1

2

Applying

Knowing

Committing

Proposed process for adapting to this change

Understanding

3

Principles and orientations of the two training options in the Work-Oriented Training Path: Prework Training (PT) and Training for a Semi-skilled Trade (TST)

Practical training programs

Work-study programs

General education programs

• Main orientations• Broad areas of learning and

cross-curricular competencies

• Programs of study in general education: concepts that seem abstract but that lead to concrete learning

Illustration of a learning and evaluation situation

490%

Teaching others or immediate use of learning

75%Practical exercises

50%Group discussion

30%Demonstration

20%Audiovisual

10%Reading

5%Lectures

Average percentage of retention after 24 hours, by

teaching method

Source: National Training Laboratories

of Bethel (Maine, USA), based on research results from 1960

5

WORK-ORIENTED TRAINING PATHWORK-ORIENTED TRAINING PATH

• Replaces the existing Life Skills and Work Skills Education (LSWSE) program

• Is designed to correct certain identified weaknesses through: – broadened general education, more rigorous evaluation, more

uniform certification– possible access to more advanced training– availability of TST in all school boards

• Maintains the work-study approach, an acknowledged strength of the LSWSE and AVE programs

• Provides redesigned practical training

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• Is an integral part of the Québec Education Program• Is explicitly included in the Basic school regulation • Leads to an initial official qualification• May under certain conditions lead to vocational training • Addresses the range of students' interests, aptitudes and

learning styles• Includes high but realistic expectations for every student

(individualized education plan)• Includes aims with regard to citizenship education and

increased cultural content• Enables students to concretely explore their occupational

interests

CHARACTERISTICS OF THIS TRAINING CHARACTERISTICS OF THIS TRAINING PATHPATH

CHARACTERISTICS OF THIS TRAINING CHARACTERISTICS OF THIS TRAINING PATHPATH

7

8

PRACTICAL TRAINING PROGRAMS

PRACTICAL TRAINING PROGRAMS

Programs:

•Preparation for the Job Market (PT and TST)•Introduction to the World of Work (PT, year 1)•Work Skills (PT, years 2 and 3)•Preparation for a Semiskilled Trade (TST)

9

• Introduction to the program

• Pedagogical context

• Competencies and focuses of the competencies

• Learning targets

• Evaluation criteria

• Program content

STRUCTURE OF THEPROGRAMS OF STUDY

10

DIRECTORY OF SEMISKILLED TRADES: a resource

• Is applicable to both options in this training path• Includes semiskilled trades in different sectors• Presents the specific competencies and tasks

associated with each semiskilled trade• Is a useful resource for developing the

competencies in practical training• Allows students to receive guidance in choosing

a practicum suited to their capabilities

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Competency 1Establishes his/her

personal and occupational

profile

Competency 3Implements a

sociovocational integration plan

Competency 2Gains an

understanding of the job market

Aim:Continuation of the career development process started in previous cycles in the spirit of the guidance-oriented approach Reflection supplemented by experience in various contexts

Three themes

• Personal and occupational identity• The job market• Sociovocational integration plan

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Aim:To develop students' competencies as workers in a workshop class that reproduces some of the characteristics and requirements of the world of work

Directory of Semiskilled Trades

An essential resource for structuring workshops and

defining tasks

Competency 1Understands the

requirements specific to different work

situations

Competency 3Adopts attitudes and

behaviours appropriate to different work

situations

Competency 2Performs tasks associated with different work

situations

13

Acquires certaincertain specific

competencies and practices associated

with one or more semiskilled trades

Adopts attitudes and behaviours required in the

workplace

Acquires thethe

specific competencies and

practices associated with a semiskilled trade

Adopts attitudes and behaviours required in the

workplace

To increase students' employability

To develop the specific competencies associated with a semiskilled trade

14

Acquires certaincertain specific competencies and practices associated with one or more semiskilled trades

Acquires thethe specific competencies and practices associated with a semiskilled trade

DIRECTORY OF SEMISKILLED TRADES

Sector 03 - Food Services and Tourism

Butcher’s helper

42 – Receive and store dry and perishable goods – Receive and store dry and perishable goods۞ 250 – Handle dry and perishable goods– Handle dry and perishable goods 1811301 – Prepare meat and other products for sale– Prepare meat and other products for sale 2

Examples of competencies

related to a semiskilled trade

15

THE TRAINING PLAN

personalizes the training provided to students in the Work Skills and Preparation for a Semiskilled Trade programs

defines the specific competencies students are to develop during practicums

allows students and their supervisors in the school and the workplace to agree on the conditions and nature of the learning to be acquired in the workplace practicum

16

Individualized Education Plans: Helping Students Achieve Success

Reminder

The Work-Oriented Training Path is chosen on the basis of a student's progress report or individualized education plan (IEP) when it appears to be the best way to help the student to achieve success.

The IEP brings together information that is useful for helping the student make progress.

The IEP is used to plan and coordinate actions to help the student, in particular those involving his or her training plan.

17

The learning process proposed in the Work Skills program (PT) and the Preparation for a Semiskilled Trade program (TST) makes the procedure for the

activities clear.

Work-Study Program Procedure for the Activities

Work-Study Program Procedure for the Activities

18

Reflection is the phase in which students become aware of what they have learned and of the degree of development of their knowledge.

Reflection is the phase in which students become aware of what they have learned and of the degree of development of their knowledge.

Preparation is the phase in which students:- recall their knowledge (connection with the Preparation for the Job Market program)- are presented with the competencies to be developed during the workplace practicum - are taught concepts and strategies they will use during their practicum

Preparation is the phase in which students:- recall their knowledge (connection with the Preparation for the Job Market program)- are presented with the competencies to be developed during the workplace practicum - are taught concepts and strategies they will use during their practicum

Performance is the phase of development of the specific competencies, attitudes and behaviours expected in the practicum workplace.

Performance is the phase of development of the specific competencies, attitudes and behaviours expected in the practicum workplace.

New sequence of learning

Evaluation of the sequence by the teacher. Planning of a new sequence of learning

New sequence of learning

Evaluation of the sequence by the teacher. Planning of a new sequence of learning

Illustration of a sequence of learningin a course in Work Skills or Preparation for a Semiskilled Trade

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SUMMARY OF KEY ELEMENTSSUMMARY OF KEY ELEMENTSSUMMARY OF KEY ELEMENTSSUMMARY OF KEY ELEMENTS

Involvement of the school team and partners

Concern for complementarity between general education and practical education programs in planning learning

Quest for the best possible match between the student's capacities and needs, the aims of the QEP and the possiblities offered in the workplace

20"Les images contenues dans ce document ne sont pas libres de droit"

Work-Oriented Training Path:

Prework Training and Training for a Semiskilled Trade

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