospects –
Ontario Job Futures –
Ontario Job Futures (Current Trends)
Workopolis –
Toronto Start –
Globe and Mail -
WorkinfoNet –
Career Cruising -
(Each school has it’s own login and password)
my Blueprint –
TCDSB Co-op Sharepoint Site - (Intranet>SharePoint>Co-op)
YouTube -
One Week Jobs -
11 / Videos:
  • Industrial Accident Prevention Association, Safety and the Young Worker, 20 minutes, 1990.
  • CTV, Dying to Work, Magic Lantern Communications, 19 minutes, 2000.
  • News in Review, CBC, On Strike, 20 minutes, 1996.
  • Workplace Insurance Safety Board, Things You’d Better Know, 13 minutes, 2001.

Policies & Procedures

1

/ Ministry of Education (MOE), Ontario. Cooperative Education and Other Forms of Experiential Learning, Policies and Procedures for Ontario Secondary Schools, Toronto: Ministry of Education, Ontario, 2000.

2

/ Toronto Catholic District School Board. Workplace Learning: Exploring Opportunities Cooperative Education/Experiential Learning: A Teacher Resource for Implementing Job Shadowing, Job Twinning and Work Experiences, Toronto: Toronto Catholic District School Board, Ontario, 2007
3 / MOE, Program Planning and Assessment, 2000.
4 / MOE, Ontario Secondary School, Grades 9-12, 1999.
5 / MOE,
6 / MOE,