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Note 1: All Ontario Ministry of Education curriculum documents with full course content information can be located at https://www.dcp.edu.gov.on.ca/en/curriculum/cooperative-education
Note 2: Ontario Ministry of Education, Cooperative Education, The Ontario Curriculum Grades 11 and 12, 2018.
Students in the co-op program will be assessed on their progress in achieving curriculum expectations and meeting the goals outlined in their Student COOP Education Learning Plan (SCELP). Key aspects of evaluation include:
Workplace Monitoring Meetings (minimum of three per credit):
Teachers will observe your performance, plan the next steps, and address any challenges.
Formal evaluations will be conducted in collaboration with your workplace supervisor.
Student Achievement:
Written Work: Assignments, seminar presentations, reflective journals, and career portfolios.
Culminating Activity: An independent-study project connecting your co-op experience with related course expectations.
Performance Appraisals: At least two appraisals are provided by your placement supervisor.
Skills Documentation:
Employers are encouraged to use the Ontario Skills Passport Work Plan to assess and record their Essential Skills and work habits.
Expectations: By the end of the course, students will:
Expectations: By the end of the course, students will:
- Create effective resumes, cover letters, and job applications and respond appropriately to common interview questions; Understand workplace ethics, the role of labour unions, and the individual’s rights in the workplace;
- Demonstrate self-awareness of his/her employability skills;
- Understand the need for safety in the workplace, health and safety rules, and procedures for reporting unsafe conditions;
- Be able to reflect on and analyze their placement experiences;
- Be able to access related career information; Demonstrate an understanding of the effective use of personal management skills
Pre-Placement Orientation Topics include:
A. Job Readiness, • What are employability skills • Examining individual employability skills • Matching your skills to employer’s needs • Resumes, Cover Letters and Job Applications • Interview Skills • Attitude and employer expectations
B. Health and Safety, • Maintaining personal Health and Safety • Rights, Responsibilities and Regulations • Applying knowledge of Workplace Health and Safety • Passport to Safety (online quiz)
C. Rights and Responsibilities, • Ethics – workplace ethics • Ontario Human Rights Code • Discrimination • Sexual Harassment • Employment Standards Act
D. Workplace Orientation. • Completion of job orientation assignment • Filling out WEA and other forms necessary to commence placement
OVERALL COURSE MARK BREAK DOWN: Cooperative Education marks will be based on the K.I.C.A. Model. The overall component breakdown is listed below:
Levels of Achievement:
Levels of Achievement:
The achievement chart also identifies four levels of achievement, defined as follows:
Level 1: represents achievement that falls much below the provincial standard. The student demonstrates the specified knowledge and skills with limited effectiveness. Students must work at significantly improving in specific areas, as necessary, if they are to be successful in a course in the next grade.
Level 2: represents achievement that approaches the standard. The student demonstrates the specified knowledge and skills with some effectiveness. Students performing at this level need to work on identified learning gaps to ensure future success.
Level 3: represents the provincial standard for achievement. The student demonstrates the specified knowledge and skills with considerable effectiveness. Parents of students achieving at level 3 can be confident that their children will be prepared for work in subsequent courses.
Level 4: identifies achievement that surpasses the provincial standard. The student demonstrates the specified knowledge and skills with a high degree of effectiveness. However, achievement at level 4 does not mean that the student has achieved expectations beyond those specified for the course.
Learning Skills and Work Habits Achievement:
Learning Skills and Work Habits Achievement:
Learning skills and work habits are instructed, assessed and evaluated separately from your academic work. You will be assessed frequently on your level of achievement of the following six learning skills and work habits (e.g. through conferences with your teacher; observation during class activities; and completion of assignments where specific learning skills are addressed). Learning skills and work habits will be evaluated at mid-term and again at the end of the semester with a letter grade
(E=excellent, G=good, S=satisfactory, N=needs improvement).
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Responsibility (e.g. fulfils responsibilities and commitments within the learning environment, completes and submits class work, homework, and assignments according to agreed-upon timelines; takes responsibility for managing own behaviour)
Organization (e.g. devises and follows a plan 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)
Independent Work (e.g. independently monitors, assesses, and revises plans to complete tasks and meet goals; uses class time appropriately to complete tasks; follows instructions with minimal supervision)
Collaboration (e.g. accepts various roles and an equitable share of work in a group; responds positively to the ideas, values, opinions 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)
Initiative (e.g. 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)
Self-regulation (e.g. sets own individual goals and monitor progress towards achieving them; seeks clarification or assistance when needed; assesses and thinks 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)
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