Design Studies 10, 20: Curriculum Guide

Module 16: Work Study Preparation and Follow-up Activities (Optional)

Suggested time: 5 - 5 hours
Prerequisite: Module 10

Module Overview

Students will prepare for work study in the community. Expectations for the student, the teacher, and the employer should be discussed.

Foundational Objectives

To develop skills that may lead to finding and maintaining employment.

To understand how skills learned in school may apply to the workplace.

Common Essential Learnings Foundational Objective(s)

To demonstrate skills and attitudes that contribute to the development of positive human relationships. (IL, PSVS)

Note: Other CELs may be emphasized.

Learning Objectives	Notes
16.1 To be aware of the expectations of each of the partners in the work study component.	In order to establish a successful working relationship with all of the partners involved in the workplace, it is important to define the expectations of each partner. For a list of roles and responsibilities of the business, personnel, manager, teacher monitor, school, parent, and student, see the Work Study Guidelines for the Practical and Applied Arts included in the Practical and Applied Arts Handbook.
16.2 To determine factors that may affect student contribution in the workplace. (CCT)	Brainstorm a list, then verify through experience. The list may include previous work experience, volunteer work, teamwork activities, and extra-curricular participation within the school.
16.3 To build good communication skills for the workplace. (COM, PSVS)	Discuss verbal and non-verbal communication. List some ways in which negative and positive non-verbal communication may be displayed. Encourage students to role play ways of demonstrating effective techniques of verbal communication on the job when giving or receiving instructions and resolving conflict. Use case studies, and divide the students into groups to role play how effective communication may be used to resolve conflict on the job.
16.4 To develop a resumé that may be forwarded to a potential employer.	The student will develop a resumé using the correct format. (IL) The resumé may be used to introduce the student to the employer of a workplace site prior to an interview. Teachers are encouraged to work with other staff members to ensure resumé preparation is taught. Resumé writing is suggested in English Language Arts 20 and A30, Information Processing 10, 20, 30, and Career and Work Exploration 20. Students should save the resumé on a computer disk and update it, as changes need to be made and references are added.
16.5 To determine student guidelines in preparation for an interview. (COM)	Through class or small group discussions, students may list guidelines for an interview. The instructor may add missing items to the list. Outline and describe the three stages of an interview. Point out to the students at what stage of the interview each of the guidelines previously discussed will be used. The greeting involves an introduction between the student and employer. Discuss or demonstrate how this should be done. The exchange is the longest part of the interview where the employer asks a series of questions and engages in a dialogue with the student about information on the resumé and other matters relating to the job. The parting provides closure to the interview and may be just as important as the greeting. Explain how this may be done. Provide the students with a list of questions frequently asked by employers or ask students to make a list. Students may role play the stages of the interview.
16.6 To discuss the post interview.	After the student has completed the interview with the employer, do a follow-up activity. Review the interview with the student using the three stages above as points for discussion.
To develop a procedural guide for the work site.	Discuss the following work site items with students. transportation hours of work absence and tardiness procedures for conflict resolution role of the student, teacher, and work place supervisor dress code job description school and employer expectations
16.8 To relate feedback from the work placement.	Students provide feedback about work placement including: where they were placed, type of business, duties, most rewarding experience, most difficult situation, and how they handled it. Note: It is recommended that each student send a thank you note or card to the employer upon the completion of each work placement. If more than one placement has been made in the course, follow-up activities must be completed after each placement. Ensure that students understand these guidelines by asking students to describe each of these items. Note: Look for opportunities to introduce and reinforce ideas about Labour Standards, Occupational Health and Safety, and WHMIS. Use the Career and Work Exploration Curriculum Guide, the PAA Handbook, the Saskatchewan Labour website (http://www.readyforwork.sk.ca), and other recommended resources.

Module 17: Work Study (Optional)

Suggested time: 25 - 50 hours
Prerequisite: Module 16
Module Overview

Students will be placed in the community working with a mentor and/or a supervisor. They may have the opportunity to learn to use software, to practise illustrating, and to learn modeling skills not available at their school. Students will be engaged in experiential activities in the workplace.

Foundational Objectives

To be aware of the careers and opportunities in the field of interior design that exist in Saskatchewan and other provinces.

To integrate classroom learning with work-based learning.

To increase awareness of employability skills as they relate to the work environment.

Common Essential Learnings Foundational Objectives

To engage in a work study experience and develop entry level workplace skills that may lead to sustainable employment. (PSVS)

To expand career research beyond the classroom setting. (IL)

For more information about implementing work study in schools see the Work Study Guidelines for the Practical and Applied Arts included in the Practical and Applied Arts Handbook. Teachers need to use or design appropriate learning objectives for this module; for instance, to demonstrate ability to follow a "Training Plan". The training plan for the student should be designed to relate to the objectives of the course modules chosen in collaboration with the cooperating employer.

Note: the renewed/new Career and Work Exploration 10, 20, A30, B30 Curriculum Guide is being developed. Consult the Department of Labour for content about Labour Standards, Occupational Health and Safety, and WHMIS. If students have experienced a work study during grade 11 or 12 in other courses, add more depth to the next experience.

Module 18A, B: Extended Study Module (Optional)

Suggested time: 10 - 20 hours
Prerequisite: Selected Objectives from DEST Modules 1 and 2

Note: For additional information, consult the PAA Handbook.

Design Studies (DEST) Modules 18A, and/or 18B provide schools with an opportunity to meet current and future demands that are not accommodated by other modules in this PAA curriculum guide.

DEST 18A, 18B may be used with either a pure or survey course. These two 10-20 hour optional modules may be used for varying specialized purposes and at different levels. The flexibility of this approach allows a teacher to design a new module to compliment core and optional modules, thus meeting the specific needs of the students or the community. In other words, DEST 18A, 18B modules may be used to provide opportunities for students to use a design studies curriculum approach that would strengthen the knowledge, skills, and processes found in Design Studies.

Considerations for Planning and Preparing these Modules

Teachers using module DEST 18A and/or 18B will need to develop the module based on the format of the other modules in this guide. It is important to note that objectives 1.1, 1.2, 1.5, 1.6 and 2.1, 2.2, 2.3 from DEST are essential objectives to understand and use for the planning and development of the module. The DEST 18A, 18B modules should be used to compliment content from the other modules that are part of the course.

Teachers will need to:

repeat DEST Foundational Objectives or borrow them from other pure PAA curricula
develop specific learning objectives that reflect Design Studies
use a variety of instructional approaches to meet students needs
employ a variety of methods of assessment and evaluation ideas suggested in the PAA Handbook or other resources, and
create a specific title for DEST 18A or 18B; for example, DEST 18A: Extended Study - Design a Planter.

Suggestions for DEST 18A or 18B

As examples, teachers and students could be encouraged to use this module to:

fully develop a product idea or service for consumers
design, develop, fabricate, test and then manufacture a product
design a promotional package to support a product or idea that would incorporate a variety of communication techniques and strategies, and
develop and/or apply new innovative computer software.

The module will provide an opportunity to extend previously learned content and build on the skills that were introduced in the core and optional modules of Design Studies, as well as develop knowledge and skills that might be involved in manufacturing or service delivery processes.

For example, brainstorming a product idea, developing the idea, problem-solving, and then manufacturing a product moves through the entire product development and planning process, and incorporates the use of technical skills to enhance learning. The same approach can be used to develop a service.

Projects may be developed in conjunction with community service organizations to produce a product or provide a service to be used in the community; for example, produce a full colour brochure for a community group that outlines events or activities, or build planters for a senior's home that would allow the citizens to garden from a chair.