ARTS Course Expectations Regarding Occupational Health and Safety (OHS)

Transcription

1 Teacher s Guide Expectations Page 1 ARTS General Considerations for Program Planning: Health and Safety Health and safety issues are relevant in each of the arts subject areas (e.g., proper warm-ups and cool-downs to prevent injuries in dance; safe use of building, lighting, and sound technologies in dramatic arts; awareness of potential for musculo-skeletal injuries in music; safe storage, handling, and disposal of toxic substances in visual arts). Health and safety in the arts include attention to such considerations as Workplace Hazardous Materials Information System (WHMIS) training; proper handling of toxic substances; proper use of safety facilities such as eyewash stations; and proper handling of electrical equipment. Each of the arts presents a unique range of health and safety issues that must be addressed. Grade 11 Dance (Grade 11, University/College) ATC3M Theory OE: Describe the theories and practices that help dancers maintain a healthy body and prevent injury. Ergonomics Section I: pgs Dance (Grade 11, Open) ATC3O Theory OE: Demonstrate an understanding of the risks of injury in dance and the principles of a healthy lifestyle for dancers. Health and Safety SE: Describe the ways in which good hygiene, healthy eating habits, and safety principles are important to dance. Ergonomics Section I: pgs. 2-10

2 Teacher s Guide Expectations Page 2 ARTS (cont d.) Media Arts (Grade 11, Open) AEA4O Theory OE: Describe legal, safety, and interpersonal practices related to media arts production. Practices SE: Describe the importance of following applicable safety standards and routines when working in media arts (e.g., when laying electric cables for an installation). Creation Experimenting and Producing SE: Use materials, equipment and processes safely when producing art works. Physical Visual Arts (Grade 11, University/College) AVI3M Creation Experimenting and Producing SE: Use equipment and art processes safely for specific fine art, craft, and applied design projects. Visual Arts (Grade 11, Open) AVI3O Physical Physical Section I: pgs optional Section I: pgs Section I: pgs optional Section I: pgs Section I: pgs Section I: pgs. 2-22

3 Teacher s Guide Expectations Page 3 ARTS (cont d.) Grade 12 Exploring the Arts (Grade 12, Open) AEA4O Theory OE: Demonstrate an understanding of safety and interpersonal skills within the arts. Safety and Interpersonal Skills SE: Describe safe practices that should be followed in each of the arts (e.g., labelling of chemical products in visual arts). Ergonomics Section II: pgs optional Section II, pgs Media Arts (Grade 12, Open) ASM4O Theory Practices SE: Demonstrate an understanding of the safety standards and routines used in the practice of media arts (e.g., establishing ergonomic workstations, placing equipment safely). Ergonomics Section II: pgs Section II: pgs , Visual Arts (Grade 12, University/College) AVI4M Creation OE: Choose the materials, tools techniques, themes, and processes best suited to their fine art, applied design, or craft, and use materials and tools safely. Experimenting and Producing SE: Use materials, equipment, and processes safely when producing art works. Ergonomics Section II: pgs optional Section II: pgs NOTE: OE and SE: Overall Expectations and Specific Expectations

4 Teacher s Guide Expectations Page 4 BUSINESS STUDIES General Considerations for Program Planning: Health and Safety The business studies program provides for the exploration of a variety of concepts relating to health and safety in the workplace. In planning learning activities to help students achieve the curriculum expectations, teachers must ensure that students have opportunities to consider health, safety, and security issues. Health and safety issues must also be addressed when learning involves cooperative education and other workplace experiences. Teachers who provide support for students in workplace learning placements need to assess placements for safety and ensure that students understand the importance of health and safety issues in the workplace. Before taking part in the workplace learning experiences, students must acquire the knowledge and skills needed for safe participation. Grade 11 Introduction to Entrepreneurial Studies (Grade 11, College) BDI3C Organizing Resources Section I: pgs Resource Analysis SE: Identify and describe all the legal, insurance, and government regulatory requirements that must be met in starting a new venture (e.g., permits, government registration, various types of insurance). The Enterprising Person (Grade 11, Open) BDP3O The Changing Nature of the Workplace OE: Analyze the changing nature of work and the workplace; assess the effects of the changing nature of work on employees. Changes in the Workplace SE: Describe the ways in which the changing nature of work (e.g., increases in self-employment, contract work, self-directed teamwork) has affected the responsibility for workplace health and safety. Societal Issues Section I: pgs. 2-13

5 Teacher s Guide Expectations Page 5 BUSINESS STUDIES (cont d.) Information Technology Applications in Business (Grade 11, Open) BTA3O The Impact of Information Technology on Business Information Technology Issues SE: Summarize health and safety issues (e.g., eye strain, musculoskeletal injuries, radiation) related to the use of information technology. Grade 12 Ergonomics Section I: pgs optional Section II: pgs Entrepreneurial Studies: Venture Planning (Grade 12, College) BDV4C Preparing for Start-up Societal Issues Section II: pgs OE: Organize the information and sources of information needed for the successful start-up of a new venture; analyze the resource needs of a new venture. Legal Requirements Section II: pgs SE: Compare the types and costs optional Section II: of insurance available for a pgs new venture.

