Cook - Employer Registry
Cook - Employer Registry
Cook - Employer Registry
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ESSENTIAL SKILLS<br />
CURRICULUM GUIDEBOOK<br />
5. Curriculum Resources<br />
Three types of resources are identified in the curriculum guidelines: non-contextualized,<br />
contextualized, and technical. These resources have been listed throughout the<br />
guidelines. It is not intended that instructors use all of the resources outlined but,<br />
instead, choose material and deliver its content as it best suits individual learner needs.<br />
Non-contextualized resources are not related to any trade or occupation. These<br />
resources may be used to review the competencies in a stand-alone manner before<br />
transferring the skill to trade-related materials. They can be useful when learners have<br />
identified literacy challenges or when basic strategies need to be understood before<br />
applying them to higher order learning.<br />
Contextualized resources provide Essential Skills applications in the context of a<br />
specific trade or occupation and are generally written at a more basic level than technical<br />
materials. They are particularly useful when learners have identified Essential Skills gaps<br />
but can only identify relevance/motivation to the task if it is related to their specific<br />
trade.<br />
Technical resources are trades training materials from which Essential Skills can be<br />
extracted. These resources are written at a higher reading level than non-contextualized<br />
and contextualized resources and can often be found in block release training and college<br />
trade programs. Generally, learners who would benefit from these materials have few<br />
Essential Skills gaps in their learning.<br />
6. Preparation and Delivery<br />
Instructors will be provided with a complete copy of the Essential Skills Frameworks<br />
associated with the trades/courses for which they are responsible. Instructors will use<br />
essential skills assessment information to build a learning session for one client or a<br />
group of clients.<br />
The instructor will be required to prepare lesson plans as a tool to organize and plan the<br />
delivery of training. A lesson plan template in included in Appendix A. A brief description<br />
of each section of the lesson plan is included in the attached template to serve as a<br />
guide. The instructor may add additional notes and documents as required. Completed<br />
lesson plans should be kept on file to provide continuity in subsequent sessions.<br />
It is important to note that, even though objectives and competencies progress from<br />
least to most difficult, instruction need not move in a linear fashion. In recognition of<br />
their prior knowledge, learners may begin their study at any objective in the curriculum<br />
frameworks, may not require instruction in all of the competencies in each band, and/or<br />
may simultaneously complete competencies in all six Essential Skill curriculum<br />
frameworks.<br />
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