Cooperative Education Course Personalized Placement Learning Plan Components
Course	Transportation Technology, Grade 11, College Preparation, TTJ3C The Ontario Curriculum, Technological Education, Grades11 and 12, 2000
Credit Value	1
Description of the Placement Situation
The placement is an automotive dealership in a large city centre. This medium-sized automotive dealership houses 12 service bays, accommodating up to 12 auto service technicians and assistants. Approximately 45 full-time staff and 15 part-time staff are employed at this site. This is an OYAP Placement providing opportunities for students to work as Automotive Service Technician trainees (mechanics).
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 transportation technology; TF1.01 - explain how human needs or wants related to transportation can be met through a new or improved vehicle or system; TFV.02 · describe how materials and processes are used to produce solutions to meet human needs and wants related to transportation TF2.01 - describe the importance of transportation systems to maintaining our quality of life. Strand: Skills and Processes SPV.02 · use current technology and procedures to service and repair vehicles and transportation systems; SP2.01 - select and use a wide variety of hand and machine tool procedures to repair, service, fabricate, and modify a vehicle or a transportation system; SP2.05 - recommend appropriate modifications to specific operations of a vehicle service facility. SPV.03 · use a variety of communication techniques to model and communicate product ideas, materials, and specifications; SP3.01 - interpret assembly drawings to identify and describe the components of a vehicle or a transportation system.	Strand: Impact and Consequences ICV.02 · describe, and apply where appropriate, the exemplary practices that are essential to safe work environments and practices; IC2.01 - apply safe work practices when performing transportation-related processes; IC2.02 - identify potential hazards in a workplace related to the transportation sector by conducting safety audits and inspections; IC2.03 - describe specific components of the Occupational Health and Safety Act (OHSA) related to transportation technology and the actions required to adhere to the act; IC2.04 - explain the use of the Workplace Hazardous Materials Information System (WHMIS) and the importance of consulting material safety data sheets (MSDS) whenever appropriate; IC2.05 - recognize the meaning of the hazard labels associated with WHMIS; ICV.04 · describe the postsecondary and career opportunities available in the transportation sector following graduation from a college program. IC3.01 - describe the scope of career opportunities in the transportation sector; IC3.02 - identify specific educational and training requirements for careers in the transportation sector; IC3.03 - describe career programs related to the transportation sector such as cooperative education and Ontario Youth Apprenticeship Programs (OYAP).
Cooperative Education Expectations
Job Readiness J3 - demonstrated the ability to communicate their interest in a work opportunity effectively J4 - identified common interview questions and demonstrated the ability to respond appropriately and effectively 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 H4 - an understanding of the Occupational Health and Safety Act H5 - the correct handling of materials and equipment as specified in the Workplace Hazardous Materials Information Systems (WHMIS) Training Program	Rights and Responsibilities R4 - work ethics and the responsible use of information technology R8 - appropriate methods of dealing with and reporting concerns or problems at the placement Workplace Opportunities and Challenges W1 - demonstrate the ability to access related career information Reflective Learning 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.

Learning Opportunities at the Placement	Learning Strategies
The student has opportunities to: · investigate, follow, and comply with the health and safety regulations and requirements of the manufacturer and the dealership; · investigate, follow, and comply with the environmental handling regulations; · research WHMIS MSDS (data sheets) and create a list of the safety guidelines followed on a day-to-day basis; · demonstrate skill in the use of the tools, equipment, and technologies in servicing a variety of vehicles; · use the dealership computer system or print resources to investigate and follow the steps to correctly perform tasks to the manufacturers’ specifications for jobs performed on specific model vehicles; · observe the skilled technicians in action and then practise these skills safely, correctly, and efficiently, performing bulb service, oil changes, battery service, tire repairs, and preventative maintenance, etc.; · practise and refine communication skills by modeling and communicating with co-workers; · collaborate with the apprentices and licensed Auto Service Technicians to troubleshoot new and unfamiliar vehicle problems; · demonstrate safe and accurate work habits and ergonomic efficiency and recommend changes that would increase that efficiency;	The student learns through: · Observation · One-to-one mentoring · Performance · Diagrams/Charts · Demonstration · Interview · Conferencing/discussion · Collaboration · Reading · Computer-assisted learning · Presentation · Report (Written or Oral) · Storyboard · Video tape
· research the specific allowable charges (customer pay) for flat-rate work for a variety of common jobs, in the appropriate labour guide/menu price list/rate book (e.g., Mitchell or Chilton) or computer system; · analyse the costs associated with specific tasks, considering the equipment and materials used and the time required to complete the job.

Assessment and Evaluation: Strategies and Scoring Tools

Purpose	Assessment and Evaluation Strategies	Scoring Tools	Expectations	Achievement Chart
Diagnostic	Job Readiness	Anecdotal Records Checklist	J3, J4	K/U, C
Assessment	Journal	Anecdotal Records Checklist	RL 3	K/U, T, C
Evaluation 70%	Health & Safety Assignments – Floor Plan, WHMIS	Marking Scheme	H1, H3, H4, H5 ICV.02, IC2.01, IC2.02, IC2.04, IC2.05, ICV.03	K/U
Evaluation 70%	Computer/Reference Data Printouts	Checklist	TFV.01, TF1.01, SPV.03, SP3.01
Evaluation 70%	Organizational Chart	Marking Scheme	W1 SPV.03	C
Evaluation 70%	Storyboard or Script	Checklist	TFV.02, ICV.02	K/U, T, C
Evaluation 70%	Information Interviews with Employer	Checklist	W1 ICV.03, ICV.04	K/U, C
Evaluation 70%	Comparison Chart – Flat rate vs. Actual Costs	Rating Scale/ Checklist	TFV.02	K/U, T, C
Evaluation 30%	Rich Task – Oral Presentation	Rubric	ICV.03, SPV.03	K/U, T, C, A
Evaluation 30%	Rich Task – Slide show, Electronic presentation, or Video	Rubric (for Content only)	TFV.01, TFV.02, TFV.03, SPV.02, ICV.02	K/U, T, C, A