6 Teacher s Guide Expectations Page 6 BUSINESS STUDIES (cont d.) Organizational Studies: Organizational Behaviour and Human Resources (Grade 12, University/College) BOH4M Human Resource Organization OE: Identify and describe the ways in which organizational structures have changed to adapt to the changing nature of work; demonstrate an understanding of staffing issues. Societal Issues Section II: pg. 36 The Changing Nature of Work SE: Identify and describe the impact and importance of legal considerations in the staffing process, including issues such as wages, employment equity, health and safety, and employee rights. optional Section II: pgs Organizational Studies: Managing a Small Business (Grade 12, Workplace) BOG4E Human Resource Management OE: Demonstrate an understanding of the laws and regulations that govern working conditions. Legal Considerations SE: Demonstrate an understanding of the legal requirements related to employee health and safety in a variety of workplaces. Societal Issues Section II: pgs See also Section I: pgs Section II: pgs , NOTE: OE and SE: Overall Expectations and Specific Expectations

7 Teacher s Guide Expectations Page 7 CANADIAN AND WORLD STUDIES Grade 11 Understanding Canadian Law (Grade 11, Workplace) CLU3E Regulation and Dispute Resolution Law and the Workplace SE: Describe the protections afforded to workers by federal and provincial legislation, including those relating to injury and unemployment, and harassment and discrimination. Section I: pgs Describe the steps that can be taken (e.g., mediation, grievance, formal complaint to labour boards and other provincial agencies or tribunals) and the remedies provided (e.g., employer sanctions, compensation) if employee rights are violated. Understanding Canadian Law (Grade 11, College/University) CLU3M optional Section I: pgs NOTE: SE: Specific Expectations

8 Teacher s Guide Expectations Page 8 GUIDANCE AND CAREER EDUCATION General Considerations for Program Planning: Health and Safety In addition to taking all possible and reasonable steps to ensure the physical safety of all students, teachers in the guidance and career education program must also address the personal well-being of students. Students require reassurance and help with transitions. In addition, they must understand that they have a right to privacy and confidentiality, as outlined in the Freedom of Information and Privacy Act, as well as the right to function in a climate free from abuse and harassment. They need to be aware of harassment and abuse issues in order to establish boundaries for their own personal safety, and should be informed about community resources and school policies and reporting procedures pertaining to these issues. Grade 11 Designing Your Future (Grade 11, Open) GWL3O Personal Knowledge and Management Skills Personal Management SE: Identify effective risk, stress, and anger management strategies and use them appropriately. Societal Issues Section I: pgs Exploration of Opportunities OE: Demonstrate an understanding of businesses and organizations, their operating concepts, and workplace-related legislation and issues. Societal Issues Section I: pgs. 2-13, 22-27

9 Teacher s Guide Expectations Page 9 GUIDANCE AND CAREER EDUCATION (cont d.) Designing Your Future (Grade 11, Open) GWL3O (cont d.) Trends SE: Identify and explain the impact of economic and societal trends (e.g., globalization, new technologies) on individuals, workplaces, ways of working, and workforce composition and make predictions about future developments; describe the changing patterns of work life for men and women in Canada generally and in their own communities (e.g., changes in job security, increased prevalence of part-time and contract work, greater participation of women in the workforce). The Workplace SE: Describe key features of legislation governing human rights, employment, and workplace health and safety (e.g., Employment Standards Act, Occupational Health and Safety Act) and relate these to their observations of how the rights and responsibilities of employees and employers are addressed in their workplace experiences. Section I: pgs. 2-26

10 Teacher s Guide Expectations Page 10 GUIDANCE AND CAREER EDUCATION (cont d.) Grade 12 Advanced Learning Strategies: Skills for Success After Secondary School (Grade 12, Open) GLS4O/GLE4O/GLE3O Exploration of Opportunities Trends SE: Describe emerging work style alternatives (e.g., contract work, telecommuting, talent pooling, portfolio work, and other employmentrelated trends (e.g., changing composition of the labour market, impact of education level on earnings and employment) and explain how these trends influence their education and career plans. Societal Issues Section II: pg. 36 NOTE: OE and SE: Overall Expectations and Specific Expectations

