Cooperative Education Course Personalized Placement Learning Plan Components
Course	English, Grade 11, Workplace Preparation, ENG3E The Ontario Curriculum, Grades 11 and 12, English, 2000
Credit Value	1
Description of the Placement Situation
The placement is a retail department store with approximately 40 to 50 full-time, part-time, and casual employees. The student will work as a floor person for a variety of departments, possibly including food and clothing. Responsibilities include stocking shelves, pricing items, signing, counting inventory, assisting customers, responding to cashier calls, straightening displays, answering customer phone calls, etc.
Credit Value of Cooperative Education Course 2

Related Course Expectations
Literature Studies and Reading LSV.01 · read and demonstrate an understanding of a variety of informational and literary texts from Canada and other countries, with an emphasis on identifying and explaining information, ideas, and issues; LS1.01 - use knowledge of the elements and organizational patterns of informational texts to understand information from print and electronic sources, including charts and graphs; LS1.03 - identify and explain ideas, issues, and information in texts. Writing WRV.01 · use a variety of print and electronic sources to gather information and develop ideas for personal, school-related, and workplace-related writing; WR1.02 - classify and organize information to suit specific forms and purposes for writing; WR1.04 - use information and ideas from prior knowledge, personal experience, and research to develop content for personal and workplace-related writing; WRV.02 · identify the informational and literary forms suited to various purposes and audiences and use the forms appropriately in their own writing; WR2.01 - select and use an appropriate form to produce written work for a specific audience and a specific purpose; WR2.03 - select the appropriate person and level of language for a specific form, purpose, and audience; WRV.03 · use organizational structures and patterns to produce coherent written work; WR3.01 - select and use appropriate organizational patterns in written communications; WR3.03 - use organizational patterns such as cause and effect and problem-solution to present information and ideas in short reports.	Language LAV.01 · use knowledge of vocabulary and language conventions to read, write, and speak competently, with a focus on identifying and selecting appropriate diction and syntax in personal, creative, and workplace-related communications; LA1.02 - explain the impact and consequences of using different types of words and expressions in a variety of personal and social contexts; LA1.03 - identify and use specialized vocabulary and language appropriate to workplace situations, with a focus on clear and accurate expression; LAV.02 · use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, with a focus on using specialized language appropriately in oral reports, role-playing, and other presentations; LA2.03 - use critical listening skills to understand the content of oral communications; LA2.05 - compare their current oral communication knowledge and skills with those required in a variety of workplace settings and create a plan to address identified needs. Media Studies MDV.02 · demonstrate an understanding of the connections among form, purpose, audience, and production options by designing or creating media works, collaboratively and independently, based on ideas, themes, and issues examined in this course; MD2.01 - design or create media works based on ideas, themes, and issues examined in this course.
Cooperative Education Expectations
Job Readiness J3 - demonstrate the ability to communicate their interest in a work opportunity effectively (e.g. by telephone, in person, or through the mail or e-mail and the internet) Health and Safety H1 - an understanding of workplace health and safety rules H5 - correct handling of materials and equipment as specified in WHMIS Training Program H7 - procedures for reporting accidents H8 - procedures for reporting unsafe practices	Rights and Responsibilities R2 - placement-specific workplace health and safety considerations R8 - appropriate methods of dealing with and reporting concerns or problems at the placement Reflective Learning RL1 - 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. RL3 - reinforce the job-skills theory acquired in the classroom and the skills, techniques, and principles learned at the placement
Catholic Graduate Expectations
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others; CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems; CGE 3e - adopts a holistic approach to life by integrating learning from various subject areas and experience; CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills;	CGE 5a - works effectively as an interdependent team member; 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; CGE 7b - accepts accountability for one’s own actions.

Employer’s Expectations

The employer expectations are the same as those identified from the related course and the Cooperative Education course.

See relevant learning skills, which are assessed with a rating scale for reporting purposes.

