Context: Service

Provision of Services:
Using Certification or Equivalent

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Prescribed Learning Outcomes

It is expected that students will:

• use appropriate problem-solving models in the design of products, the provision of services, the development of systems, and the utilization of ideas
• analyse and use appropriate problem-solving strategies and critical thinking when resolving problems in a variety of contexts
• identify and apply appropriate knowledge, skills, and attitudes when making choices and defending decisions
• use appropriate criteria and standards to assess and evaluate products, services, systems, and ideas

It is expected that students will:

• use effective communication skills when gathering and sharing information independently and in groups
• select appropriate information gathering and communication tools when solving problems related to applied skills areas
• use appropriate multimedia and information technology in presentations

It is expected that students will:

• use appropriate technologies in a variety of applied contexts
• maintain an orderly and safe environment when engaged in a variety of activities
• identify and evaluate the impact of technology on the way information is gathered, problems are solved, and work is done

It is expected that students will:

• demonstrate an ability to assess the impact that acquiring applied skills can have on personal and career choices
• demonstrate a positive attitude toward lifelong health and well being
• demonstrate a willingness to participate independently and interdependently in a productive environment

Suggested Instructional Strategies

Students determine background knowledge, skills, and attitudes that may provide a service to the community. Examples are:

• First Aid: Red Cross/St. John Ambulance; Sports Aider (sports injuries); cardiopulmonary resuscitation (CPR)
• Coaching: National Coaching Certificate Program (NCPP)
• Officiating
• Leadership: Canadian Intramural and Recreation Association (CIRA); fitness instructor; aquatics (lifeguard, small craft safety, boating, etc.); entry-level management

Strategies
Have students:

• create a personal porfolio
• review requirements to achieve certification
• develop a plan to deliver the service that considers audience, resources, advertising, assessment tools/evaluation, instruction
• identify the intended clients by surveying, advertising, and/or marketing the service they can offer, i.e., coaching a team in the school, managing the fund-raising activities for the student council, or providing fitness classes before or after school (see pages 20 and 21 for marketing)
• discuss resources needed to deliver the service (cost, facilities, equipment, etc.)
• outline how the service will be delivered and practise presentation skills (videotape - peer evaluation)
• maintain a journal and/or log outlining experiences, strengths, concerns, recommendations
• present results to class using available communication technology
• develop a method to survey clients about the quality of service they received
• evaluate plan and include a written reflection in a portfolio

• Business Education: business communications, marketing plans, entrepreneurship
• Technology Education: using tools, equipment, materials, and appropriate technology required for delivery of service

Suggested Assessment Strategies

• Checklist of business plan
• Journal/portfolio assessment
• Peer evaluation
• Videotaped final presentation

• Business plan
  • checklist for completeness
  • clarity
  • evidence of organization
  • impact
• Activity plan
  • practicality/appropriateness
  • thoroughness
  • clarity
  • addresses safety issues directly
• Presentation skills
  • skill in presentation
  • technical considerations/graphics
  • use of graphics
  • sequencing
  • effective use of the technology

Recommended Learning Resources

Table of Contents Curriculum Branch Ministry of Education

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Maintained by: Applied Skills Coordinator

Revised: January 28, 1999

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