11 Teacher s Guide Expectations Page 11 HEALTH AND PHYSICAL EDUCATION General Considerations for Program Planning: Health and Safety The creation of challenging and exciting learning environments in health and physical education must reflect a concern for safety, as physical activity always involves some element of risk. The primary responsibility for the care and safety of all students rests with the school board and its employees. School board policies and procedures are developed to help prevent or minimize the risk of injuries or accidents. Safe programming also requires safety awareness on the part of the teacher. Planning for health and physical education activities should include safety considerations related to equipment, clothing, footwear, facilities, student abilities, special rules or instructions, and supervision. Students are expected to assume increasing responsibility for their own safety and the safety of others. Grade 11 Healthy Active Living Education (Grade 11, Open) PPL3O Active Living Ergonomics SE: Apply appropriate guidelines and procedures for safe participation in physical activity (e.g., using appropriate equipment and facilities, wearing appropriate attire, meeting expectations regarding supervision, understanding the importance of proper posture in minimizing injury). Health for Life (Grade 11, Open) PPZ3O Community Health Health and Environmental Factors SE: Analyze the environmental factors (e.g., air and water quality, living conditions) that affect personal health (e.g., increase in respiratory and communicable diseases); identify school and workplace health issues (e.g., air quality, occupational injuries). optional Section I: pgs optional Section I: pgs NOTE: OE and SE: Overall Expectations and Specific Expectations

12 Teacher s Guide Expectations Page 12 SCIENCE General Considerations for Program Planning: Health and Safety Teachers are responsible for ensuring the safety of students during classroom activities and for teaching students to assume responsibility for their own and others safety. They must model safe practices and communicate safety expectations to students in accordance with school board and ministry policies. This concern for safety in science requires that students demonstrate: knowledge about the materials, tools, processes, and procedures used in science; skill in performing tasks in the laboratory; knowledge about health and safety concerns and about the care of living things (plants and animals) that are brought into the classroom; and concern for the health and safety of themselves and others. Students demonstrate the knowledge, skills, and habits of mind required for safe involvement in science when, for example, they: maintain a well organized and uncluttered work space; carefully follow the instructions and example of the teacher; identify possible health and safety concerns; follow established safety procedures; suggest and implement appropriate safety procedures in new situations; and comply with Workplace Hazardous Materials Information System (WHMIS) legislation.

13 Teacher s Guide Expectations Page 13 SCIENCE (cont d.) Grade 11 Biology (Grade 11, University) SBI3U Students will: Demonstrate an understanding of safety practices consistent with Workplace Hazardous Materials Information System (WHMIS) legislation by selecting and applying appropriate techniques for handling, storing, and disposing of laboratory materials (e.g., use proper techniques in preparing, using, and disposing of bacterial cultures). Plants: Anatomy, Growth, and Functions Relating Science to Technology, Society and the Environment SE: Describe how a technology related to plants functions (e.g., long-term use of pesticides, including herbicides) and evaluate it on the basis of identified criteria such as safety, cost, availability, and impact on everyday life and the environment. Section I: pgs. 2-23, Section I: pgs

14 Teacher s Guide Expectations Page 14 SCIENCE (cont d.) Biology (Grade 11, College) SBI3C Students will: Demonstrate an understanding of safety practices consistent with Workplace Hazardous Materials Information System (WHMIS) legislation by selecting and applying appropriate techniques for handling, storing, and disposing of laboratory materials (e.g., follow safety procedures in handling, storing and disposing of acids, bases, bacterial cultures, and bio-hazardous waste and use them effectively and accurately in collecting observations and data). Section I: pgs. 2-23, Plant Structure and Physiology Relating Science to Technology, Society and the Environment SE: Identify personal activities that may be influenced by their scientific study of plants (e.g., investigate the many issues involved in choosing to use chemical fertilizers and pesticides on the lawn). Section I: pgs

15 Teacher s Guide Expectations Page 15 SCIENCE (cont d.) Chemistry (Grade 11, University) SCH3U Students will: Demonstrate an understanding of safe laboratory practices by selecting and applying appropriate techniques for handling, storing, and disposing of laboratory materials (e.g., safely disposing of hazardous solutions; correctly interpreting Workplace Hazardous Materials Information System [WHMIS] symbols), and using appropriate personal protection (e.g., wearing safety goggles). Section I: pgs Matter and Chemical Bonding Relating Science to Technology, Society and the Environment SE: Demonstrate an understanding of the need for the safe use of chemicals in everyday life (e.g., cleaners in the home, pesticides in the garden). Gases and Atmospheric Chemistry Relating Science to Technology, Society and the Environment SE: Identify technological products and safety concerns associated with compressed gases (e.g., propane tanks, medical oxygen tanks, welders acetylene tanks). optional Section I: pgs Section I: pgs

