Essential Skills Manual - Automotive Service Technician

ESSENTIAL SKILLS
CURRICULUM GUIDEBOOK
Although the term ‘Essential Skills’ has been around for a number of years, there is
growing recognition of the link between Essential Skills and success in the trades.
Essential Skills are used in every occupation and more specifically, in every trade, but
they are used in different ways and at varying degrees of difficulty.
These skills are not technical skills though they may be taught using materials or
examples from a particular trade. Rather, they are the foundational skills that exist in all
occupations. The six Essential skills outlined above were used in the creation of materials
for the Trade Essentials project.
The Curriculum Frameworks identify the Essential Skills requirements for thirteen trades
and provide concrete examples of how these skills are utilized in each trade.
The Essential Skill requirements are based primarily on HRSDC’s Essential Skills profiles
www.hrsdc.gc.ca/essentialskills and the National Occupational Analyses.
(http://www.red-seal.ca/tr.1d.2n.4adeta.3l@-eng.jsp?tid=230
They have been reviewed and validated by certified tradespeople and supplemented by
additional research gathered from the Trade Essentials project.
3. Instructor Requirements
To be effective, curriculum development and delivery must be guided by the principles of
adult education. Learners in the Essential Skills programs will have a wide variety of
backgrounds, work experience, education and work-related credentials. Many of these
learners will be employed in full time positions with additional responsibilities outside of
work. It is critical for the instructor to understand the unique requirements of adult
learners and be prepared with challenging, relevant and engaging learning activities.
• Instructors must have knowledge and experience in the area of adult education.
• Instructors should have experience in working in a multi-level classroom
environment.
• Instructors must be familiar with Essential Skills, how Essential Skills are used in the
trades, and with the trade itself. Red Seal certification is encouraged.
• Instructors must be able to provide the link between Essential Skills and the trade
and will provide a trade context from their own experience and expertise. In some
instances a team approach with both an Essential Skills and a trades instructor may
be preferable.
• It is important that those who presently provide technical training also receive
training to increase their understanding of Essential Skills.
4. Curriculum Development
The curriculum frameworks are derived from an outcomes-based approach to learning
focusing on the outcome of the intervention or course of study-what the learner will be
able to do or will know at the end of the intervention. They have been developed to
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