Learning Objectives

Notes

88.1
To understand and describe the process and benefits of apprenticeship.

Students should recognize that apprenticeship is a process of training and certifying workers in specific trades.

Students could perform research to determine which trades are designated in Saskatchewan and how those compare to those in other provinces.

Students should brainstorm reasons why a person would become an apprentice. Alternatively, they could interview journeypersons or apprentices to find out what they feel the advantages of the apprenticeship program were for them.

Students should be able to describe the difference between a provincial certification and the Interprovincial Standards "Red Seal" program.

88.2
To understand and use the appropriate terminology related to apprenticeship.

Students should be able to use a wide variety of terms appropriately, including but not limited to the following:

• Journeyperson
• Indenture
• Joint training committee
• Pre-employment training
• Designated trade and sub-trade
• Advanced standing

88.3
To determine the steps involved in becoming an apprentice.

Students need to be aware that the applicant must be working in the trade, must sign a formal contract with the employer and the Saskatchewan Apprenticeship and Trade Certification Commision, and must be prepared to attend technical training, typically once per year.

Students should create a list of institutions that provide training for horticulture apprentices.

Students could interview a journeyperson or an apprentice to learn about his or her experience.

88.4
To determine the relationship between the ATCC and the various trade boards.

Students should be aware of how a trade board becomes established, and how a trade becomes designated in Saskatchewan.

Students could contact horticulture trade board and explore the board's role in the apprenticeship process. They should also determine the relationship between the trade board and the ATCC. Students could share and compare their finding with other students in the class.

88.5
To develop an understanding of the programs available to help make the transition from secondary level to apprenticeship.

Students should be aware that the time spent in a work placement under the supervision of a journeyperson may be used toward apprenticeship. Students should be aware of existing Articulation Agreements regarding apprenticeable trades courses at the secondary level. These tri-party agreements (K-12 education, SIAST, ATCC) ensure that secondary students receive full credit for coursework completed and eligible trade hours. Students should also be aware of the opportunity for challenging the Level I examination in a given trade, providing certain conditions are met.

88.6
To determine the specific requirements for an apprenticeship in horticulture.

Students should explore the requirements of the horticulture apprenticeship program including years and hours required, location of annual training, and the duration of annual training. Students could also explore employability and expected wages for those trades. They could share their findings with the rest of the class.

88.7
To explore the qualities of a successful horticulture apprentice.

Students could interview employers to determine personal characteristics that will help make an apprentice successful. They could also brainstorm a list of qualities and discuss them. With these qualities in mind, the students could perform a peer or self-assessment to guage their own suitability for a career in horticulture.