16 Teacher s Guide Expectations Page 16 SCIENCE (cont d.) Physics (Grade 11, University) SPH3U Students will: Demonstrate an understanding of safe practices by selecting, operating, and storing equipment appropriately, and by acting in accordance with the Workplace Hazardous Materials Information System (WHMIS) legislation in selecting and applying techniques for handling, storing, and disposing of laboratory materials (e.g., check all electrical equipment for damage prior to conducting an experiment). Physical Section I: pgs Section I: pgs. 2-6 Section I: pgs Science (Grade 11, University/College) SNC3M Students will: Demonstrate an understanding of safety practices consistent with Workplace Hazardous Materials Information System (WHMIS) legislation by selecting and applying appropriate techniques for handling, storing, and disposing of laboratory materials (e.g., safely handle acids, bases, and other aqueous solutions). Everyday Chemicals and Safe Practice OE: Demonstrate an understanding of the properties, benefits, and hazards of everyday chemicals, and of the safe use of these products in the home, the workplace, and industry. Section I: pgs. 2-23

17 Teacher s Guide Expectations Page 17 SCIENCE (cont d.) Science (Grade 11, University/College) SNC3M (cont d.) Understanding Basic Concepts SE: Describe the effects of everyday chemicals (e.g., acid emissions, carbon emissions, CFCs, PCBs) on the well-being of organisms, including humans; explain the hazards and safe handling of everyday chemicals as outlined on Material Safety Data (MSD) Sheets (e.g., safe practices in the mixing, storage, and transportation of chemicals in an experimental investigation.) Section I: pgs Developing Skills of Inquiry and Communication SE: Use laboratory equipment and handle everyday chemicals (e.g., mix, store, transport them) in accordance with accepted safety practices (e.g., practices in WHMIS legislation, the Fire Code, and the Occupational Health and Safety Act). Section I: pgs Science (Grade 11, Workplace) SNC3E Materials and Safety OE: Demonstrate an understanding of WHMIS legislation and general safety procedures as they apply to materials in the workplace and the home. Section I: pgs. 2-23

18 Teacher s Guide Expectations Page 18 SCIENCE (cont d.) Science (Grade 11, Workplace) SNC3E (cont d.) Demonstrate safe handling, storage and disposal procedures for a variety of materials, including some hazardous materials, in the school laboratory (e.g., safely handle solvents, oxidizing agents, acids, bases). Describe practices that promote fire safety as well as safety in the handling and disposal of materials, in everyday living in the home and workplace. Section I: pgs Section I: pgs Electrical Circuits Understanding Basic Concepts SE: Describe common electrical components that regulate the flow of electricity or that are used as safety mechanisms in circuits (e.g., switches, bimetallic strips, resistors, fuses, ground fault interruptors [GFIs], surge protectors); describe proper safety procedures necessary for working with electrical systems at home and in the workplace, and identify situations in which electrical circuits can be fire hazards and dangerous to human life (e.g., describe the potential hazards related to the use of power tools and electric lawnmowers in the rain). Physical Section I: pgs. 2-6

19 Teacher s Guide Expectations Page 19 SCIENCE (cont d.) Science (Grade 11, Workplace) SNC3E (cont d.) Micro-organisms Understanding Basic Concepts SE: Describe how bacteria, protists, viruses and fungi cause diseases in humans and how they are useful to humans. Grade 12 Biology (Grade 12, University) SBI4U Students will: Demonstrate an understanding of safety practices consistent with Workplace Hazardous Materials Information System (WHMIS) legislation by selecting and applying appropriate techniques for handling, storing, and disposing of laboratory materials (e.g., use proper techniques in handling, storing, and disposing of bacteria, chemicals, and bio-hazardous waste). Section I: pgs Section II: pgs

20 Teacher s Guide Expectations Page 20 SCIENCE (cont d.) Chemistry (Grade 12, University) SCH4U and Chemistry (Grade 12, College) SCH4C Students will: Demonstrate an understanding of safe laboratory practices by selecting and applying appropriate techniques for handling, storing, and disposing of laboratory materials (e.g., safely disposing of organic solutions; correctly interpreting Workplace Hazardous Materials Information System [WHMIS] symbols), and using appropriate personal protection (e.g., wearing safety goggles); demonstrate a knowledge of emergency laboratory procedures. Section II: pgs Earth and Space Science (Grade 12, University) SES4U Students will: Demonstrate an understanding of Workplace Hazardous Materials Information System (WHMIS) legislation by selecting and applying appropriate techniques for handling, storing, and disposing of laboratory materials; demonstrate an understanding of emergency laboratory procedures. Section II: pgs

