Cooperative Education Course Personalized Placement Learning Plan Components
Course	Construction Technology, Grade 11, Workplace Preparation, TCJ3E The Ontario Curriculum, Grades 11 and 12, Technological Education, 2000
Credit Value	1
Description of the Placement Situation
Custom Cabinetry has two owners and one employee – all are journeymen. The company has gross revenues of over $500 000 annually. The student will have an opportunity to apply learning from the Construction Technology course and refine skills under the supervision and mentorship of a shop supervisor, assisting with the assembly, finishing, and final production of custom cabinets for industrial clients.
Credit Value of Cooperative Education Course 2

Related Course Expectations
Strand: Theory and Foundation TFV.01 · apply the design process, to develop solutions, products, processes or services in response to challenges or problems in construction technology; TF1.02 - apply the following steps of the design process to solve a variety of construction technology challenges or problems: - identify what has to be accomplished (the problem); - gather and record information, and establish a plan of procedures; - brainstorm a list of as many solutions as possible; - identify the resources required for each suggested solution, and compare each solution to the design criteria, refining and modifying it as required; - evaluate the solutions; - produce presentation and working drawings, sketches, graphics, mathematical and physical models, or a prototype of the best solution; - evaluate the prototype and determine the resources, including computer applications, required to produce it; - 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; - obtain feedback on the final solution and repeat the design process if necessary to refine or improve the solution. TFV.02 · describe the properties and application of building materials, and of construction techniques and processes; TF2.01 – describe the properties (physical, structural, and thermal) of both natural and manufactured building materials, and describe the processes used to produce or modify them.	Strand: Impact and Consequences 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; 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; IC2.05 – explain how to handle hazardous materials in accordance with the Workplace Hazardous Materials Information Systems (WHMIS) guidelines. Strand: Skills and Processes SPV.01 · apply the design process to a variety of construction projects; SP1.02 - use both conventional and computer-aided methods to produce working drawings including elevations, sections, and details-for construction projects; SP1.05 – explain the choice of structure and materials for a particular project; SPV.02 · demonstrate an ability to use resources such as technical data, reports, charts, tables, and building codes, regulations, and standards; SP2.02 – demonstrate the measurement and layout skills required to build, assemble, erect, and install a variety of components related to construction technology; SP2.04 – use a variety of appropriate tools, equipment, and materials to complete a construction project; SP2.05 – prepare accurate working drawings for a variety of projects; SP2.08 – complete a construction project using a variety of methods and procedures for laying out, assembling, and joining; SPV.05 · apply mathematical and estimation skills in a variety of construction projects.
Cooperative Education Expectations
Job Readiness J1 – created effective resumes, cover letters, and thank you letters for the work search process, using word-processing software and appropriate vocabulary and conventions J3 – demonstrate the ability to communicate their interest in a work opportunity effectively Rights and Responsibilities R2 – placement-specific workplace health and safety considerations	Health and Safety H1 – an understanding of workplace health and safety rules H3 – an understanding of the need for personal protective equipment, including goggles, gloves, boots and aprons H7 – the procedures for reporting accidents 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

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.

For OYAP students, see the training standards for the appropriate trade and its related training program.

Learning Opportunities at the Placement

Learning Strategies

The student has opportunities to learn about: · job readiness; · working safely by applying general shop and site safety rules, including use and/or wearing of personal protective equipment; · using the correct hand tools and portable power tools properly and safely; · using a variety of woodworking equipment to complete a construction project safely; · measuring using different tools; · choosing appropriate building materials (e.g., lumber, plywood, particle board, composite board, laminates, and veneers); · selecting the appropriate finishing process for various products (wood, laminates); · applying the steps involved in the final inspection and finishing process; · the elements of the assembly, finishing, and final inspection process.

The student learns through: · interviewing · mentoring · explanation followed by demonstration · one-on-one mentoring · conferencing/discussing · collaboration · tracking in a photo log · journal writing

Assessment and Evaluation: Strategies and Scoring Tools

Purpose	Assessment and Evaluation Strategies	Scoring Tools	Expectations	Achievement Chart
Diagnose	Diagram: Shop	Checklist	SPV.05 R2	K/U, T
	Oral presentation: Steps to Follow in an Emergency	Presentation	H7	K/U, C
Assessment	Spreadsheet: Woodworking Tools/Personal Protective Equipment (PPE)	Checklist	SPV.02, SP2.04, ICV.02, IC2.01 H3	K/U, T
Assessment	Spreadsheet: Woodworking production equipment and hand tools	Marking Scheme	R2, H1, H5 SPV.02, SP2.04, ICV.02, IC2.01	K/U, T
Evaluation	Health and Safety: Test: WHMIS Floor plan: Workplace	Marking Scheme Rubric	R2, H1 ICV.02, IC2.05	K/U, K/U, T
Diagnostic	Conference: Student/Teacher/Supervisor Assembly Process	Anecdotal Comments	SPV.01, SP1.05, SPV.02, SP2.02, SP2.03 H3, RL1	T, C
Assessment	Conference: Student/Teacher/Employer Assembly, Finishing, Inspection, Cleaning	Anecdotal Comments	SPV.02, SP2.02, SP2.03 H3, RL1	K/U, T, C,
Assessment and Evaluation	Drawing: To customer’s design specifications	Anecdotal Comments and Rating Scale	SPV.01, SP1.02 SP1.05, SPV.02, SP2.02, SP2.03, SP2.05 RL3	K/U, T, C, A
Evaluation	Photo Log: Assembly and finishing process	Rating Scale	SPV.02, SP2.02, SP2.08, ICV.02, IC2.01, SPV.01, SP1.05 RL1	T, C, A
Evaluation	Construction: Cabinet or scaled model	Rubric	TFV.01, TF1.01, SPV.02, SP2.02, ICV.02, IC2.01, IC2.02 RL3	K/U, T, A
Evaluation	List: Materials, cutting template and cost estimate for 10 models	Marking-scheme	SPV.01, SP1.02, SPV.05	T, A
Evaluation	Presentation: Finished product (cabinet/model) to supervisor, teacher	Rubric	TFV.01, TF1.02, TFV.02, TF2.04, SPV.01, SP1.05	C