Learning Opportunities at the Placement	Learning Strategies
The student has opportunities to learn about: · oral language skills appropriate to different situations and audiences by: - interacting with fellow employees on floor and in staff room; - assisting customers on floor; - answering customer phone inquiries; - engaging in conversation with supervisor; · reading stock sheets to conduct inventory and to determine stock movement/placement; · reading and communicating orally the care and use instructions, symbols, and other information for various products; · communicating orally company return/exchange policy to customers;	The students learns through: · observing other employees using a checklist for specific tasks · one-on-one mentoring with experienced employee and/or supervisor · direct instruction on specific job-related tasks, e.g., taking inventory, facing shelves, preparing for sales · questioning appropriate source(s) · conferencing with supervisor and/or teacher · reading employee manual(s) and other resources available at placement
· communicating orally product availability and pricing to customers and fellow employees; · writing accurate signs for sale items; · reading and analysing sale flyers for trends and to anticipate job-related tasks; · writing loss prevention reports and other job-related forms; · using critical listening skills for different situations in the workplace, including asking questions and ascertaining key information, e.g., problem solving in staff meetings, providing suggestions based on customer needs; · specialized vocabulary used in different departments in a retail setting and use this vocabulary in written and oral work; · using technology appropriately in job-related tasks, e.g., to check available inventory.	· brainstorming to problem solve a difficult situation, e.g., irate customer, conflict with fellow employee, etc. · using graphic organizers to facilitate notetaking from observations

Assessment and Evaluation: Strategies and Scoring Tools

Purpose	Assessment and Evaluation Strategies	Scoring Tools	Expectations	Achievement Chart
Diagnostic	Conference: Teacher-Student Re: Job Readiness	Anecdotal Comments and Checklist	J3	K/U, T, C, A
Assessment	Quizzes: Health and Safety	Self-Assessment and Marking Scheme	H1, H5, H7, H8	K/U, T, C, A
Assessment	Assignment: Weekly Log Sheets	Anecdotal Comments	J3, RL1, RL3	K/U, T, C, A
Assessment	Conference: Teacher-Student	Anecdotal Comments	J3, RL1, RL3	K/U, T, C, A
Assessment	Teacher Visits: Observational notes based on placement site	Anecdotal Comments	J3, RL1, RL3	K/U, T, C, A
Assessment	Assignment: Draft of written work for rich task and/or sub-tasks	Checklist	WRV.01, WR1.02, WR1.04, WRV.02, WR2.01, WR2.03, WRV.03, WR3.01, WR3.03	C, A
Assessment	Interview: Teacher with Employer	Anecdotal and Rating Scale	RL1, RL3	K/U, T, C
Evaluation	Assignment: Reflective Log Sheets on Key Topics	Rubric	H8, R2, R8, RL1, RL3	K/U, T, C
Evaluation Part A	Assignment: Research on literacy skills required for entry-level retail customer service position	Rating Scale	LSV.01, LS1.01, LS1.03, LAV.01, LA1.02, LA1.03, LAV.02, LA2.03, LA2.05	K/U, T, C, A
Evaluation Part B: i	Assignment: “Mock Flyer” for sale in late July	Rating Scale	LSV.01, LS1.01, LS1.03, WRV.01, WR1.04, WRV.02, WR2.01, WR2.03, WRV.03, WR3.01, LAV.01, LA1.03, LAV.02, LA2.03, MDV.02, MD2.01	K/U, T, C, A
Evaluation Part B: ii	Assignment: Memo to employees regarding frequency of different types of customer inquiries	Rubric	WRV.01, WR1.02, WR1.04, WRV.02, WR2.01, WR2.03, WRV.03, WR3.01, LAV.01, LA1.03	K/U, T, C, A
Evaluation Part B: iii	Photo Essay: Health and Safety	Checklist	H1, H5, H7, H8, R2 WRV.01, WR1.04, WRV.02, WR2.01, WR2.03, WRV.03, WR3.01, MDV.02, MD2.01	K/U, T, C, A
Evaluation Part C: i	Rich Performance Task: “What If” orientation package for new employees	Rubric	LSV.01, LS1.03, WRV.01, WR1.02, WR1.04, WRV.02, WR2.01, WR2.03, WRV.03, WR3.01, LAV.01, LA1.02, LA1.03, LAV.02, MDV.02, MD2.01	K/U, T, C, A
Part C: ii	Oral Presentation: Package for new employees to employer and Cooperative Education teacher	Rubric		T, C, A