21 Teacher s Guide Expectations Page 21 SCIENCE (cont d.) Physics (Grade 12, University) SPH4U Students will: Demonstrate an understanding of safety practices by selecting, operating, and storing equipment appropriately, and by acting in accordance with the Workplace Hazardous Materials Information System (WHMIS) legislation in selecting and applying appropriate techniques for handling, storing, and disposing of laboratory materials (e.g., wear appropriate protective clothing when handling radioactive substances). Physics (Grade 12, College) SPH4C Section II: pgs Students will: Demonstrate an understanding of appropriate safety practices by selecting, operating, and storing electrical equipment, components, and materials in accordance with the Ontario Electrical Code, and by acting in accordance with Workplace Hazardous Materials Information System (WHMIS) legislation in selecting and applying appropriate techniques for handling, storing, and disposing of laboratory materials. Section II: pgs

22 Teacher s Guide Expectations Page 22 SCIENCE (cont d.) Science (Grade 12, University/College) SNC4M Students will: Demonstrate an understanding of safety practices consistent with the Workplace Hazardous Materials Information System (WHMIS) legislation by selecting and applying appropriate techniques for handling, storing, and disposing of laboratory materials (e.g., safely handle organic compounds). Pathogens and Disease Understanding Basic Concepts SE: Describe the modes of transmission of diseases, including those that are insect-borne (e.g., malaria, encephalitis), airborne (e.g., influenza, tuberculosis), water-borne (e.g., cholera, poliomyelitis), sexually transmitted (STDs; e.g., AIDS), and food-borne (e.g., mad cow disease, trichinosis, food poisoning). Describe non-medicinal ways to protect oneself from contracting pathogenic diseases (e.g., aseptic techniques, personal hygiene). Section II: pgs

23 Teacher s Guide Expectations Page 23 SCIENCE (cont d.) Science (Grade 12, University/College) SNC4M (cont d.) Communications Systems Developing Skills of Inquiry and Communication SE: Describe and follow procedures for the safe and accurate use of electrical equipment as outlined in the Occupational Health and Safety Act and the Fire Code (e.g., describe the safety measures followed in an experiment involving the use of electrical equipment). Physical optional Section I: pgs. 2-6 Science (Grade 12, Workplace) SNC4E Students will: Demonstrate an understanding of safety practices consistent with Workplace Hazardous Materials Information System (WHMIS) legislation by selecting and applying appropriate techniques for handling, storing, and disposing of laboratory materials (e.g., identify the appropriate procedures for storing and disposing of flammable solvents, and for handling acids, bases, and non-aqueous solutions of toxic substances). Section II: pgs NOTE: OE and SE: Overall Expectations and Specific Expectations Where OEs are safety-specific, the list of related SEs has not been included. Please refer to The Ontario Curriculum Grade 11 and 12 book for the full list of SEs.

24 Teacher s Guide Expectations Page 24 SOCIAL SCIENCES AND HUMANITIES General Considerations for Program Planning: Health and Safety In family studies courses, teachers must take particular care to ensure that safety requirements are met and safety procedures followed when students are involved in practical activities. Students must be made aware of any health or safety hazards that might be connected with the activities in which they are engaged and must be coached in the proper use of safety equipment, such as fire extinguishers. Schools must provide pre-placement health and safety instruction for students in work experience and cooperative education programs. Employers are expected to provide placement-specific health and safety training as part of a student s learning plan. Grade 11 Parenting (Grade 11, Open) HPC3O optional Section I: pgs Living and Working With Children (Grade 11, College) HPW3C Social Challenges Society s Expectations and Support SE: Explain what parents expect of those who work with and care for their children (e.g., vigilance concerning their children s physical safety and emotional well-being; demonstrate the special knowledge and skills acquired through working with children in a school or community setting. optional Section I: pgs

25 Teacher s Guide Expectations Page 25 SOCIAL SCIENCES AND HUMANITIES (cont d.) Managing Personal and Family Resources (Grade 11, College) HIR3C Social Structures Section I: pgs Rights and Responsibilities in the Workplace Societal Issues Section I: pgs SE: Identify some of the rights and responsibilities of both employers and employees; identify factors that contribute to, and government regulations that control, occupational health and safety (e.g., employees knowledge of safety procedures; employers responsibility to provide safety equipment required under the Occupational Health and Safety Act). Managing Personal Resources(Grade 11, Workplace) HIP3E Managing Conflicts Societal Issues Section I: pgs SE: Analyze the effects of living and working in a threatening environment. Introduction to Anthropology, Psychology and Sociology (Grade 11, University/College) HSP3M Social Structures & Institutions Social Structure: the World of Work SE: Analyze the structural changes that are occurring in the world of work within Canada (e.g. the shift to part-time jobs and home offices, the focus on information technologies). Grade 12 Societal Issues Food and Nutrition Sciences (Grade 12, University/College) HFA4M Section I: pgs. 2-13, Physical optional Section II: pgs , NOTE: SE: Specific Expectations

26 Teacher s Guide Expectations Page 26 TECHNOLOGICAL EDUCATION General Considerations for Program Planning: Health and Safety Health and safety are of paramount importance in technological education programs. As part of every course, students must be made aware that health and safety are everyone s responsibility at home, at school, and in the workplace. Before using equipment, students must be able to demonstrate knowledge of the equipment being used and the procedures necessary for its safe use. Personal protective gear should be worn as appropriate. Classroom practice and the learning environment should comply with relevant municipal, provincial, or federal health and safety legislation, including the following: the Workplace Safety and Insurance Act the Workplace Hazardous Materials Information System (WHMIS) the Food and Drug Act the Health Protection and Promotion Act the Ontario Building Code the Occupational Health and Safety Act local by-laws. Grade 11 Communications Technologies (Grade 11, University/College) TGJ3M Section I: pgs OE: Demonstrate an understanding of the health and safety rules and regulations applicable to a communications Physical Section I: pgs technology program. Safety and Legislation Section I: pgs SE: Apply safe work practices when performing communications processes. Identify potential hazards in their workplace by conducting safety audits and inspections.

27 Teacher s Guide Expectations Page 27 TECHNOLOGICAL EDUCATION (cont d.) Communications Technology (Grade 11, Workplace) TGJ3E OE: Identify pertinent legislation and practices related to safety in a communications technology facility and in the workplace. Safety and Legislation SE: Identify hazards related to materials, processes, and equipment in a communications technology work environment. Construction Technology (Grade 11, College) TCJ3C OE: Describe, and apply where appropriate, health and safety legislation; general shop and safety rules; and rules specific to the safe use of materials, tools, and equipment. Health and Safety SE: Identify hazards related to the materials, processes, and equipment used in a construction work environment. Physical Ergonomics Physical Construction Technology (Grade 11, Workplace) TCJ3E OE: Apply appropriate health and safety legislation; general shop and site safety rules; and rules specific to the safe use of materials, tools and equipment. Health and Safety SE: Identify hazards related to the materials, processes, and equipment used in a construction work environment. Ergonomics Physical Section I: pgs Section I: pgs Section I: pgs Section I: pgs. 2-23, Section I: pgs. 2-10, Section I: pgs Section I: pgs Section I: pgs. 2-23, Section I: pgs. 2-10, Section I: pgs Section I: pgs. 4-26

28 Teacher s Guide Expectations Page 28 TECHNOLOGICAL EDUCATION (cont d.) Health Care (Grade 11, College) TPA3C OE: Describe health and safety procedures and their application to health care. Health and Safety Procedures SE: Identify problems in health care caused by potentially unhealthy or unsafe conditions related to equipment, instruments, or materials. Ergonomics Physical Societal Issues Section I: pgs. 2-23, 29-38, Section I: pgs. 2-10, 11-13, Section I: pgs Section I: pgs optional Section I: pgs Hairstyling and Aesthetics (Grade 11, Workplace) TPE3E OE: Identify health and safety standards in the use of equipment, materials and techniques. Health and Safety Standards SE: Apply personal health and safety standards correctly. Hospitality (Grade 11, College) TFT3C Students will: Learn about economic and environmental impacts, health and safety standards, and career opportunities related to the hospitality industry. OE: Identify and, where appropriate, apply health and safety standards in the hospitality industry. Ergonomics Physical Physical Societal Issues Section I: pgs. 2-23, Section I: pgs optional Section I: pgs Section I: pgs Section I: pgs , Section I: pgs Section I: pgs Section I: pgs. 4-26

29 Teacher s Guide Expectations Page 29 TECHNOLOGICAL EDUCATION (cont d.) Hospitality and Tourism (Grade 11, Workplace) TFH3E Students will: Study the occupational health and safety standards and laws regulating the hospitality and tourism industry, explore the industry s social and environmental impacts, and identify possible career paths. OE: Describe and, where appropriate, apply industry standards of health and safety for the use of materials, tools, and equipment in the hospitality and tourism industry. Physical Societal Issues Section I: pgs , Section I: pgs Section I: pgs Section I: pgs Manufacturing Engineering Technology (Grade 11, College) TMJ3C OE: Demonstrate the exemplary practices that are essential to safe work environments; identify the role of health and safety legislation in manufacturing technology programs in schools and in the manufacturing sector. Ergonomics Physical Section I: pgs. 2-23, Section I: pgs. 2-10, Section I: pgs Section I: pgs Manufacturing Technology (Grade 11, Workplace) TMJ3E OE: Identify pertinent legislation and practices related to safety; effectively implement safe work practices in the workplace. Ergonomics Physical Section I: pgs. 2-23, Section I: pgs. 2-10, Section I: pgs Section I: pgs. 4-26

30 Teacher s Guide Expectations Page 30 TECHNOLOGICAL EDUCATION (cont d.) Technological Design (Grade 11, University/College) TDJ3M OE: Identify concerns related to technical design, such as product safety, durability, costs, choice of materials, and ergonomics; identify actions that can be taken in response to environmental concerns. Follow safe operating procedures for tools and materials. Physical Section I: pgs Section I: pgs Section I: pgs Technological Design (Grade 11, Workplace) TDJ3E Skills and Processes Preparing Designs SE: Fabricate models and prototypes for analysis and testing using standard safety procedures. OE: Identify environmental concerns related to the development, use, and disposal of manufactured goods; use tools and materials safely to fabricate products. Physical Section I: pgs Section I: pgs Section I: pgs. 4-26

31 Teacher s Guide Expectations Page 31 TECHNOLOGICAL EDUCATION (cont d.) Transportation Technology (Grade 11, College) TTJ3C OE: Describe and apply, where appropriate, the exemplary practices that are essential to safe work environments; describe the role of health and safety legislation related to the transportation sector and to transportation technology programs in schools. Safety and Legislation SE: Identify potential hazards in a workplace related to the transportation sector by conducting safety audits and inspections. Physical Section I: pgs. 2-23, optional pgs Section I: pgs Section I: pgs Transportation Technology (Grade 11, Workplace) TTJ3E OE: Follow safe work practices in the transportation sector workplace, including safety procedures and practices and the use of protective clothing and gear; identify the legislation that applies to the transportation technology sector. Physical Section I: pgs. 2-23, optional pgs Section I: pgs Section I: pgs Computer and Information Science (Grade 11, University/College) ICS3M SE: Use appropriate strategies to avoid potential health and safety problems associated with computer use, such as musculo-skeletal disorders and eye strain. Ergonomics Section I: pgs optional Section II: pgs

32 Teacher s Guide Expectations Page 32 TECHNOLOGICAL EDUCATION (cont d.) Computer Engineering (Grade 11, University/College) ICE3M (Grade 11, Workplace) ICE3E Ergonomics Section I: pgs SE: Use appropriate strategies to optional Section II: avoid potential health and safety pgs problems associated with computer use, such as musculo-skeletal disorders and eye strain. Grade 12 Communications Technology (Grade 12, University/College) TGJ4M OE: Identify the role of health and safety legislation in schools and the communications sector. Safety and Legislation SE: Use safe work practices and model the most appropriate ways of accomplishing specific operations. Physical Section II: pgs , 59 Section II: pgs , Communications Technology (Grade 12, Workplace) TGJ4E OE: Develop and conduct safety audits and inspections of the school s communications technology facility and implement a plan to address any deficiencies; describe the Occupational Health and Safety Act (OHSA) and identify its implications for the school communications facility and the workplace. Physical Section II: pgs , 59 Section II: pgs , 47-48

33 Teacher s Guide Expectations Page 33 TECHNOLOGICAL EDUCATION (cont d.) Construction Technology (Grade 12, College) TCJ4C OE: Apply health and safety legislation; general shop and site safety rules; and rules specific to the safe use of materials, tools and equipment. Health and Safety SE: Identify hazards related to the materials, processes, and equipment used in a construction work environment. Ergonomics Physical Section II: pgs , Section II: pgs , Section II: pgs , Section II: pgs , Construction Technology (Grade 12, Workplace) TCJ4E OE: Apply appropriate health and safety legislation; general shop and site safety rules; and rules specific to the safe use of materials, tools and equipment. Health and Safety SE: Identify hazards related to the materials, processes, and equipment used in a construction work environment. Ergonomics Physical Section II: pgs , Section II: pgs , Section II: pgs , Section II: pgs , 51-53

34 Teacher s Guide Expectations Page 34 TECHNOLOGICAL EDUCATION (cont d.) Child Development and Gerontology (Grade 12, College) TPO4C Health and Safety Factors SE: Identify health and safety standards in the workplace that pertain to child and geriatric care; demonstrate the use of safety techniques and devices that are important in the care of children and the elderly; explain laws and regulations related to health and safety regarding child care, gerontology and geriatrics; follow routines for hygienic food preparation and for food disposal. Ergonomics Section II: pgs Section II: pgs , Section II: pgs , Medical Technologies (Grade 12, College) TPT4C OE: Describe the laws and regulations governing health and safety standards in the health care industry. Legal, Environmental and Safety Issues SE: Describe existing and potential hazards to themselves, to clients, and to co-workers; describe and, where applicable, follow health and safety procedures required to prevent injury or illness. Ergonomics Section II: pgs Section II: pgs , Section II: pgs , 54-56

35 Teacher s Guide Expectations Page 35 TECHNOLOGICAL EDUCATION (cont d.) Hairstyling and Aesthetics (Grade 12, Workplace) TPE4E OE: Evaluate effectively and implement the exemplary practices essential in an efficient and safe work environment; identify the role of legislation related to health and safety for a cosmetology program and the beauty industry in general. Ergonomics Section II: pgs Section II: pgs Section II: pgs , Hospitality and Tourism (Grade 12, Workplace) TFH4E OE: Identify health and safety standards for the hospitality and tourism industry. Health and Safety Factors SE: Describe food-borne illnesses and ways to avoid contamination; describe and, where appropriate, apply health and safety standards, codes, and legislation. Physical Section II: pgs Section II: pgs Section II: pgs Manufacturing Engineering Technology (Grade 12, College) TMJ4C OE: Evaluate and implement safe work practices in performing manufacturing-related tasks; identify the role of health and safety legislation in manufacturing technology programs in schools and the manufacturing sector. Ergonomics Physical Section II: pgs Section II: pgs , Section II: pgs , 51-54, 59 Section II: pgs , 47-48

36 Teacher s Guide Expectations Page 36 TECHNOLOGICAL EDUCATION (cont d.) Manufacturing Technology (Grade 12, Workplace) TMJ4E OE: Develop and conduct safety audits and inspections of the school manufacturing facility and implement a plan to address any deficiencies; describe the Occupational Health and Safety Act (OHSA) and identify its implications for the school manufacturing facility and their workplace. Safety and Legislation SE: Use safe work practices in the manufacturing program. Technological Design (Grade 12, University/College) TDJ4M OE: Handle materials and tools safely. Ergonomics Physical Technological Design (Grade 12, Workplace) TDJ4E OE: Use tools and materials safely to fabricate products. Section II: pgs Section II: pgs , Section II: pgs , 51-54, 59 Section II: pgs , Physical Section II: pgs Physical Section II: pgs

37 Teacher s Guide Expectations Page 37 TECHNOLOGICAL EDUCATION (cont d.) Transportation Technology (Grade 12, College) TTJ4C OE: Effectively evaluate and implement safe work practices when performing transportation-related tasks; identify the role of health and safety legislation in transportation technology programs in schools and in the transportation sector. Physical Section II: pgs Section II: pgs , 55-58, 59 Section II: pgs , 47-48, Transportation Technology (Grade 12, Workplace) TTJ4E OE: Develop and conduct effective safety audits and inspections of the school transportation facility and implement a plan to address any deficiencies; describe the role of legislation related to the transportation sector and identify its implications for the school transportation facility and for the transportation sector generally. Physical Section II: pgs Section II: pgs , 55-58, 59 Section II: pgs , 47-48, 49-50

38 Teacher s Guide Expectations Page 38 TECHNOLOGICAL EDUCATION (cont d.) Computer and Information Science (Grade 12, University/College) ICS4M Effects of Information Technology SE: Use appropriate strategies to avoid potential health and safety problems associated with computer use, such as musculo-skeletal disorders and eye strain. SE: Use appropriate strategies to avoid potential health and safety problems associated with computer use, such as musculo-skeletal disorders and eye strain. Ergonomics Section II: pgs Computer Engineering (Grade 12, University/College) ICE4M Ergonomics Section II: pgs NOTE: OE and SE: Overall Expectations and Specific Expectations Where OEs are safety-specific, the list of related SEs has not been included. Please refer to The Ontario Curriculum Grades 11 and 12 book for the full list of SEs.